Monday

Quarter 1, Week 4 of 9

Attention all students:
This week begins 'Thursday Sesh with Fish' after school on Thursdays, from 2-3 pm.  All are welcome to come and do work or ask for extra help!
Monday, August 26
Classwork
  1. Learning Objective: L11-12.6- Acquire and use accurately general academic and domain-specific words and phrases.
  2. Do Now: Copy the learning objective only and prepare for today's quiz.
  3. Then: Vocabulary Unit 2, Quiz A (after the quiz, copy the 'target practice' and answer the question in your journal)
  4. After: Review the weekly sheet, up-coming due dates, and old grades
  5. Next: Finish Share-outs from Native American Myths (finish answering the question from last class if needed)
  6. Target Practice: How will understanding this new vocabulary aid you in understanding the readings this week?
Homework
  • Complete independent reading by this Friday, August 30 to be eligible for revision
Tuesday and Wednesday, August 27 & 28
Classwork
  1. Learning Objective: RL11-12.9- Demonstrate knowledge early American foundational works, including the treatment of similar themes from the time-period.
  2. Do Now: Why do you think early American settlers left their native countries?  Answer in constructed response format.
  3. Then: Creating a timeline of America's history (Identify at least one of each of the following every 50 years from 1700-present day: important people/presidents, writing, wars, socio/political event, and world event/writing.
  4. After: Read the excerpt from the Declaration of Independence on pp.112-115
  5. Next: Read the excerpt from 'The American Crisis' on pp. 117-119.
  6. Target Practice: After reading both passages, and considering the timeline you began, consider the essential question: What makes American literature American? Are the ideals Jefferson and Paine defend in these writings still important to Americans? Explain.  In your response, correctly use the following key words: patriotism, service, authority, and equality.
Homework
  • Finish the timeline for next class (it will be scored on an Outstanding/Satisfactory/Unsatisfactory scale.  Outstanding will require you to go above and beyond what is listed in the 'then' row above: pictures, explanations, and color are good ideas!  Simply completing the activity will garner you a satisfactory score.  Anything less will be considered unsatisfactory or incomplete based on the level of completeness.)
  • Independent reading is due by 2:15 on Friday if you would like to be eligible for corrections
Thursday and Friday, August 29 & 30
Classwork
  1. Learning Objective: RL11-12.9- Demonstrate knowledge early American foundational works, including the treatment of similar themes from the time-period.
  2. Do Now: Read/Listen to 'A Confederate Account of the Battle of Gettysburg' on p. 502-503.  In your journal, draw the battlefield described.  Then, write your own response to the question: Why did the country become so divided?
  3. Then: Prepare for reading An Occurence at Owl Creek Bridge by reading the introduction on p. 479
  4. After: Read/Listen to An Occurence at Owl Creek Bridge.  While reading/listening, write any/all new vocabulary you find in your journal and define.  When the selection is complete, answer these questions: What does the story suggest about the psychology of a person facing a life or death situation? Can these insights be applied to decisions made in everyday life? How? Why or why not?
  5. Target Practice: How does the contrast between the ordinary settings and the awful events of this story add to its power: Explain. In your response use all of the following 'essential question' words: heighten, conflict, tension, perspective.
Homework
  • Independent reading due by 2:15 on Friday, August 30
  • Study for Vocabulary Unit 2, Quiz B on Tuesday/Wednesday
  • Enrichment: Read/Listen to 'Recollections of a Private' online or on p. 500-501.  Complete the 'timed writing' activity on p.505 in the textbook or online by going to 'Division, Reconciliation, and Expansion', then 'Informational texts: Primary Sources', then 'Test Practice: Primary Sources'. Scroll to the bottom of the page and complete the 'timed writing' activity on paper and turn-in by Friday, September 5. 
  • Down the road: We will begin reading Tim O'Brien's Vietnam War story The Things They Carried next week.  This is the primary text for the unit.  If you would like to check-out a copy, please see your teacher outside of class-time.
Important: Independent reading will be accepted after today, Friday, August 30, until Friday, September 27 @ 2:15 pm.  There will be no more opportunity to make corrections, however.  All submissions must be in hard-copy.  No electronic copies will be accepted.
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Tuesday

