Sunday

Quarter 2, Week 10 of 10

Monday, December 16
Classwork
Learning Objective: RL.11-12.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.11-12.2- Write informative or explanatory texts to examine and convey complex ideas.
  1. Do Now: Read the overview, standards, and synopsis of the Lion King activity
  2. Then: Discuss the activity
  3. After: View The Lion King (click here to see film ratings information)
  4. Next: Review Video Production activity (due January 17)
Target Practice: I can compare and contrast how modern film adapts Shakespeare's original plays.+/0/-

 Homework

Tuesday and Wednesday, December 17 & 18
Classwork
Learning Objective: RL.11-12.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.11-12.2- Write informative or explanatory texts to examine and convey complex ideas.
  1. Do Now: Read the overview, standards, and synopsis of the Lion King activity
  2. Then: Discuss the activity
  3. After: View The Lion King (click here to see film ratings information)
  4. Next: Review Video Production activity (due January 17)
Target Practice: I can compare and contrast how modern film adapts Shakespeare's original plays.+/0/-

 Homework
Thursday and Friday, December 19 & 20
Classwork
Learning Objective: RL.11-12.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. W.11-12.2- Write informative or explanatory texts to examine and convey complex ideas.
  1. Do Now: Read the overview, standards, and synopsis of the Lion King activity
  2. Then: Discuss the activity
  3. After: View The Lion King (click here to see film ratings information)
  4. Next: Review Video Production activity (due January 17)
Target Practice: I can compare and contrast how modern film adapts Shakespeare's original plays.+/0/-

 Homework
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Tuesday

Quarter 2, Week 9 of 10

Mr. Fisher will be available this Thursday, and has been every Thursday, after school for anyone who wishes to have additional feedback about Draft 2 of the essay.

Monday, December 9
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Write learning objective and target practice in journals
  2. Then: Vocabulary Unit 8, Quiz A (prepositions)
  3. After: Read letter from Sup.'t Matayoshi Regarding PTA and Standards
  4. Next: Create Draft 2 of the Shakespeare/Macbeth Essay (see requirements below)
Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-

 Homework
Tuesday and Wednesday, December 10 and 11
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop characters in a story. RL.11-12.5, Analyze how an author's choices concerning how to structure the story contribute to the overall structure and meaning.
  1. Do Now: Write learning objective and target practice in journals
  2. Then: In journals, write the following prompt- What role do you think the King was expected to play in maintaining social order during the Elizabethan Era? Answer after reading pages 420-421 in the green British Literature text.
  3. After: Discuss responses.
  4. Next: Watch Act V of Shakespeare's Macbeth (pp. 401-415 in green British Literature text) and answer the following questions:
    • What does Macbeth say about the witches when he learns that Birnam Wood is apparently moving and that Macduff "was from his mother's womb/Untimely ripped"?
    • What growing realization do these statements about the witches seem to reflect?
    • What is Macbeth's state of mind during his final battle with Macduff?
    • Do you think a tragedy could be written about an average person today?  Why or why not?
  5. Time-Permitting: Begin reviewing Draft 2 individually with teacher
Target Practice: I can use evidence from the text to support an inference about how Shakespeare's writing could affect someone's writing today. +/0/-

 Homework
  • Bring a hard-copy of your Shakespeare Essay to class on Thursday.
  • Using the Research Paper checklist (omit 8 and 14) and the Extended Writing Checklist from page 6 of Draft 1, edit Draft 2 of your Shakespeare Argumentative Essay. After editing marks have been made, click 'file' and 'make a copy' to create your final draft. Rename the file 'Final Draft'. continue making revisions to this draft. This draft is due by Friday, December 13 @ midnight.
  • Choose Independent Reading for next quarter and have it approved by next Friday, December 20. Failure to do so will result in the assignment of a classroom text.
  • Complete the Semester 1 Vocabulary Exam A (select Units 1, 3, 5, and 7) and Exam B (select Units 2, 4, 6, and 8) on Vocabtest.com and submit your score sheets to:  william_fisher@notes.k12.hi.us by next Friday, December 20.
Thursday and Friday, December 12 and 13
Classwork
Learning Objective: W.11-12.5- Develop and strengthen writing through editing and revision. L.11-12.1, Demonstrate command of English grammar and usage when writing or speaking.
  1. Do Now: Copy the following prompt into your journal and respond in list format: Using any of the weekly vocabulary lists, identify at least five words that could enhance your Shakespeare Argumentative Essay.
  2. After: Peer Edit in class using the Extended Writing Checklist from page 6 of Draft 1.
  3. During: Individual student-teacher conferences
  4. Next: Self-assess your essay as it currently stands using the Rubric from pp. 5-6 of Draft 1.
Target Practice: I can use editing remarks to make revisions to enhance my writing. +/0/-

