Office Hours (optional): Ask me content questions, interact with your peers, and further our class discussions.
- Tuesdays at 9:30 AM
- Thursdays at 12:30 PM
Sign up if you want individual feedback on your research project- Click here to reserve a spot!
Rubric Guidelines for LA 10 Research Project- Outline, Works Cited, & Google Slides | |
File Size: | 15 kb |
File Type: | docx |
Wednesday, June 3rd- Final day of class before summer!
1. Attend your class Zoom meeting at 10 AM: We will discuss our final presentations and celebrate our year/semester together.
2. READ something this summer!
- Check out the 2020 Project Lit books! (Here is the YA-specific list: https://twitter.com/ProjectLITComm/status/1264563235006689280/photo/3)
- RCS Reading Suggestions (lists, book recommendations from teachers, etc.): https://sites.google.com/rcs-k12.us/reading/home?authuser=0
3. Final exit slip!: https://forms.gle/bBS4nAgnPwcFDTRx9
2. READ something this summer!
- Check out the 2020 Project Lit books! (Here is the YA-specific list: https://twitter.com/ProjectLITComm/status/1264563235006689280/photo/3)
- RCS Reading Suggestions (lists, book recommendations from teachers, etc.): https://sites.google.com/rcs-k12.us/reading/home?authuser=0
3. Final exit slip!: https://forms.gle/bBS4nAgnPwcFDTRx9
Wednesday, May 27th - Wednesday, June 3rd- Finish presentation/LAST DAY OF CLASS June 3rd!
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss progress on our research outlines and final presentations before our last day of class next week :)
- Link to research notes template: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
- Link to outline template: https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
- Check your email for YouTube Link that explains how to create your presentation if you missed our last class (sent 5/21)
2. Finish your Google Slides presentation using your research outline to organize your ideas. Finish your outline first. Then, simplify your bullet points when pasting them to Google Slides to avoid text-heavy slides and add relevant images, graphs, etc. Don't forget your in-text citations in the corner of your slide.
3. Assignment Submission- Due by Wednesday, 6/3: Share your Google Slides presentation with my @rcs-k12.us email address.
ALL ASSIGNMENTS ARE DUE BY WEDNESDAY, 6/3!
We will catch-up with each other, discuss progress on our research outlines and final presentations before our last day of class next week :)
- Link to research notes template: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
- Link to outline template: https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
- Check your email for YouTube Link that explains how to create your presentation if you missed our last class (sent 5/21)
2. Finish your Google Slides presentation using your research outline to organize your ideas. Finish your outline first. Then, simplify your bullet points when pasting them to Google Slides to avoid text-heavy slides and add relevant images, graphs, etc. Don't forget your in-text citations in the corner of your slide.
3. Assignment Submission- Due by Wednesday, 6/3: Share your Google Slides presentation with my @rcs-k12.us email address.
ALL ASSIGNMENTS ARE DUE BY WEDNESDAY, 6/3!
Wednesday, May 20th - Wednesday, May 27th- Finish Outline / Create Presentation
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss progress on our research outlines, and examine sample Google Slides presentation.
Link to research notes template: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
Link to outline template: https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
2. Create a Google Slides presentation using your research outline to organize your ideas. Finish your outline first. Then, simplify your bullet points when pasting them to Google Slides to avoid text-heavy slides and add relevant images, graphs, etc.
3. Assignment Submission- Due by Wednesday, 5/27: Share your Google Slides presentation with my @rcs-k12.us email address.
Remember to add your outline to the bottom of your Works Cited and Research Notes Google Doc if you fell behind last week.
We will catch-up with each other, discuss progress on our research outlines, and examine sample Google Slides presentation.
Link to research notes template: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
Link to outline template: https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
2. Create a Google Slides presentation using your research outline to organize your ideas. Finish your outline first. Then, simplify your bullet points when pasting them to Google Slides to avoid text-heavy slides and add relevant images, graphs, etc.
3. Assignment Submission- Due by Wednesday, 5/27: Share your Google Slides presentation with my @rcs-k12.us email address.
Remember to add your outline to the bottom of your Works Cited and Research Notes Google Doc if you fell behind last week.
Wednesday, May 13th - Wednesday, May 20th- Research Outline
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss progress on our research notes, and learn how to construct an outline.
Link to last week's assignment in case you need to catch up (Remember, you need 5 sources minimum and about 15 note cards): https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Construct a research outline using your notes. Copy and paste this template to the bottom of last week's assignment (works cited page and research notes) and change the structure as needed. You might need to add numbers or letters or otherwise adjust the structure depending on your research findings. https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
4. Assignment Submission- Due by Wednesday, 5/20: Add your outline to the bottom of your Works Cited and Research Notes Google Doc from last week.
We will catch-up with each other, discuss progress on our research notes, and learn how to construct an outline.
Link to last week's assignment in case you need to catch up (Remember, you need 5 sources minimum and about 15 note cards): https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Construct a research outline using your notes. Copy and paste this template to the bottom of last week's assignment (works cited page and research notes) and change the structure as needed. You might need to add numbers or letters or otherwise adjust the structure depending on your research findings. https://docs.google.com/document/d/1jTGSwfuRUG7sP6yDHrOUhZu-nKNn9bzSPz2onJuD5h0/edit?usp=sharing
4. Assignment Submission- Due by Wednesday, 5/20: Add your outline to the bottom of your Works Cited and Research Notes Google Doc from last week.
Wednesday, May 6th - Wednesday, May 13th- Research Checkpoint
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss progress on our Works Cited pages and research notes, and preview our next steps.
Link to last week's assignment in case you need to catch up: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Continue adding to Works Cited Page (5 sources minmum): Find and fill gaps in your research (source type, perspective, etc.)
- EasyBib: https://www.easybib.com/
- Citation Machine: https://www.citationmachine.net/
- MLA Style (Electronic Sources) OWL Purdue: Click here for link
- APA Style (Electronic Sources) OWL Purdue: Click here for link
- Remember, if you use Google Scholar, the citations are already made just click on the quotation mark ( " ) button under the source
3. Continue taking research notes on the sources you've found. I included 15 note cards in your template. Copy and paste the template boxes if you need to make more note cards :)
4. Exit slip/Assignment Submission- Due by Wednesday, 5/13: Click here for link!
We will catch-up with each other, discuss progress on our Works Cited pages and research notes, and preview our next steps.
