Sunday

Quarter 1, Week 10 of 10

Monday, September 29 and Tuesday, September 30
Learning Objective: W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting for a specific purpose and audience.

 Classwork
  1. Do Now: Complete checklist for Journal Check #3. Complete the two date columns, count the total number of stamped journal entries column, and the assignment title column.  Have a classmate verify with initials in the last column, then show teacher for scoring.
  2. After: Complete the draft checklist (some items omitted in class) while editing the final draft of your American Dream Essay
  3. Then: Continue editing final draft of American Dream Essay
  4. Next: Share and Submit essay (I will see any edits you make after submitting)
Target Practice: I can improve my writing through multiple revision processes. +/0/-

 Homework
Wednesday, October 1 and Thursday, October 2
Learning Objective: W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting for a specific purpose and audience.

 Classwork
  1. Do Now: Title today's journal Final Reflection.  Think about what you learned through the two essays this quarter, the 18 sources you read/listened to/looked at, and the other activities you did in class. What strengths did you find in your learning?  What weaknesses?  Next quarter, how will you improve-upon your strengths and address your weaknesses next quarter? Respond in paragraph form.
  2. After: Preview next major assessment on p. 92 of the workbook. Complete Unpacking Embedded Assessment in the My Notes section. 
  3. Then: Preview the Requirements and Grading Rubric for the Quarter 2 Video Production Activity
  4. Next: Share and Submit essay (I will see any edits you make after submitting)
Target Practice: I can improve my writing through multiple revision processes. +/0/-

 Homework
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Quarter 1, Week 9 of 10 (almost there...)

WORKBOOKS will be checked during class on Monday or Tuesday!

Monday, September 22 or Tuesday, September 23

 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... RI.11-12.4 Determine the meaning of words and phrases as they are used in a text...
Classwork
  1. Do Now: Title today's journal Timed Writing: Argumentative Essay. Respond to the following prompt in the 15 minutes provided (DO NOT START UNTIL THE TIMER BEGINS): Discuss the meaning of  'opportunity' to an immigrant and a citizen. Also, discuss how the dream for the future is the same. Synthesize your ideas on what the United States offers native-born citizens toward achieving their American Dream and what immigrants see as the promise of America. Remember to PLAN before you write and REREAD after you finish:
    • Thesis statement that CLEARLY states your position
    • Remember your audience's needs and address immigration, values, and bias
    • Use paraphrases and quotes as evidence to support your claim fairly
    • Acknowledge any counterclaim(s) fairly with evidence, then refute it/them with evidence showing your claim is stronger
    • Provide an effective conclusion that calls the audience to action 
  2. After: Self-score your response with the American Dream essay rubric
  3. Then: Pair-share and use two-column journal entry to address personal strengths and weaknesses
  4. Next: Outside research- Dr. Sanjay Gupta's research on Happiness (video clip)
Target Practice: I can use evidence from the text to support a written argument. +/0/-

Homework
  • Make sure to share your essay with at least two other students in class for editing on Tuesday/Wednesday
  • Begin/Continue Draft 2 of the American Dream essay
  • Begin/Continue Independent Reading for Quarter 2
Tuesday, September 23 and Wednesday, September 24

 Learning Objective: W.11-12.1 Introduce and establish precise, knowledgeable claims and counterclaims with the support of evidence. Use a variety of words, phrases, and syntax to create cohesion between claim(s), reasons, evidence, and counterclaim(s).

Classwork
  1. Do Now: Using the My Notes section on p.87 of your workbook, respond to the Evaluating and Revising, and Editing and Publishing questions.
  2. After: 15 minute pair-editing session using the SOAPSTone graphic organizer
  3. Then: 15 minute timed writing workshop for the American Dream essay Draft 2
  4. Next: Label your Journal, Temperature Check. Read the Reflection question on p.87 and answer as completely as possible in your journal.
Target Practice: I can revise my essay to use words and phrases that more effectively communicate my claim, evidence, and counterclaim. +/0/-

Homework
Thursday, September 25 or Friday, September 26

 Learning Objective: W.11-12.1 Introduce and establish precise, knowledgeable claims and counterclaims with the support of evidence. Use a variety of words, phrases, and syntax to create cohesion between claim(s), reasons, evidence, and counterclaim(s).