 Homework
  • Final draft of the Shakespeare Essay is due by Friday, December 13 @ midnight.
  • Choose Independent Reading for next quarter and have it approved by next Friday, December 20. Failure to do so will result in the assignment of a classroom text.
  • Complete the Semester 1 Vocabulary Exam A (select Units 1, 3, 5, and 7) and Exam B (select Units 2, 4, 6, and 8)on Vocabtest.com and submit your score sheets to:  william_fisher@notes.k12.hi.us by next Friday, December 20.
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Thursday

Quarter 2, Week 8 of 10

Important Reminder:
American Literature is a semester course, which means that the grade you earn by the end of THIS SEMESTER is the grade for the course.  Third quarter begins a new course called Expository Writing.
Monday, December 2
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Write learning objective and target practice in journals
  2. Then: Vocabulary Unit 7, Quiz B (new component)
  3. After: Create Word Wall Cards for Vocabulary Unit 8
  4. Next: Present Word Wall Cards
Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-

 Homework
  • Independent reading due by Friday @ 2:15
  • Create Draft 2 of the Shakespeare Essay:
    • Copy the essay portion only from the Draft 1 planning guide
    • Create another document and give it the file name 'Shakespeare Essay Draft 2'
    • Type your last name and insert page numbers at the top-right in the header
    • Type your name, my name, period, and date at the top-left of the paper
    • Center the title on the page 'Argumentative Essay: Shakespeare's Macbeth in American Literature'
    • Copy and paste your essay from the other document
    • Copy and past your Works Cited (without the box) from the other document
Tuesday and Wednesday, December 3 and 4
Classwork
Learning Objective: W.11-12.5, Develop and strengthen writing as needed through planning, revision, editing, and rewriting.
  1. Do Now: Copy the Learning Objective and Target Practice.
  2. After: Copy the following prompt in your journal and respond in constructed response format: Create a list of questions/issues that you would like addressed in your individual meeting with the teacher. Be specific in your answer.
  3. Then: Individual student conferences, class-time to work on Draft 2 revision of the essay
  4. Next: Peer editing of Draft 2 using the checklist provided
Target Practice: I can improve my essay through the editing and revision process.+/0/-

 Homework
Thursday and Friday, December 5 and 6
Classwork
Learning Objective: RI.11-12.6, Determine an author's point of view or purpose in a text. RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  1. Do Now: Read "Macbeth as King" on p. 399 of the green textbook.
  2. Then: In your journal, copy and respond to the following prompts: What question does the author use to frame his essay? In your own words, restate the author's answer to this question.
  3. After: Discuss responses and impact on the play.
  4. Next: Read/Listen to Act IV of Macbeth (beginning at sc.ii). Copy and respond to the following prompts as you listen to the play: 
      • How does Malcolm describe himself to Macduff? 
      • What response by Macduff convinces Malcolm that Macduff is being honest? 
      • What report from Scotland does Ross bring? 
      • Does Macduff take the news about his family 'like a man'? Why or Why not?
Target Practice: I can determine the the author's purpose in writing about Shakespeare's Macbeth and analyze the impact of Shakespeare's own language in Macbeth. +/0/-

 Homework
  • Independent reading due by Friday @ 2:15
  • Submit Draft 2 of the Shakespeare Essay by midnight on Friday (resolve any comments and give me 'commenting' rights ONLY when you share and submit)
  • Study for Vocabulary Unit 8, Quiz B (last one of the quarter)
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Saturday

Quarter 2, Week 7 of 10

Monday, November 25
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Write the Learning Objective and Target Practice
  2. Then: Vocabulary Unit 7, Quiz A
  3. After: Create word-wall cards.  Each student will be assigned a word.
  4. Next: share-out cards in 30 second presentations.
Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-