Link to last week's assignment in case you need to catch up: https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Continue adding to Works Cited Page (5 sources minmum): Find and fill gaps in your research (source type, perspective, etc.)
- EasyBib: https://www.easybib.com/
- Citation Machine: https://www.citationmachine.net/
- MLA Style (Electronic Sources) OWL Purdue: Click here for link
- APA Style (Electronic Sources) OWL Purdue: Click here for link
- Remember, if you use Google Scholar, the citations are already made just click on the quotation mark ( " ) button under the source
3. Continue taking research notes on the sources you've found. I included 15 note cards in your template. Copy and paste the template boxes if you need to make more note cards :)
4. Exit slip/Assignment Submission- Due by Wednesday, 5/13: Click here for link!
Wednesday, April 29th-May 6th- Taking Research Notes and Constructing a Works Cited Page
1. Attend your class Zoom meeting: Wednesday at 10 AM
I recorded part of today's Zoom meeting and emailed all of you the link in cased you missed class.
We will catch-up with each other, discuss last week's assignment, review how to construct a Works Cited page, and learn how to take research notes.
Here is the file you will need for steps 2 & 3:
https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Constructing a Works Cited Page (at least 3 sources now and 5 sources by end of project): Use your choice of MLA or APA style (we will discuss both)
- EasyBib: https://www.easybib.com/
- Citation Machine: https://www.citationmachine.net/
- MLA Style (Electronic Sources) OWL Purdue: Click here for link
- APA Style (Electronic Sources) OWL Purdue: Click here for link
- Remember, if you use Google Scholar, the citations are already made just click on the quotation mark ( " ) button under the source
3. Begin taking research notes on the 3-5 sources you've found. Again, you will need 5 sources minimum by the end of the project, so I would recommend taking notes on the 3 sources you found initially and figuring out what gaps exist in your research. Then, find at least 2 more sources that fill those gaps.
4. Exit slip/Assignment Submission- Due by Wednesday, 5/6: Click here for link!
I recorded part of today's Zoom meeting and emailed all of you the link in cased you missed class.
We will catch-up with each other, discuss last week's assignment, review how to construct a Works Cited page, and learn how to take research notes.
Here is the file you will need for steps 2 & 3:
https://docs.google.com/document/d/1mN9ORRwUKLdUuIn3vkjstSyXFp_g8Hfb7fIHra7Q4u4/edit?usp=sharing
2. Constructing a Works Cited Page (at least 3 sources now and 5 sources by end of project): Use your choice of MLA or APA style (we will discuss both)
- EasyBib: https://www.easybib.com/
- Citation Machine: https://www.citationmachine.net/
- MLA Style (Electronic Sources) OWL Purdue: Click here for link
- APA Style (Electronic Sources) OWL Purdue: Click here for link
- Remember, if you use Google Scholar, the citations are already made just click on the quotation mark ( " ) button under the source
3. Begin taking research notes on the 3-5 sources you've found. Again, you will need 5 sources minimum by the end of the project, so I would recommend taking notes on the 3 sources you found initially and figuring out what gaps exist in your research. Then, find at least 2 more sources that fill those gaps.
4. Exit slip/Assignment Submission- Due by Wednesday, 5/6: Click here for link!
Wednesday, April 22nd- Developing a Research Question & Finding Credible Sources
A note on "due dates": Please submit your weekly assignment before next week's class Zoom meeting. For example, if your class meets on Wednesdays, be sure to submit by the following Wednesday. Please give me at least 24 hours to review your writing if signing up for individual feedback.
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss last week's assignment, and learn how to develop a research question and identify credible sources.
2. Develop a research question- (UM Generator) / (SUNY exercises- Exercise 2 near the bottom is a good resource)
Start here: https://www.lib.umich.edu/rq/
1. Open-Ended? 2. Researchable? 3. Focused (not too broad or too narrow)? 4. Argumentative?
- Tips and tools: Databases, Google Scholar, Google Books, Pew Research Center, OWL Purdue
3. Find at least 3 credible, relevant, diverse sources.
- Google Scholar Link
- RHS Media Center Databases Link
- Pew Research (poll data) Link- This source is great if you still haven't picked a topic. There is a whole list of topic ideas!
- You might also use newspaper articles, interviews, etc. from credible sources
- Evaluating sources: credibility and relevance
- Track source citations (URLS are okay for now too) in a Google Doc
4. Exit slip/Assignment Submission: You will turn in your Steps 2 and 3 here. Click here for link!
1. Attend your class Zoom meeting: Wednesday at 10 AM
We will catch-up with each other, discuss last week's assignment, and learn how to develop a research question and identify credible sources.
2. Develop a research question- (UM Generator) / (SUNY exercises- Exercise 2 near the bottom is a good resource)
Start here: https://www.lib.umich.edu/rq/
1. Open-Ended? 2. Researchable? 3. Focused (not too broad or too narrow)? 4. Argumentative?
- Tips and tools: Databases, Google Scholar, Google Books, Pew Research Center, OWL Purdue
3. Find at least 3 credible, relevant, diverse sources.
- Google Scholar Link
- RHS Media Center Databases Link
- Pew Research (poll data) Link- This source is great if you still haven't picked a topic. There is a whole list of topic ideas!
- You might also use newspaper articles, interviews, etc. from credible sources
- Evaluating sources: credibility and relevance
- Track source citations (URLS are okay for now too) in a Google Doc
4. Exit slip/Assignment Submission: You will turn in your Steps 2 and 3 here. Click here for link!
Poetic Device Review | |
File Size: | 482 kb |
File Type: | pptx |
Wednesday, April 15th - Harlem Renaissance Wrap-Up / Intro to Research Unit
Note: If you did not participate during the two weeks before Spring Break, watch this Crash Course video before doing Step 1 below: Langston Hughes and the Harlem Renaissance (11 min)
1. Read both Langston Hughes poems provided and choose ONE to analyze. See the "Poetic Devices" file above to review terms from Semester 1.
Click here to access the poems and graphic organizer- Be sure to log into your district Google account first.
2. Attend your class Zoom meeting: Wednesday from 10-11 AM
We will catch-up with each other, discuss the RCS update, and review poetic devices and the Harlem Renaissance.
3. Brainstorm a current issue (local, national, or international) that INTERESTS you for our research unit. I'd recommend brainstorming a few backup ideas in case your idea is already taken or you run into problems when you begin your research next week. Please avoid "overdone" research topics and pick something you are genuinely interested in.