Quarter 1, Week 3 of 9

Reminder: As your classroom contract states, NO LATE CLASS OR HOMEWORK WILL BE ACCEPTED BEGINNING TODAY.  Major project work will only be accepted up to one day late at a 15% deficit.
Monday, August 19
Classwork
  1. Learning Objective: L11-12.6- Acquire and use accurately general academic and domain-specific words and phrases.
  2. Do Now: Junior Vocabulary Unit 1, Quiz B
  3. After: Preview Junior Vocabulary Unit 2
  4. Then: Edit college essay for content
  5. Next: Begin revising on computers
  6. Target Practice: I can identify the meaning and accurately use words from this week's vocabulary list. +/o/-
Homework
Tuesday and Wednesday, August 20 & 21
Classwork
  1. Learning Objective: W11-12.10- Write routinely for extended periods of time for a range of tasks, purposes, and audiences.
  2. Do Now: (In your journal) Why do you think it is important to write about a single topic over an extended period of time, rather than a group of smaller ones?
  3. After: Finish revising essays and word processing the final draft
  4. Then: Share your essay with a partner in your class and have them leave at least five comments.  Address the comments by revising your essay.
  5. Next: Click here to submit your final draft
  6. Target Practice: My essay is ready to submit to colleges for admission consideration. +/o/-
Homework
  • Continue independent reading (due August 30!)
Thursday and Friday, August 22 & 23
Classwork
  1. Learning Objective: RI 11-12.2- Determine two or more central ideas of a text and analyze their development over the course of the text.
  2. Do Now: What do you think the college essay that you wrote last class has in-common with the creation myths told by early Native American tribes? Why do we feel the need to record and retell our histories? 
  3. After: Watch "Essential Question Video" and write the essential questions in your journal 
  4. Then: In groups, read one of the following stories: The Earth on Turtle's Back, When Grizzlies Walked Upright, excerpt from The Navajo Origin Legend 
  5. Next: Groups answer the essential questions and the following question with detail and share with the class: What do the qualities these mythmakers see in nature show about the human traits they valued? Make sure to use at least two of the essential question words in your answer: environment, landscape, profound, cultivate. 
  6. Target Practice: Looking at your response from the 'Do Now', has your view changed about the need to record and retell our histories? Why or why not? Use detail from today's lesson to support your answer.
Homework
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Saturday

Quarter 1, Week 2 of 9

Monday, August 12 
Classwork (Turn-in any completed homework to the homework tray at the beginning of class)
  1. Junior Vocabulary Unit 1, Quiz A
  2. Learning Objective: W 11-12.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  3. Do Now: Read list of essay topics and choose one that you feel most comfortable writing about.Writing Prompts for 650-word essay:
    • Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
    • Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
    • Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
    • Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?
    • Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
  1. After: Plan-out your response.
  2. Then: Write your response.
  3. Target Practice: Self-assess +/o/-
Homework
  • Bring Signed form (Orange) to class on Thursday for check
  • Continue Independent Reading (writing assignment due August 30!)
  • Optional: Sign-up for online textbook (you will need the information for your class under 'Online Textbook Sign-up")
Tuesday, August 13 
Classwork (Turn-in any completed homework to the homework tray at the beginning of class)
  1. Junior Vocabulary Unit 1, Quiz A
  2. Learning Objective: SL11-12.4, Present information, findings, and supporting evidence, conveying a clear and distinct perspective that the audience can follow. W 11-12.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  3. Do Now: Use answers to interview questions to create paragraph introducing partners from last class 
  4. After: Present Partners 
  5. Target Practice: Which details do you think were most relevant? Least?
Homework
  • Bring Signed form (Orange) to class on Thursday for check
  • Continue Independent Reading (writing assignment due August 30!)
  • Optional: Sign-up for online textbook (you will need the information for your class under 'Online Textbook Sign-up")
Wednesday and Thursday, August 14 & 15
Classwork (Turn-in any completed homework to the homework tray at the beginning of class)
  1. Learning Objective: W 11-12.3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  2. Do Now: Choose one of the prompts below to write your essay about.  Write that prompt in your journal, and two or three sentences about why this prompt would be a good one for you.
    • Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
    • Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
    • Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
    • Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?
    • Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family. 
  3. Then: Begin planning your response.  Use this graphic organizer if you have a computer. Usethis graphic organizer if you do not have a computer (write in your journal).
  4. Next: Select Prompt for writing sample and begin planning your response (see the rubric here) 
  5. Target Practice: Do you believe you've written an essay using effective technique, well-chosen details, and well structured event sequences? +/o/-
Homework
  • Bring Signed form (Orange) to class on Thursday for check
  • Study for Vocabulary Unit 1, Quiz B on Monday
  • Continue Independent Reading (written assignment due August 30!)
  • Reminder: Open House Thursday night at 6:00!  Please ask your parents to come and YOU will receive enrichment credit when THEY complete the information that evening!
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