 Homework
Tuesday and Wednesday, November 26 and 27
Classwork
Learning Objective: RI.11-12.1, Cite strong textual evidence to support analysis and prediction after reading. RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as figurative and connotative meanings.
  1. Do Now: In your journal, write and respond to the following prompt: How far do you think Macbeth will go to follow the predictions of the witches?
  2. After: Discuss responses.
  3. Then: Look at the pictures of the witches on pages 324 and 380.  In your journal, create a Venn diagram comparing and contrasting the look of each.
  4. Next: Read/listen to Act III/IV of Shakespeare's Macbeth. Respond to the prompts as you listen to the play. While reading/listening Act IV, copy and answer the following question in your journal: What predictions to the witches make in their second and third appearance to Macbeth? Why does he so readily accept them? (Q1 on p.396)
Target Practice: I can analyze and explain Shakespeare's language in a written response. +/0/-

Homework
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Sunday

Quarter 2, Week 6 of 10

Monday, November 18
Classwork

 Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Vocabulary Unit 6, Quiz B
  2. Then: Write learning objective and target practice in journals
  3. After: Read and annotate weekly sheet
  4. Next: Finish listening Macbeth up to Act II, Sc. ii or review Major Project essay planing guide
Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-

 Homework
  • Continue writing Major Project essay using the electronic planning guide provided (drafts must be submitted electronically by November 27)
  • Continue independent reading; written assignment due Dec. 6 (see options on the right)
Tuesday and Wednesday, November 19 and 20
Classwork

Learning Objective: RI.11-12.1, Cite strong textual evidence to support analysis and prediction after reading. RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as figurative and connotative meanings.
  1. Do Now: In your journal, respond to prompts 1, 2, 5, & 6 on page 355.  fold your journal page to make four columns, and use them to address each prompt separately.
  2. After: Discuss responses.
  3. Then: Copy prompts 2 and 3 from page 375 in the textbook into your journal.  You will respond to them while you listen to the play. 
  4. Next: Read/listen to Acts II/III of Shakespeare's Macbeth. Respond to the prompts as you listen to the play.
Target Practice: I can analyze and explain Shakespeare's language in a written response. +/0/-

Homework
  • Continue writing Major Project essay using the electronic planning guide provided (drafts must be submitted electronically by November 27)
  • Continue independent reading; written assignment due Dec. 6 (see options on the right)
Thursday and Friday, November 21 and 22
Classwork

Learning Objective: RI.11-12.1, Cite strong textual evidence to support analysis and prediction after reading. RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as figurative and connotative meanings.
  1. Do Now: In your journal, write and respond to the following prompt: Has the relationship between Macbeth and Lady Macbeth changed since the beginning of the play? Explain. (Cause and Effect graphic organizer)
  2. After: Discuss responses.
  3. Then: Respond to prompts 2 and 3 from page 375 in the textbook into your journal as you listen to the play.
  4. Next: Read/listen to Act III of Shakespeare's Macbeth. Respond to the prompts as you listen to the play.
Target Practice: I can analyze and explain Shakespeare's language in a written response. +/0/-

 Homework
  • Study for Vocabulary Unit 7, Quiz A
  • Continue writing Major Project essay using the electronic planning guide provided (drafts must be submitted electronically by November 27)
  • Continue independent reading; written assignment due Dec. 6 (see options on the right)
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Saturday

Quarter 2, Week 5 of 10

Reminder:
Early submission deadline for independent reading is Friday @ 2:15!

Tuesday and Wednesday, November 12 and 13
Classwork

 Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Vocabulary Unit 6, Quiz A
  2. After: Review quiz and weekly sheet
  3. Then: In journals, write prompts from the end of Macbeth, Act I. Compare and contrast Macbeth's and Banquo's reactions to the witches. In his soliloquy at the beginning of Scene vii, what arguments against killing Duncan does Macbeth express? Which of these seems to influence him the most? (p.339)
  4. Next: Read/listen to Act I of Shakespeare's Macbeth and make notes in your journal as you listen that will help you address the prompts.  Then, answer each prompt.
Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-