4. Exit slip/Assignment Submission: You will turn in your Step 1 assignment here. Click here for link!
1. Read both Langston Hughes poems provided and choose ONE to analyze. See the "Poetic Devices" file above to review terms from Semester 1.
Click here to access the poems and graphic organizer- Be sure to log into your district Google account first.
2. Attend your class Zoom meeting: Wednesday from 10-11 AM
We will catch-up with each other, discuss the RCS update, and review poetic devices and the Harlem Renaissance.
3. Brainstorm a current issue (local, national, or international) that INTERESTS you for our research unit. I'd recommend brainstorming a few backup ideas in case your idea is already taken or you run into problems when you begin your research next week. Please avoid "overdone" research topics and pick something you are genuinely interested in.
4. Exit slip/Assignment Submission: You will turn in your Step 1 assignment here. Click here for link!
Spring Break: Friday, April 3rd to Friday, April 10th
Monday, March 30th - Friday, April 3rd- Harlem Renaissance Poetry
1. Monday/Tuesday check-in: Click here for link to form (log into district Google account first).
2. Quick Write (5 min unless you feel inspired to write more!): Choose AT LEAST ONE prompt to respond to in preparation for our discussion.
a) In "How It Feels to Be Colored Me," Zora Neale Hurston reveals, “I feel most colored when I am thrown against a sharp white background.” Describe a time when you felt more out of place due to the setting / situation you were in.
b) In her essay, Hurston later proclaims, “Sometimes, I feel discriminated against, but it does not make me angry. It merely astonishes me. How can any deny themselves the pleasure of my company?” Describe how this could be a powerful statement when applied to your own life.
c) James Baldwin, who was born during the Harlem Renaissance and became an influential figure in the civil rights movement, once stated, "I love America more than any other country in this world, and, exactly for this reason, I insist on the right to criticize her perpetually.”
To what extent do you agree/disagree with Baldwin’s statement? Explain your reasoning.
3. Read the two poems in the file posted below.Try your best to compare the meaning and style of each poem using the graphic organizer provided in the file (or annotate the poems directly if you'd prefer). See the "Poetic Devices" file above if you need to review relevant terms from Semester 1.
4. Attend your class Zoom meeting: Wednesday from 10-11 AM
5. Thursday/Friday exit slip: Click here for link!
2. Quick Write (5 min unless you feel inspired to write more!): Choose AT LEAST ONE prompt to respond to in preparation for our discussion.
a) In "How It Feels to Be Colored Me," Zora Neale Hurston reveals, “I feel most colored when I am thrown against a sharp white background.” Describe a time when you felt more out of place due to the setting / situation you were in.
b) In her essay, Hurston later proclaims, “Sometimes, I feel discriminated against, but it does not make me angry. It merely astonishes me. How can any deny themselves the pleasure of my company?” Describe how this could be a powerful statement when applied to your own life.
c) James Baldwin, who was born during the Harlem Renaissance and became an influential figure in the civil rights movement, once stated, "I love America more than any other country in this world, and, exactly for this reason, I insist on the right to criticize her perpetually.”
To what extent do you agree/disagree with Baldwin’s statement? Explain your reasoning.
3. Read the two poems in the file posted below.Try your best to compare the meaning and style of each poem using the graphic organizer provided in the file (or annotate the poems directly if you'd prefer). See the "Poetic Devices" file above if you need to review relevant terms from Semester 1.
4. Attend your class Zoom meeting: Wednesday from 10-11 AM
5. Thursday/Friday exit slip: Click here for link!
Comparing Two Poems- Read and compare poems by Wed. 4/1 | |
File Size: | 14 kb |
File Type: | docx |
Monday, March 23rd - Friday, March 27th- Intro to the Harlem Renaissance
1. Monday/Tuesday check-in: Click here for link to form (log into district Google account first). You won't want to miss this edition!
2. Quick Write or Quick Type (5 min unless you feel inspired to write more!): Please complete before Wednesday at 10 AM if possible.
"During the Middle Ages, a period that took place between the fall of ancient Rome in 476 A.D. and the beginning of the 14th century, Europeans made few advances in science and art. Also known as the “Dark Ages,” the era is often branded as a time of war, ignorance, famine and pandemics such as the Black Death... The Renaissance was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle Ages" (The History Channel). Following our current global pandemic, describe what type of renaissance (or "rebirth") you hope will occur.
3. Watch this Crash Course video on Langston Hughes and the Harlem Renaissance (11 min)- Please watch before 10 AM Wed. meeting if possible
Note: As you will learn from the video, the Harlem Renaissance is different than the European Renaissance discussed in our Quick Write. Consider why the word "renaissance" is used when naming this period the "Harlem Renaissance," and why this period is considered so significant in history.
4. Attend your class Zoom meeting: Wednesday from 10-11 AM
5. Thursday/Friday exit slip: Click here for link!
2. Quick Write or Quick Type (5 min unless you feel inspired to write more!): Please complete before Wednesday at 10 AM if possible.
"During the Middle Ages, a period that took place between the fall of ancient Rome in 476 A.D. and the beginning of the 14th century, Europeans made few advances in science and art. Also known as the “Dark Ages,” the era is often branded as a time of war, ignorance, famine and pandemics such as the Black Death... The Renaissance was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle Ages" (The History Channel). Following our current global pandemic, describe what type of renaissance (or "rebirth") you hope will occur.
3. Watch this Crash Course video on Langston Hughes and the Harlem Renaissance (11 min)- Please watch before 10 AM Wed. meeting if possible
Note: As you will learn from the video, the Harlem Renaissance is different than the European Renaissance discussed in our Quick Write. Consider why the word "renaissance" is used when naming this period the "Harlem Renaissance," and why this period is considered so significant in history.
4. Attend your class Zoom meeting: Wednesday from 10-11 AM
5. Thursday/Friday exit slip: Click here for link!
If you are interested in learning more about the Harlem Renaissance, here are some supplemental links:
- Challenge: Read one of my favorite texts from the period: "How It Feels to Be Colored Me" (3.5 pages) by Zora Neale Hurston. There is a quiz and answer key provided as well as some thought-provoking questions to accompany the piece. This is something we would have read in school this week traditionally.
Also, check out:
- Short picture book called Harlem by Walter Dean Myers (an author at least three of you are currently reading for independent reading!)