Classwork
  1. Do Now: Sit in your choice of group.  Each group will need ONE computer at the empty desk.  Choose a person to set the timer for each session and advance the editing slideshow between sessions.
  2. After: Group Editing activity with slideshow using PRINTED COPY of your American Dream essay Draft 2
  3. Then: Make suggested edits to Draft 2, share, and submit during class
  4. Next: Argument Writing (establish a position, support it, counterclaim, and refute- not just "I'm right. You're wrong.")
Target Practice: I can revise my essay to use words and phrases that more effectively communicate my claim, evidence, and counterclaim. +/0/-

Homework
Bi-weekly Vocabulary Enrichment: 
Every two weeks, a new vocabulary enrichment opportunity will be offered here. To complete the enrichment activity, click on the link below, complete the quiz (definitions or sentences), write your name in the box provided, and e-mail to: wfisher@kkhs.k12.hi.us. You may complete these opportunities ONLY if you have completed ALL other assignments.
Junior Vocabulary, Unit 4 Reminder: These ARE NOT required for your grade. The purpose in doing them is to EXPAND your vocabulary in reading, writing, speaking, listening, and thinking! Basically, I'll know that you learned when I HEAR you use them while reading, speaking, and listening, and SEE you use them in your writing...
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Saturday

Quarter 1, Week 8 of 10

Use the link above to Submit Draft 1 of your essay by Friday, September 19 @ midnight!
Workbook Checks this Weekend!

Monday, September 15 or Tuesday, September 16

 Learning Objective: RI.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. RI.11-12.2 Determine two or more central ideas of a text and analyze their development.

Classwork
  1. Do Now: Title today's journal entry The American Dream Essay Prewriting. After, create four columns by folding the page over, then over again. Title each column from left to right: Defend, Challenge, Qualify, Target Practice. Then, use a complete sentence to respond to the following prompt in each of the first 3 columns: America still provides access to the American Dream.
  2. After: Watch excerpt from President Obama's Keynote Address at the 2004 Democratic National Convention (pp.78-80). Complete the During Reading and Key Ideas while reading/listening to the speech.
  3. Then: Review Embedded Assessment 2 Rubric (p.88 or handout)
  4. Next: Continue drafting American Dream essay
Target Practice: I can analyze how an argument is supported and us that knowledge to begin my essay. +/0/-
Homework
  • In the workbook, read "Money" by Dana Gioia and complete pp. 68, 69, and the After Reading question on p. 70
  • Continue writing Draft 1 of the American Dream essay (at least three paragraphs by next class)
  • Continue Independent Reading for Quarter 2
Tuesday, September 16 or Wednesday, September 17

 Learning Objective: RI.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.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Classwork
  1. Do Now: Title your journal: How has your thinking about the American Dream grown or changed over the course of the reading this year? Use complete sentences to support your response and details from readings in the textbook for support.
  2. After: Read/Listen to The Right to Fail on pp. 81-83 of the workbook. Mark the text while reading/listening for Claim, Counterclaim(s), Support, and Call to Action. Respond to all of the Key Ideas
  3. Then: In groups, use SOAPSTone to analyze and clarify either Obama's Speech or The Right to Fail
  4. Next: Guided Writing for Draft 1 of the American Dream essay
Target Practice: I can use my SOAPSTone analysis of the reading to clarify my understanding and enrich my American Dream essay. +/0/-

Homework
  • Read and annotate "Who Burns for the Perfection of Paper" by Martin Espada on pp. 73-74 of the workbook and complete the graphic organizer on p. 74
  • Continue writing Draft 1 of the American Dream essay (at least five paragraphs by next class)
  • Continue Independent Reading for Quarter 2
Thursday, September 18 or Friday, September 19