 Homework
Thursday and Friday, November 14 and 15
Classwork

 Learning Objective: RI.11-12.1, Cite strong textual evidence to support analysis and prediction after reading. RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as figurative and connotative meanings.
  1. Do Now: In your journal, write the following prompt: If, in the course of the play, Macbeth is punished for killing the king, what message might this send to the audience in Shakespeare's day (p. 315)  After you read, respond to the prompt using evidence from your reading.
  2. After: Read the article about Shakespeare's Macbeth (p.314-15).
  3. Then: Copy the assigned prompts in your journal: p. 355- Prompts 1, 2, 5, & 6.  You will respond to them while you listen to the play. 
  4. Next: Read/listen to Act I/II of Shakespeare's Macbeth. Respond to the prompts as you listen to the play.
Target Practice: I can analyze and explain Shakespeare's language in a written response. +/0/-

 Homework
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Sunday

Quarter 2, Week 4 of 10

Reminder:
With the exception of 'Major Projects', NO LATE WORK IS ACCEPTED.  Students who are absent on an in-class due date must produce a signed note explaining where they were, why they missed, and contact information for teacher verification.

Monday, November 4
Classwork
  1. Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.
  2. Do Now: Vocabulary Unit 5, Quiz B
  3. Then: Write learning objective and target practice in journals
  4. After: Read and mark weekly sheet
  5. Next: Reminder that journals will be checked tomorrow night/Wednesday (8 entries needed in Quarter 2 for 'Satisfactory' grade)
  6. Target Practice: I can effectively use new words and phrases in my speaking and writing. +/0/-
Homework
Tuesday and Wednesday, November 5 & 6
Classwork
  1. Learning Objective: W.11-12.1/CCR.AS, Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. RI.11-12.1/CCR.AS, Read closely and cite specific textual evidence when writing or speaking to support conclusions. RI.11-12.7/CCR.AS, Integrate and evaluate multiple sources of information in various formats.
  2. Do Now: NO JOURNAL today.  Introduce writing activity.
  3. Then: 60 minute writing activity (read, plan, and write sections only)
  4. After: Begin re-reading and self assessment
  5. Next: (time-permitting) begin editing checklist
  6. Target Practice: I can read source information about a topic, form my own ideas, make my own claim, recognize another's viewpoint, and support both with cited evidence in an extended written response.
Homework
Thursday and Friday, November 7 & 8
  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: Complete the last two steps of your writing assignment from last class ('writing checklist' and 'post reflection')
  3. Then: Write the following prompt in your journal, then answer based on your reading in the 'after' step: What is Drama?
  4. After: Read the top of p. 308 in the green textbook.  Stop at 'Elements of Drama'.  Then, go back and answer the 'do now'  question in your journal. 
  5. Next: Create a T-chart for the rest of p. 308-9 in your journal. Read and annotated p. 308-9 using your T-chart and the method described in class
  6. Target Practice: I can read and comprehend the elements and kinds of drama using annotation strategies in my journal. +/0/-
Homework
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Quarter 2, Week 3 of 10

Monday and Tuesday, October 28 and 29
Classwork
  1. Learning Objective: L.11-12.6- Acquire and use accurately general academic and domain-specific words and phrases. RL.11-12.1- Cite strong and thorough textual evidence to support analaysis of what the text says explicitly as well as inference drawn from the text.
  2. Do Now: Vocabulary Unit 5, Quiz A
  3. Next: In your Journal, write the following question: What can you infer about the writers' feelings concerning the subject of the poems? Use specific evidence from each to support your answer.
  4. After: Read "Range-Finding" by Robert Frost and "I shall go back again to the bleak shore" by Edna St. Vincent Millay (online).  Then, answer the question in constructed response format.
  5. Then: Revise "What I Carry" poem in light of new learning from class
  6. Target Practice: I can read a poem to derive meaning and use that understanding to improve my own writing. +/0/-
Homework
Wednesday and Thursday, October 30 and 31
Classwork
  1. Learning Objective: W.11-12.5- Develop and strengthen writing through planning, revising, editing, and rewriting for a specific purpose. RI.11-12.7- Integrate and evaluate multiple sources of information presented in different media or formats, as well as in words in order to address a question or solve a problem.
  2. Do Now: Essay Practice (no separate journal entry today)
  3. Next: Explain the directions and prompt (see the assignment here)
  4. After: 30 minute writing practice
  5. Then: Self-scoring and reflection practice
  6. Target Practice: I am ready to complete the extended response activity based on my learning from the practice in-class. +/0/-
Homework
Looking Ahead: Shakespeare begins next week, verily!
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Quarter 2, Week 2 of 10

Don't forget to see the Kekaulike Drama Department's production of Lady Dracula this weekend on Friday, Saturday, and Sunday!  