- Listen to music by Louis Armstrong, Billie Holiday, Duke Ellington, Marian Anderson, Dizzy Gillespie, Ma Rainey, "Jelly Roll" Morton, Bessie Smith, etc.
- Visual art from the Harlem Renaissance (scroll down to the bottom of the page)
- Video clip (4 min) about preserving the legacy of one of my favorite writers from the period, Zora Neale Hurston
- Photograph collection from the Jazz Age
- If you want to learn more about the Harlem Renaissance in general, click here for an article about the history of this time and the individuals who shared their gifts of art, music, poetry, and literature.
Also, check out:
- Short picture book called Harlem by Walter Dean Myers (an author at least three of you are currently reading for independent reading!)
- Listen to music by Louis Armstrong, Billie Holiday, Duke Ellington, Marian Anderson, Dizzy Gillespie, Ma Rainey, "Jelly Roll" Morton, Bessie Smith, etc.
- Visual art from the Harlem Renaissance (scroll down to the bottom of the page)
- Video clip (4 min) about preserving the legacy of one of my favorite writers from the period, Zora Neale Hurston
- Photograph collection from the Jazz Age
- If you want to learn more about the Harlem Renaissance in general, click here for an article about the history of this time and the individuals who shared their gifts of art, music, poetry, and literature.
Wednesday, March 18th - Friday, March 20th
1. Check your email and watch video. Join Remind (code in email) if you want an easy way to communicate me in addition to district email.
2. Thursday: Test our digital meeting platform Zoom. Come and chat (similar to a group text) with me and your classmates as we keep our LA 10 community strong in a time of social distancing.
This week, I will hold “office hours” for interested students on Thursday from 9:00 AM - 10:00 AM (because I miss you). Feel free to jump in or jump out at any point during the hour. Check your email on Thursday for the link to join.
3. Click here to complete this week’s exit slip!
Note: The district allocated Wednesday mornings as our official scheduled time for meetings, so my plan is to assign tasks on Monday, check-in with you as a class on Wednesday via Zoom, and have you submit an exit slip or an assignment for the week on Friday.
2. Thursday: Test our digital meeting platform Zoom. Come and chat (similar to a group text) with me and your classmates as we keep our LA 10 community strong in a time of social distancing.
This week, I will hold “office hours” for interested students on Thursday from 9:00 AM - 10:00 AM (because I miss you). Feel free to jump in or jump out at any point during the hour. Check your email on Thursday for the link to join.
3. Click here to complete this week’s exit slip!
Note: The district allocated Wednesday mornings as our official scheduled time for meetings, so my plan is to assign tasks on Monday, check-in with you as a class on Wednesday via Zoom, and have you submit an exit slip or an assignment for the week on Friday.
Monday, March 16th - Tuesday, March 17th
1. For those of you who have already taken the survey, thank you!
If you have not yet taken the survey, please log into your district Google account and take this survey for our LA 10 class when you get a chance: https://forms.gle/qhFrp93EUmuvYBve8
2. Please check your district email regularly for important updates. Stay tuned for updates from the district and me in the next few days! In the meantime, reading a book or writing in a journal are two content-specific activities that are meaningful, so take advantage now that you might have more time for them! Also, draw or paint, go for a walk/run/bike ride, and do the other things you don't typically have time to enjoy (while also following social distancing guidelines).
Optional (but it’s cute!): Click here to read this feel-good article that I planned to share last week if you need a pick-me-up: “My toy walrus waited 25 years in the Arctic”
If you have not yet taken the survey, please log into your district Google account and take this survey for our LA 10 class when you get a chance: https://forms.gle/qhFrp93EUmuvYBve8
2. Please check your district email regularly for important updates. Stay tuned for updates from the district and me in the next few days! In the meantime, reading a book or writing in a journal are two content-specific activities that are meaningful, so take advantage now that you might have more time for them! Also, draw or paint, go for a walk/run/bike ride, and do the other things you don't typically have time to enjoy (while also following social distancing guidelines).
Optional (but it’s cute!): Click here to read this feel-good article that I planned to share last week if you need a pick-me-up: “My toy walrus waited 25 years in the Arctic”
Friday, March 13th- No School for Students
Thursday, March 12th- No School for Students
Sorry to leave the movie on such a cliffhanger! If you want to finish watching it this weekend, check Hulu :)
Thank you for working hard and sharing your real-world connections during our Fahrenheit 451 unit!
Thank you for working hard and sharing your real-world connections during our Fahrenheit 451 unit!
Wednesday, March 11th
Learning Target: Students will be able to identify dystopian characteristics in The Truman Show in anticipation of our reading of Fahrenheit 451.
- Return Fahrenheit 451 books on Friday- Meet at the textbook checkout window!
- Dystopian protagonist: Clues leading up to "awakening"
- Begin watching The Truman Show
Homework: Read your book :)
Upcoming: Bring your independent reading book on Friday!
- Return Fahrenheit 451 books on Friday- Meet at the textbook checkout window!
- Dystopian protagonist: Clues leading up to "awakening"
- Begin watching The Truman Show
Homework: Read your book :)
Upcoming: Bring your independent reading book on Friday!
Tuesday, March 10th- No School (Primary Election Day)
Monday, March 9th
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 Write: “You don’t have to burn books to destroy a culture. Just get people to stop reading them.” - Ray Bradbury
- Real-Life: "In the Cave: Philosophy and Addiction" / Discussion of writing and publishing industry
- Discussion of text-to-text connections (Awake) / Book hook: Room by Emma Donoghue
- Independent reading
Homework: Enjoy your day off tomorrow! / Read something :)
- Quick Write: “You don’t have to burn books to destroy a culture. Just get people to stop reading them.” - Ray Bradbury
- Real-Life: "In the Cave: Philosophy and Addiction" / Discussion of writing and publishing industry
- Discussion of text-to-text connections (Awake) / Book hook: Room by Emma Donoghue
- Independent reading
Homework: Enjoy your day off tomorrow! / Read something :)
Click here to listen to Fahrenheit 451 audio on YouTube
Friday, March 6th- 1/2 Day
Learning Target: Students will be able to read and comprehend literature at the 10th grade complexity band independently and proficiently. CCSS.ELA-Literacy.RL.9-10.10
- Independent reading
Homework: Read something! Have a wonderful weekend!
- Independent reading
Homework: Read something! Have a wonderful weekend!
Thursday, March 5th
Learning Target: Students will be able to demonstrate their understanding of Fahrenheit 451.