 Learning Objective: W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Classwork
  1. Do Now: Title the journal Structured Academic Controversy.  Fold the page in half and title the left Side A and the right Side B.  Then, read and annotated p. 84 in the workbook.
  2. After: With a partner, or group of 3, complete side A or side B (assigned by teacher).
  3. Then: Groups present their arguments to the opposing side and take notes in the blank part of the journal.
  4. Next: Writing Workshop- Make sure to share and submit essay essay by the end of class.
Target Practice: I can clearly and precisely present the claim, provide evidence for support, address the counterclaim, and conclude a draft of my American Dream essay. +/0/-

Homework:
  • Complete writing Draft 1 of the American Dream essay, share, and submit by Friday, September 19 @ midnight
  • Read and annotate "Roberto Acuna Talks about Farm Workers" by Studs Terkel on pp. 75-77 of the workbook.  There will be a TIMED WRITING activity about this next class- read Check your Understanding on p.77 for a preview!
  • Continue Independent Reading for Quarter 2
Bi-weekly Vocabulary Enrichment: 

Every two weeks, a new vocabulary enrichment opportunity will be offered here. To complete the enrichment activity, click on the link below, complete the quiz (definitions or sentences), write your name in the box provided, and e-mail to: wfisher@kkhs.k12.hi.us. You may complete these opportunities ONLY if you have completed ALL other assignments.

 Junior Vocabulary, Unit 4 Reminder: These ARE NOT required for your grade. The purpose in doing them is to EXPAND your vocabulary in reading, writing, speaking, listening, and thinking! Basically, I'll know that you learned when I HEAR you use them while reading, speaking, and listening, and SEE you use them in your writing...
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Sunday

Quarter 1, Week 7 of 10

Monday, September 8 or Tuesday, September 9

 Learning Objective: W11-12.10 Write routinely over extended and short time-frames for a range of purposes, tasks, and audience. L11-12.6 Acquire and use accurately general academic and domain-specific words and phrases. RI11-12.2 Determine two or more central ideas of a text and analyze their development. 
Classwork
  1. Do Now: Catapult Learning eValuate test (Click the link to begin the test)
  2. After: Turn to page 51 of your workbook. Read the Reflection section of the page. In the My Notes section of the page, list your answers to each question (you do NOT need complete sentences). 
    • Then, title today's journal entry Defining What It Means to be American: Reflection. 
    • Using your notes from workbook page 51, write 2-3 page, multi-paragraph reflection of your experience with this essay. 
    • In addition to your responses to the questions, write about your successes, struggles, and how you will improve on the next essay.
  3. Then: Making Connections and Essential Question- "What is the American Dream?" (p.53)
  4. Next: Unpack Embedded Assessment 2: Synthesizing the American Dream (pp.53-54)
Target Practice: I can analyze and reflect-upon my Definition Essay to identify my readiness to complete the next essay. +/0/-
Homework
Tuesday, September 9 and Wednesday, September 10

 Learning Objective: RI11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. L11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.

 Classwork
  1. Do Now: Turn to page 54 of your workbook. Read the directions for the survey and complete the section.  When you finish, talk to people around you and see where they ranked their lists. Change your rankings if you want. Complete the Quickwrite in the space provided, or in the My Notes section of the book.
  2. After: Look at your rankings and the graphic organizer you completed for homework. In your journal, Copy following prompt and respond using multiple paragraphs of at least one page in length: How can your completed graphic organizer and the rankings on p. 54 help you complete the American Dream Essay?
  3. Then: Read/Listen to the article on p.55 of your workbook. Complete the Before Reading, During Reading, and Key Ideas and Details questions in the My Notes column.
  4. Next: Discuss the After Reading questions on p.58 and record your ideas in the My Notes section.
Target Practice: I can cite evidence in the reading to support my own ideas about the American Dream. +/0/-
Homework
  • Create your Google Drive document for the next essay.  Instead of Untitled Document, title it The American Dream (Draft 1).  
  • On the document, list at least 5 ideas that you think are critical to the American Dream using your graphic organizer, journal, and workbook.
  • At this point, it would be a good idea to create folders to organize your Drive.
  • Choose and begin reading IR book for Quarter 2
Thursday, September 11 or Friday, September 12