See flyers on campus for more information.  

This is an enrichment activity, so remember to sign-in if you choose to attend.

Monday,October 21
Classwork
  1. Learning Objective: L11-12.6, Aquire and use accurately general and content specific vocabulary. 
  2. Do Now: Junior Vocabulary Unit 4, Quiz B
  3. Next: Read Quarter 2 Goals Sheet (highlight, underline, circle)
  4. Then: Assess Quiz 
  5. After: Poem Reminder and sample- Click here for an explanation of the example Petrarchan Sonnet (Read the 'Why Should I Care?' section)
  6. Target Practice: I know and can articulate what will be expected of me during the second quarter of Junior American Literature +/0/-
Homework
Tuesday and Wednesday, October 22 & 23
Classwork
  • Learning Objective: W11-12.4, Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. RL11-12.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is meant.
  • Do Now: In your journal, fold the page into three columns.  Title the columns: know, want to know, learned. In the 'know' column, write what you feel you understand about this style of sonnet. In the 'want to know' column, write what you are still struggling with. When you learn something new about the Petrarchan sonnet, add notes to the 'learned' column.
  • Next: Finish "Sweetheart of the Song Tra Bong" from The Things They Carried
  • Then: Review the Petrarchan Sonnet style
  • Target Practice: I am confident I can edit my poem to include all of the elements of a Petrarchan sonnet. +/0/-
Homework
Thursday and Friday, October 23 & 24
Classwork
  1. Learning Objective:W11-12.4, Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. RL11-12.6- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is meant.
  2. Do Now: In your journal, respond to the following prompt in a single paragraph: Why does Shakespeare, who wrote over 400 years ago in another country, impact American society today?
  3. Next: Finish "Sweetheart of the Song Tra Bong" if needed.
  4. Then: Read "Lives of the Dead" from The Things They Carried
  5. After: Discussion Question: What do you thing Tim O'Brien and William Shakespeare have in common?
  6. Target Practice: I can use knowledge gained from class to enrich my Petrarchan style sonnet. +/0/-
Homework
Looking Ahead: 
In-class writing about "Sweetheart of the Song Tra Bong"
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Wednesday

Quarter 2, Week 1 of 10

Monday and Wednesday, October 13 and 16
Classwork
  1. Learning Objective: RL 11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of the story. W 11-12.3, Write narratives to develop real or imagined experiences or events.
  2. Do Now: Complete T-chart while reading the story provided in class.
  3. After: In your journal, write the following prompt: Retell Where Have You Gone, Charming Billy? from the perspective of a different character. Fill in the gaps with details that you imagine they might have experienced.
  4. Then: Write the story in your journal (multi-paragraph).
  5. Next: Reminder of vocabulary Unit 4, Quiz A at the beginning of next class
  6. Target Practice: I can read a story to understand the writer's perspective, consider it from the perspective of another character, and retell the story from that other character's perspective. +/0/-
Homework
Tuesday and Friday, October 15 and 18
Classwork
  1. Learning Objective: RL 11-12.4, Determine the meaning of words and phrases as they are used in the text including figurative language, words with multiple meanings, and particularly fresh or beautiful language.
  2. Do Now: In your journal, create a T-chart with the following titles: 'What I Carry' and 'Why I Carry it'.
  3. After: Complete the T-chart for at least 10 items or feelings on the left, and brief explanation of why you carry them on the right.
  4. Then: Read "Sweetheart of the Song Tra Bong"  from The Things They Carried in class.
  5. Next: Return to the list and make additions or changes based on further thought during the story.
  6. Target Practice: I can relate situations in the text to my own life using thoughtful and specific word choice. +/0/-
Homework
  • Using your journal, write a 'What I Carry' poem of 14 lines, two stanzas (one 6 line stanza, one 8 line stanza)
  • Study for Vocabulary Unit 4, Quiz B next class
  • Choose independent reading title (read list of writing options here)
  • Note: If you wish to choose option 3 from the IR writing list, you must speak to me outside of class by November 1 about what you wish to do.  Then, we will create a rubric together to assess your work.
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Friday