- F451: Part 3 Quiz (including bonus questions!)
- Independent reading
- Book hook: A Man Called Ove by Fredrik Backman
Homework: None
- F451: Part 3 Quiz (including bonus questions!)
- Independent reading
- Book hook: A Man Called Ove by Fredrik Backman
Homework: None
Wednesday, March 4th
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
- Text-to-Text Connection: Juvenal quote and Fahrenheit 451
- The Allegory of the Cave- Plato (primary source connection)
- "Burning Bright" group review and discussion
Homework: Review main ideas from Part 3 of F451 before tomorrow's quiz
Upcoming: Fahrenheit 451- Final quiz tomorrow!
"Already long ago, from when we sold our vote to no man, the People have abdicated our duties; for the People who once upon a time handed out military command, high civil office, legions — everything, now restrains itself and anxiously hopes for just two things: bread and circuses."
"iam pridem, ex quo suffragia nulli / uendimus, effudit curas; nam qui dabat olim / imperium, fasces, legiones, omnia, nunc se / continet atque duas tantum res anxius optat, / panem et circenses."
(Juvenal, Satire 10.77–81)
- Text-to-Text Connection: Juvenal quote and Fahrenheit 451
- The Allegory of the Cave- Plato (primary source connection)
- "Burning Bright" group review and discussion
Homework: Review main ideas from Part 3 of F451 before tomorrow's quiz
Upcoming: Fahrenheit 451- Final quiz tomorrow!
"Already long ago, from when we sold our vote to no man, the People have abdicated our duties; for the People who once upon a time handed out military command, high civil office, legions — everything, now restrains itself and anxiously hopes for just two things: bread and circuses."
"iam pridem, ex quo suffragia nulli / uendimus, effudit curas; nam qui dabat olim / imperium, fasces, legiones, omnia, nunc se / continet atque duas tantum res anxius optat, / panem et circenses."
(Juvenal, Satire 10.77–81)
Tuesday, March 3rd
Learning Target: Students will be able to initiate and participate effectively in a range of collaborative discussions, building on others' ideas and expressing their own clearly and effectively.
- Norms for discussion and sentence stems for disagreement
- Discussion: Trigger warnings and F451's Coda
- Independent reading
Homework: Finish reading Part 3: Burning Bright by tomorrow in preparation for Thursday's quiz (20 MC and 4 short answer questions)
Upcoming: Fahrenheit 451- Final quiz on Thursday!
W- "Allegory of the Cave" and group review for tomorrow's quiz
TH- Final F451 quiz and "Allegory of the Cave" bonus! / Parent Conferences this evening
F- Independent reading (1/2 Day!)
Respectful Discussion of Controversial Issues
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 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
- Norms for discussion and sentence stems for disagreement
- Discussion: Trigger warnings and F451's Coda
- Independent reading
Homework: Finish reading Part 3: Burning Bright by tomorrow in preparation for Thursday's quiz (20 MC and 4 short answer questions)
Upcoming: Fahrenheit 451- Final quiz on Thursday!
W- "Allegory of the Cave" and group review for tomorrow's quiz
TH- Final F451 quiz and "Allegory of the Cave" bonus! / Parent Conferences this evening
F- Independent reading (1/2 Day!)
Respectful Discussion of Controversial Issues
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 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
Monday, March 2nd
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
- Write a 2nd paragraph on "trigger warnings" from an opposing viewpoint / Continue reading F451 once you are done with your paragraph
- Micro Lab Protocol: "Trigger Warnings"
- Finish reading Fahrenheit 451 by Wednesday
Homework: Bring your independent reading books tomorrow!
Upcoming: Finish reading Part 3 by the end of class on Thursday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including Friday)
- Write a 2nd paragraph on "trigger warnings" from an opposing viewpoint / Continue reading F451 once you are done with your paragraph
- Micro Lab Protocol: "Trigger Warnings"
- Finish reading Fahrenheit 451 by Wednesday
Homework: Bring your independent reading books tomorrow!
Upcoming: Finish reading Part 3 by the end of class on Thursday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including Friday)
Friday, February 28th
Learning Target: Students will be able to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Write an argument paragraph based on yesterday's "Trigger Warnings" article
- Continue reading Part 3: Burning Bright (up to around p. 140 to stay on track)
Homework: Read F451 (about 13 pages a day to avoid homework over the weekend)
Upcoming: Finish reading Part 3 by the end of class on Friday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including the weekend) / - Syntax: Excerpt from "The Fanatics" by Eric Hoffer
Directions: Construct an argument (about 8-10 sentences) based on yesterday's article.
Take a position on the extent to which "trigger warnings" are necessary, if at all.
Claim
Evidence #1 (from the text)
Reasoning #1 (How/why does this evidence support your claim?)- 1-2 sentences
Evidence #2 (from the text)
Reasoning #2 (How or why does this support your claim?)- 1-2 sentences
***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.
- Write an argument paragraph based on yesterday's "Trigger Warnings" article
- Continue reading Part 3: Burning Bright (up to around p. 140 to stay on track)
Homework: Read F451 (about 13 pages a day to avoid homework over the weekend)
Upcoming: Finish reading Part 3 by the end of class on Friday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including the weekend) / - Syntax: Excerpt from "The Fanatics" by Eric Hoffer
Directions: Construct an argument (about 8-10 sentences) based on yesterday's article.
Take a position on the extent to which "trigger warnings" are necessary, if at all.
Claim
Evidence #1 (from the text)
Reasoning #1 (How/why does this evidence support your claim?)- 1-2 sentences
Evidence #2 (from the text)
Reasoning #2 (How or why does this support your claim?)- 1-2 sentences
***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.
Thursday, February 27th- Snow Day
Wednesday, February 26th- Snow Day
Tuesday, February 25th
Learning Target: Students will be able to read and comprehend literature at the 10th grade complexity band independently and proficiently. CCSS.ELA-Literacy.RL.9-10.10
- Quick Write: Carnival prompt
- Read Part 3: Burning Bright (beginning on p.113)
- Read and annotate AoW on "Trigger Warnings"
Homework: Read F451 or your independent reading book
Upcoming: Finish reading Part 3 by the end of class on Friday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including the weekend)
- Quick Write: Carnival prompt
- Read Part 3: Burning Bright (beginning on p.113)
- Read and annotate AoW on "Trigger Warnings"
Homework: Read F451 or your independent reading book
Upcoming: Finish reading Part 3 by the end of class on Friday to avoid homework (p.113-165)
52 pages total / 13 pages per day (not including the weekend)
Monday, February 24th
Learning Target: Students will be able to read and comprehend literature at the 10th grade complexity band independently and proficiently. CCSS.ELA-Literacy.RL.9-10.10
- SAT Writing & Language Prep (11 questions in under 9 minutes)
- Read The Librarian of Basra- Jeanette Winter
- Independent reading (20 min) / (7 students need to make-up quote quiz today)
Homework: Read something!