 Learning Objective: RI11-12.6 Determine the author's point of view or purpose in a text. RI11-12.9 Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. documents for theme and purpose.
Classwork

  1. Do Now: Reading the Before Reading questions on workbook p 59. In your journal, title today's entry The Declaration of Independence. Then, write in your journal the list that you and your partner created.
  2. After: While you read/listen to the Declaration on pp 59-62, highlight and label parts of the text that help you understand the parts of an effective argument.
  3. Then: Complete the graphic organizer on pp 62-3 of the workbook
  4. Next: American Dream Essay writing workshop
Target Practice:  I can evaluate the effectiveness of the elements of argument in a text and apply them to my essay draft. +/0/-
Homework
Bi-weekly Vocabulary: 
Every two weeks, a new vocabulary enrichment opportunity will be offered here. To complete the enrichment activity, click on the link below, complete the quiz (definitions or sentences), write your name in the box provided, and e-mail to: wfisher@kkhs.k12.hi.us.
Reminder: These ARE NOT required for your grade. The purpose in doing them is to EXPAND your vocabulary in reading, writing, speaking, listening, and thinking! Basically, I'll know that you learned when I HEAR you use them while reading, speaking, and listening, and SEE you use them in your writing...

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Monday

Quarter 1, Week 6 of 10

Reminder: 
Mid-quarter grades will be mailed on Thursday!
Reminder: 
Independent Reading is due by Friday @ 2:15!
Reminder: 
Final Draft of American Essay is due by Friday @ midnight!

Tuesday, September 2 or Wednesday, September 3

Learning Objective: W.11-12.5, Develop and strengthen writing through editing and revision as needed. W.11-12.10, Write routinely over short and extended time frames for a range of tasks and purposes.
Classwork
  1. Do Now:  Copy today's date at the top-right corner of the journal.  Title today's journal Strategies for Defining a Concept. Read question 5 on page 49 of the workbook and respond using the four-square on page 50. Then, copy and respond to the following prompt in your journal: Using all of the knowledge you've gained so far, write a one-two sentence definition of 'American.'
  2. After: Discuss the definitions in small groups
  3. Then: Teacher-lead group editing (Do's and Don'ts)
  4. Next: Group-editing with video
  5. Time-permitting: Questions about Independent Reading activities
Target Practice: I can revise my essay to use precisely-chosen language that enhances and clarifies for the audience. +/0/-
Homework
  • Bring printed final draft of American Essay to class on Friday (for editing)
  • Complete Independent Reading activity by Friday @ 2:15
  • Final Draft of American Essay must be shared and submitted by Friday @ midnight 
Thursday, September 4 or Friday, September 5

Learning Objective: W.11-12.5, Develop and strengthen writing through editing and revision as needed. W.11-12.10, Write routinely over short and extended time frames for a range of tasks and purposes.
Classwork
  1. Do Now: Copy today's date at the top-right corner of the journal.  Title today's journal Temperature Check. Copy and respond in sentence form to the following prompt in your journal: What is an effective way to conduct a final read-through of your essay?
  2. After: Use editing checklist to self-edit final draft of essay (items 8, 13, and 14 will be omitted)
  3. Then: Group Editing of essay using slideshow
  4. Next: Self-score of essay using rubric
  5. Time-permitting: Remaining questions about final draft of essay or independent reading
Target Practice: I can revise my essay to use precisely-chosen language that enhances and clarifies for the audience. +/0/-
Homework
Bi-weekly Vocabulary: 
Every two weeks, a new vocabulary enrichment opportunity will be offered here. To complete the enrichment activity, click on the link below, complete the quiz (definitions or sentences), write your name in the box provided, and e-mail to: wfisher@kkhs.k12.hi.us.
Reminder: These ARE NOT required for your grade. The purpose in doing them is to EXPAND your vocabulary in reading, writing, speaking, listening, and thinking! Basically, I'll know that you learned when I HEAR you use them while reading, speaking, and listening, and SEE you use them in your writing...
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