Quarter 1, Week 9 of 9

Monday, September 30
Classwork
  1. Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  2. Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language on the rubric criteria to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  3. Next: Presentations
  4. Then: Presentations
  5. After: Presentations
  6. Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
Tuesday and Wednesday, October 1 & 2
Classwork
  • Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  • Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language on the rubric criteria to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  • Next: Presentations
  • Then: Presentations
  • After: Presentations
  • Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
Thursday and Friday, October 3 & 4
Classwork
  1. Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  2. Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language from the rubric 'criteria' column to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  3. Next: Presentations/Questions
  4. Then: Presentations/Questions
  5. After: Presentations/Questions
  6. Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
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Quarter 1, Week 8 of 9

Monday, September 23
Classwork
  1. Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  2. Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language on the rubric criteria to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  3. Next: Presentations
  4. Then: Presentations
  5. After: Presentations
  6. Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
  • (Those who've presented) Begin writing your reflection due to be submitted electronically by Friday, October 4 @ midnight!  Click here to submit.
  • (Those who've not presented) Finish your slideshow.  Use notes from class to improve your presentation.
Tuesday and Wednesday, September 24 & 25
Classwork
  • Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  • Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language on the rubric criteria to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  • Next: Presentations
  • Then: Presentations
  • After: Presentations
  • Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
Thursday and Friday, September 26 & 27
Classwork
  1. Learning Objective: SL11-12.2- Integrate multiple sources of information presented in diverse formats and media. SL11-12.3- Evaluate speaker's point of view, reasoning and use of evidence and rhetoric. 11-12.4-6- Make strategic use of digital media to present information and findings from research to an audience using a variety of verbal and non-verbal techniques. 
  2. Do Now: In your journal, fold the page into three columns.  Title the columns: done well, needs improvement, improve my own.  You will use the language from the rubric 'criteria' column to fill in the first two columns.  The third will be a few words about how you can use information from this presentation to improve your own.
  3. Next: Presentations/Questions
  4. Then: Presentations/Questions
  5. After: Presentations/Questions
  6. Target Practice: (for presenters only) I can gather and present material from my research in a logical manner that the audience can follow. (for everyone) I can listen to a discussion of material and use it to improve my own ideas. +/0/-
Homework
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Quarter 1, Week 7 of 9

Monday, September 16
Classwork
  1. Learning Objective: RL11-12.3- Analyze the impact of the author's choices regarding how to develop and relate elements of a story. RL11-12.4- Determine the meanings of words and phrases as they are used in the text.
  2. Do Now: In your journal, choose and copy one of the following prompts to focus on while you read: 
    • Is it acceptable to invent scenes or dialogue when writing a memoir? Why or why not? 
    • Is it all right to add elements of real-life events in fiction writing? If so, must the author let the reader know what is factual, and what is not?
    • Then, fold your journal page in half. While you finish reading 'On the Rainy River' (p. 37-58), make notes in the left column that might help you answer the questions you chose. Write down page numbers, specific words, or your own thoughts about the reading. 
  3. After: (time-permitting) Group share-out of response from last class
  4. Target Practice: In my reading, I can accurately identify and understand figurative language such as imagery, metaphor, and simile. +/0/-
Homework
Tuesday and Wednesday, September 17 & 18
Classwork
  1. Learning Objective: RL11-12.3- Analyze the impact of the author's choices regarding how to develop and relate elements of a story. RL11-12.4- Determine the meanings of words and phrases as they are used in the text.
  2. Do Now: In your journal, copy and respond to the following question: Based on what you have read so far in The Things They Carried, what do you think the chapters 'Enemies' and 'Friends' will be about? Be specific in your response.
  3. After: Setup journals for comparing 'Enemies' and 'Friends' (pp. 59-63) by folding a new page and writing the titles at the tops of each column.
  4. Then: Listen to the two chapters.  While you read, and after, write down how the author describes the characters in each.  What is different?  What is the same?
  5. Next: Focused work-time on the slideshow presentation
  6. Target Practice: I can use new information gained from class to enhance my understanding of the genre of American War Literature and communicate that understanding through my slideshow. +/0/-
Homework
Thursday and Friday, September 19 & 20
Classwork
  1. Learning Objective: RL11-12.3- Analyze the impact of the author's choices regarding how to develop and relate elements of a story. RL11-12.4- Determine the meanings of words and phrases as they are used in the text.
  2. Do Now: Copy and answer the following question in your journal: What does the word 'surreal' mean to you? Would you call this novel surreal, based on what you've read so far? Why or why not?
  3. After: Setup journal for reading 'How to Tell a True War Story' (pp. 64-81). Fold a new page into four columns with the following labels at the top: metaphor, simile, imagery, symbolism.
  4. Then: While you listen, write down examples of each type of figurative language and the page number on which it occurs.
  5. Reminder: Slideshow presentations begin on Monday, September 23
  6. Target Practice: In my reading, I can accurately identify and understand figurative language such as imagery, metaphor, and simile. +/0/-
Homework
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Quarter 1, Week 6 of 9