Upcoming: We start reading Part 3 tomorrow!
- SAT Writing & Language Prep (11 questions in under 9 minutes)
- Read The Librarian of Basra- Jeanette Winter
- Independent reading (20 min) / (7 students need to make-up quote quiz today)
Homework: Read something!
Upcoming: We start reading Part 3 tomorrow!
Friday, February 21st
Learning Target: Students will be able to analyze how Bradbury crafts the text and communicate their argument in writing by introducing their claims and supporting them with evidence and warrants. CCSS.ELA-Literacy.RL.9-10.5 / CCSS.ELA-Literacy.W.9-10.1a
- Quote analysis quiz
- Independent reading (choice book)
Homework: Read your independent reading book and have a great weekend!
Upcoming: We will read Part 3 next week!
- Quote analysis quiz
- Independent reading (choice book)
Homework: Read your independent reading book and have a great weekend!
Upcoming: We will read Part 3 next week!
Thursday, February 20th
Learning Target: Students will be able to analyze how Bradbury crafts the text and communicate their argument in writing by introducing their claims and supporting them with evidence and warrants. CCSS.ELA-Literacy.RL.9-10.5 / CCSS.ELA-Literacy.W.9-10.1a
- Syntax: Excerpt from Brave New World by Aldous Huxley
- Chalk Talk: Evaluate groups' quote analysis practice from yesterday- Finish reading "The Sieve and the Sand" (from p.97-110 to stay on pace) and complete FOUR QUESTIONS by tomorrow
Homework: Finish reading Part 2: The Sieve and the Sand and complete 4 questions by TOMORROW!
Upcoming: Quote Quiz on Part 2 of F451 on Friday, 2/21 (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
- Syntax: Excerpt from Brave New World by Aldous Huxley
- Chalk Talk: Evaluate groups' quote analysis practice from yesterday- Finish reading "The Sieve and the Sand" (from p.97-110 to stay on pace) and complete FOUR QUESTIONS by tomorrow
Homework: Finish reading Part 2: The Sieve and the Sand and complete 4 questions by TOMORROW!
Upcoming: Quote Quiz on Part 2 of F451 on Friday, 2/21 (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
Wednesday, February 19th
Learning Target: Students will be able to analyze how Bradbury crafts the text and communicate their argument in writing by introducing their claims and supporting them with evidence and warrants. CCSS.ELA-Literacy.RL.9-10.5 / CCSS.ELA-Literacy.W.9-10.1a
- Quick Discussion: "Liberal Arts"
- Quote analysis practice (individual)
- Continue reading "The Sieve and the Sand" (from p.84-97 to stay on pace)
Homework: Finish reading Part 2: The Sieve and the Sand by Friday, 2/21 (about 13 pages per day)
Upcoming: Quote Quiz on Part 2 of F451 on Friday, 2/21 (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
- Quick Discussion: "Liberal Arts"
- Quote analysis practice (individual)
- Continue reading "The Sieve and the Sand" (from p.84-97 to stay on pace)
Homework: Finish reading Part 2: The Sieve and the Sand by Friday, 2/21 (about 13 pages per day)
Upcoming: Quote Quiz on Part 2 of F451 on Friday, 2/21 (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
Tuesday, February 18th- No School (Icy Roads)
Monday, February 17th- No School
Friday, February 14th
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
- Visual Clues: Uncovering the dystopian nature of F451 (directions below)
- Continue reading Part 2 and work on questions to be on pace for Tuesday
- Exit slip
Homework: Read your independent reading book! You might also choose to read ahead in F451 if you are worried about falling behind next week. Have a great weekend!
Upcoming: Quote Quiz on Part 2 of F451 next Thursday (Read about 13 pages a day)
Visually represent clues from your reading that the society in Fahrenheit 451 is a dystopia.
Step 1:
A. List 3 adjectives that describe the society in Fahrenheit 451 (Level 1)
OR
B. Describe 2-3 actions that represent examples of dystopian controls (Level 1)
Step 2:
A. Draw a symbol that represents the dystopian society found in the novel. (Level 2)
OR
B. Illustrate a key scene that suggests the society is a dystopia. (Level 2)
Step 3:
A. Explain: How does your symbol from Step 2 represent the type of dystopia found in Fahrenheit 451? (Level 3)
OR
B. Explain: Why did you choose that particular scene to illustrate in Step 2? (Level 3)
- Visual Clues: Uncovering the dystopian nature of F451 (directions below)
- Continue reading Part 2 and work on questions to be on pace for Tuesday
- Exit slip
Homework: Read your independent reading book! You might also choose to read ahead in F451 if you are worried about falling behind next week. Have a great weekend!
Upcoming: Quote Quiz on Part 2 of F451 next Thursday (Read about 13 pages a day)
Visually represent clues from your reading that the society in Fahrenheit 451 is a dystopia.
Step 1:
A. List 3 adjectives that describe the society in Fahrenheit 451 (Level 1)
OR
B. Describe 2-3 actions that represent examples of dystopian controls (Level 1)
Step 2:
A. Draw a symbol that represents the dystopian society found in the novel. (Level 2)
OR
B. Illustrate a key scene that suggests the society is a dystopia. (Level 2)
Step 3:
A. Explain: How does your symbol from Step 2 represent the type of dystopia found in Fahrenheit 451? (Level 3)
OR
B. Explain: Why did you choose that particular scene to illustrate in Step 2? (Level 3)
Thursday, February 13th
Learning Target: Students will be able to read and comprehend literature at the 10th grade complexity band independently and proficiently.
- Quick Write: "Sieve and the Sand" prompt / Tone: Clare Booth Luce
- Quote analysis procedures / Choose 2 quotes to analyze and write them in your notebook with proper MLA citation (Bradbury #)
- Begin reading Part 2: "The Sieve and the Sand" (p.70-83 to stay on pace)
Homework: Finish reading Part 2: The Sieve and the Sand by Thursday, 2/20 (about 13 pages per day)
Upcoming: Quote Quiz on Part 2 of F451 next Thursday (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
- Quick Write: "Sieve and the Sand" prompt / Tone: Clare Booth Luce
- Quote analysis procedures / Choose 2 quotes to analyze and write them in your notebook with proper MLA citation (Bradbury #)
- Begin reading Part 2: "The Sieve and the Sand" (p.70-83 to stay on pace)
Homework: Finish reading Part 2: The Sieve and the Sand by Thursday, 2/20 (about 13 pages per day)
Upcoming: Quote Quiz on Part 2 of F451 next Thursday (13 pages a day)
Quote Analysis:
1. Speaker / Context- Who is speaking? What is happening at this point in the novel?
2. Describe meaning- Go beyond the literal meaning to describe the deeper meaning of the quote as well.
3. Evaluate significance- Why is the quote important to the work as a whole? Does it have any literary significance (theme, symbolism, metaphorical language, etc.)?
Wednesday, February 12th
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
- F451: Short Reading Comprehension Quiz on Part 1 (8 multiple choice questions)
- Write one-paragraph (8-10 sentence) analysis of Beatty's speech
- What is he arguing? How does he describe society in F451? Why are these points important to our understanding of the society in F451?
- Independent reading
Homework: None / Read your independent reading book!
Upcoming: Part 2 of F451
- F451: Short Reading Comprehension Quiz on Part 1 (8 multiple choice questions)
- Write one-paragraph (8-10 sentence) analysis of Beatty's speech
- What is he arguing? How does he describe society in F451? Why are these points important to our understanding of the society in F451?
- Independent reading
Homework: None / Read your independent reading book!
Upcoming: Part 2 of F451
Tuesday, February 11th
Learning Target: Students will be able to determine and write an argument analyzing an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Quick Write and Discuss: Happiness
- Discuss "The Hearth and the Salamander" / Analyze Beatty's speech (Read p. 53-63 together)
- Read the rest of part 2 independently (up to p. 68) and finish 5 questions by tomorrow
Homework: Finish Part 1 (up to p. 68) before tomorrow's quiz and complete 5 questions based on the reading
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
- Quick Write and Discuss: Happiness
- Discuss "The Hearth and the Salamander" / Analyze Beatty's speech (Read p. 53-63 together)
- Read the rest of part 2 independently (up to p. 68) and finish 5 questions by tomorrow
Homework: Finish Part 1 (up to p. 68) before tomorrow's quiz and complete 5 questions based on the reading
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
Monday, February 10th
Learning Target: Students will be able to determine and write an argument analyzing an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
- Identify elements of argument and persuasive appeals in "To Make Prisons ‘Safer,’ Some Are Banning... Books" - NY Times
- Write response to statistics
- Independent reading (if caught up on F451)
Homework: Finish reading to p. 53 in F451 by tomorrow if you were absent last week and work on 5 questions based on the reading
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
T- Beatty's speech and finish Part 1 before tomorrow
W- Quiz (8 multiple choice) / Beatty RA paragraph
TH- Quick Write: "Sieve and the Sand" prompt / Tone: Clare Booth Luce / Quote analysis procedures / Choose 2 quotes to analyze and write them in your notebook with proper MLA citation (Bradbury #) /Begin reading Part 2: "The Sieve and the Sand" (p.70-83 to stay on pace)
F- Visual Clues / Catch up on F451 or read independent reading book
- Identify elements of argument and persuasive appeals in "To Make Prisons ‘Safer,’ Some Are Banning... Books" - NY Times
- Write response to statistics
- Independent reading (if caught up on F451)
Homework: Finish reading to p. 53 in F451 by tomorrow if you were absent last week and work on 5 questions based on the reading
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
T- Beatty's speech and finish Part 1 before tomorrow
W- Quiz (8 multiple choice) / Beatty RA paragraph
TH- Quick Write: "Sieve and the Sand" prompt / Tone: Clare Booth Luce / Quote analysis procedures / Choose 2 quotes to analyze and write them in your notebook with proper MLA citation (Bradbury #) /Begin reading Part 2: "The Sieve and the Sand" (p.70-83 to stay on pace)
F- Visual Clues / Catch up on F451 or read independent reading book
Friday, February 7th
Learning Target: Students will be able to read and comprehend literature and non-fiction texts independently and proficiently. CCSS.ELA-LITERACY.RL.9-10.10
- Quick Write: Should some books be banned? / Discuss: Most challenged books of recent years (what? who? where? why? who cares?)
- Book hooks: The Book Thief by Markus Zusack / Dear Martin by Nic Stone / Salt to the Sea by Ruta Sepetys
- Read Fahrenheit 451 (to p. 53 by start of class on Monday, 2/10) and answer 5 questions / Independent reading book (30 minutes)
Homework: Have a great weekend! Remember to read up to p. 53 by the start of Monday's class
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
- Quick Write: Should some books be banned? / Discuss: Most challenged books of recent years (what? who? where? why? who cares?)
- Book hooks: The Book Thief by Markus Zusack / Dear Martin by Nic Stone / Salt to the Sea by Ruta Sepetys
- Read Fahrenheit 451 (to p. 53 by start of class on Monday, 2/10) and answer 5 questions / Independent reading book (30 minutes)
Homework: Have a great weekend! Remember to read up to p. 53 by the start of Monday's class
Upcoming: Reading Quiz (8 multiple choice) on Part 1 of Fahrenheit 451 on Wednesday, 2/12 (TBD)
Thursday, February 6th
Learning Target: Students will be able to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.9-10.3
- SAT Prep: Writing & Language (11 questions in 9 minutes)
- Discuss yesterday's RA practice and our F451 reading (up to p. 28)
- Read Fahrenheit 451 (to p. 53 by start of class on Monday, 2/10) and complete the 5 questions assigned today
Homework: Catch-up on Fahrenheit 451 reading if necessary and bring your independent reading book tomorrow!
Upcoming: Reading Quiz on Part 1 of Fahrenheit 451 next Tuesday, 2/11 (8 multiple choice)
- SAT Prep: Writing & Language (11 questions in 9 minutes)
- Discuss yesterday's RA practice and our F451 reading (up to p. 28)
- Read Fahrenheit 451 (to p. 53 by start of class on Monday, 2/10) and complete the 5 questions assigned today
Homework: Catch-up on Fahrenheit 451 reading if necessary and bring your independent reading book tomorrow!