F-205 will be open every Thursday for study hall from 2-3pm until the week of November 8!  All are welcome and some are required (see mandatory attendance list in F-205)!

Turn-in letter-writing assignment at the beginning of class!

Monday, September 9
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 3, Quiz A
  3. After: MyCollegeOptions Survey (click here for more information)
  4. Then: Review Unit 2, Quiz B
  5. Next: Preview next class on Week 6 Classwork/Homework sheet
  6. Target Practice: I can effectively identify and use the new vocabulary from this week's Vocabulary Unit 3. +/0/-
Homework
  • Come to class prepared to begin creating Literature of War slideshow presentation using Google Drive
  • Independent reading will be accepted until September 27
Tuesday and Wednesday, September 10 & 11
Classwork
  1. Learning Objective: L11-12.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL11-12-6- Analyze a case in which grasping a point of view requires the ability to distinguish between what is stated and what is meant by the author.
  2. Do Now:  Copy the following questions and answer in a list for each: What were some of the things the soldiers carried to remind them of life outside the war in The Things They Carried? What are two items you would make sure to carry with you into a situation that you might return from?
  3. After: Read Camouflaging the Chimera (p.1350) Think about 'who' the chimera is.  Why would the author use this term?  What does it say about how he we should perceive America's presence in the Vietnam War? (How does literature shape or reflect society?)
  4. Then: Read/listen to the rest of Chapter 1 in The Things They Carried.
  5. Next: (time-permitting) Look at the template for Literature of War slideshow
  6. Target Practice: I can identify and determine meaning when an author uses understatement, sarcasm, or irony. +/0/-
Homework
  • Continue creating your Literature of War slideshow (Remember, you must address the three essential questions: How does literature shape or reflect society? What is the relationship between place and literature? What makes American literature American?)
Thursday and Friday, September 12 & 13
Classwork
  1. Learning Objective: W11-12.2- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through effective selection, organization, and analysis of content.
  2. Do Now: Look at what you wrote down about the chapter/poem from last class.  In your journal, copy the following prompt, then answer in a short, multi-paragraph essay: Explain what the chapter/poem was about, how the writer's location influenced the writing, how society is affected by the writing or how society is reflected in the writing, and what qualities of American writing this section shows. (You will have an extended amount of time to write for this Do Now.)
    • Group 1- Love (p. 26)
    • Group 2- Spin (p. 30)
    • Group 3- Camouflaging the Chimeria (p. 1449-51)
  1. After: Continue reading The Things They Carried. (silent sustained reading session)
  2. Then: While reading, think about why the author chose to change from 3rd person perspective to 1st. How does this affect your understanding of events?  Does it feel like you are reading a different story?
  3. Next: (time-permitting) continue working on Literature of War slideshow and presentation
  4. Target Practice: I can write essays that inform the audience through thoughtfully introducing a topic, carefully selecting words, and organizing sentences and paragraphs in a logical structure that the reader can follow. +/0/- 
Homework
  • Continue working on Literature of War slideshow
  • Study for Junior Vocabulary Unit 3, Quiz B next class
  • Independent reading will be accepted until September 27 (hard-copy only)
  • On Your Own: Using the internet or other source, find a poem or song written about the experience of war that could be used to enhance your presentation (How does literature shape or reflect society?)
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