Upcoming: Reading Quiz on Part 1 of Fahrenheit 451 next Tuesday, 2/11 (8 multiple choice)
Wednesday, February 5th
Learning Target: Students will be able to apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCSS.ELA-Literacy.L.9-10.3
- Quick Write: "Ignorance is bliss"
- Discuss yesterday's article and write 2-4 sentences (What is the author's argument? How is the author arguing his points and with what purpose/effect?)
- Read Fahrenheit 451 to at least p. 28
Homework: Catch-up on Fahrenheit 451 reading if necessary and bring your independent reading book tomorrow!
Upcoming: Reading Quiz on Part 1 of Fahrenheit 451 next week
- Quick Write: "Ignorance is bliss"
- Discuss yesterday's article and write 2-4 sentences (What is the author's argument? How is the author arguing his points and with what purpose/effect?)
- Read Fahrenheit 451 to at least p. 28
Homework: Catch-up on Fahrenheit 451 reading if necessary and bring your independent reading book tomorrow!
Upcoming: Reading Quiz on Part 1 of Fahrenheit 451 next week
Tuesday, February 4th
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
- Review: Ethos, Logos, Pathos (Super Bowl ads)
- Identify rhetorical devices and central argument in an op-ed: "Sugar in Food is Poorly Labeled, and the Industry Likes It that Way" - LA Times
- Read Fahrenheit 451 (should be around p. 20 by tomorrow)
Homework: Choose an independent reading book and finish today's F451 reading if not completed in class
- Review: Ethos, Logos, Pathos (Super Bowl ads)
- Identify rhetorical devices and central argument in an op-ed: "Sugar in Food is Poorly Labeled, and the Industry Likes It that Way" - LA Times
- Read Fahrenheit 451 (should be around p. 20 by tomorrow)
Homework: Choose an independent reading book and finish today's F451 reading if not completed in class
Monday, February 3rd
Learning Target: Students will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CCSS.ELA-Literacy.RI.9-10.8
- Identify and evaluate elements of argument (Gift Cards)
- Check out books
- Read beginning pages of Fahrenheit 451 (p. 1-8)
Homework: Please select an independent reading book for this quarter
Upcoming: AoW (Rhetorical analysis) / F451 statistics / SAT Writing and Language
- Identify and evaluate elements of argument (Gift Cards)
- Check out books
- Read beginning pages of Fahrenheit 451 (p. 1-8)
Homework: Please select an independent reading book for this quarter
Upcoming: AoW (Rhetorical analysis) / F451 statistics / SAT Writing and Language
Friday, January 31st
Learning Target: Students will be able to demonstrate their current understanding of the semester's standards and anticipate opportunities for growth.
- Semester 2 Pre-Assessment
- Book Hook: The Sun is Also a Star / Reading Survey
- Exit slip
Homework: Please select an independent reading book for this quarter / Have a great weekend!
Upcoming: Begin reading Fahrenheit 451
- Semester 2 Pre-Assessment
- Book Hook: The Sun is Also a Star / Reading Survey
- Exit slip
Homework: Please select an independent reading book for this quarter / Have a great weekend!
Upcoming: Begin reading Fahrenheit 451
Thursday, January 30th
Learning Target: Students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.9-10.4
- Discuss ELA scheduling options for next year (meet with counselors 6th hour today)
- SAT Reading Prep: 4 questions in 3 minutes
- Write a formal summary of our AoW (Click here for more sample summaries)- Due: End of the hour
- Book Hook: The House of the Scorpion by Nancy Farmer (dystopian genre)
Homework: Please select an independent reading book for this quarter / Get syllabus signed
Upcoming: Semester 2 Pre-Assessment
- Discuss ELA scheduling options for next year (meet with counselors 6th hour today)
- SAT Reading Prep: 4 questions in 3 minutes
- Write a formal summary of our AoW (Click here for more sample summaries)- Due: End of the hour
- Book Hook: The House of the Scorpion by Nancy Farmer (dystopian genre)
Homework: Please select an independent reading book for this quarter / Get syllabus signed
Upcoming: Semester 2 Pre-Assessment
Wednesday, January 29th
Learning Target: Students will be able to read informational text and decipher what the text says. CCSS.ELA. Grades 9 - 10, Anchor 1
- Book Hook: Books by Neal Shusterman or Sarah Dessen
- Begin Utopia / Dystopia notes
- Assign AoW (How does our AoW connect to yesterday's discussion?)
Homework: You and a parent/guardian need to sign the student contract.
Please select an independent reading book for this quarter.
Upcoming: Semester 2 Pre-Assessment
- "This or That"- Claim, Evidence, Reasoning, Counterarguments / ELA Courses for Next Year
TH- Discuss AG and finish notes / Write formal summary of AoW / 4 SAT Q's
F- Semester 2 Pre-Assessment / Get F451 books / Be sure to get an independent reading book by next week
- Book Hook: Books by Neal Shusterman or Sarah Dessen
- Begin Utopia / Dystopia notes
- Assign AoW (How does our AoW connect to yesterday's discussion?)
Homework: You and a parent/guardian need to sign the student contract.
Please select an independent reading book for this quarter.
Upcoming: Semester 2 Pre-Assessment
- "This or That"- Claim, Evidence, Reasoning, Counterarguments / ELA Courses for Next Year
TH- Discuss AG and finish notes / Write formal summary of AoW / 4 SAT Q's
F- Semester 2 Pre-Assessment / Get F451 books / Be sure to get an independent reading book by next week
Tuesday, January 28th
Learning Target: Students will be able to build connections between our text, the world, and their own lives.
- Discuss this morning's "Know Resolve" assembly (15 min)
- Introduction and course overview, including independent reading requirement
- F451 Anticipation Guide
Homework: You and a parent/guardian need to sign the student contract.
Please select an independent reading book for this quarter.
Upcoming: Semester 2 Pre-Assessment
Meeting with counselors on January 30th during 6th Hour
- Discuss this morning's "Know Resolve" assembly (15 min)
- Introduction and course overview, including independent reading requirement
- F451 Anticipation Guide
Homework: You and a parent/guardian need to sign the student contract.
Please select an independent reading book for this quarter.
Upcoming: Semester 2 Pre-Assessment
Meeting with counselors on January 30th during 6th Hour