Sunday

Quarter 2, Week 8 of 10

Final Draft of Persuasive Speech must be shared and submitted by Friday, December 5 @ midnight!
Click here to check the schedule to see when you will be delivering your speech.

Monday, December 1 or Tuesday, December 2
Learning Objective: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as necessary through editing and revision.
Classwork
  1. Do Now: Title today's journal Timed Writing Practice. You will have 30 minutes to plan, write, and revise your response to the following prompt:
    • You have created a rhetorical context and incorporated rhetorical devices into your speech. The most effective arguments incorporate all three rhetorical appeals: ethos (credible sources), pathos (emotions), and logos (logic). Choose ONE of these appeals on which to focus and revise your speech for that appeal.
  2. After: self-score your speech using the Persuasive Speech Rubric (purple sheet)
  3. Then: Listen to the excerpt from Frankin D. Roosevelt's "First Inaugural Address." for the During Reading activity on p. 157. Mark the text using the technique in the prompt.
  4. Next: Complete the Check Your Understanding prompt for: volume, pitch, rate, pauses, pronunciation, and/or articulation on p. 159. Make notes on your speech using the 'comment' function in Google.
Target Practice: I can identify and evaluate the elements of effective vocal delivery, and use that knowledge to revise my speech. +/0/-
Homework

Tuesday, December 2 or Wednesday, December 3
Learning Objective: SL.11-12.6 adapt speech to a variety of contexts and tasks. L.11-12.3/a Apply knowledge of language to understand how language functions in different contexts, and to vary syntax for effect.
Classwork
  1. Do Now: Title today's journal One Last Stand with Syntax. Create a K(know) W(want to know) L(learned) chart below the title. After reading Language and Writer's Craft: Syntax on p.160, place the bold words in whatever K or W column they fit for you.
  2. After: With a partner, use the provided materials to make a sentence structure card for the assigned type of sentence from p. 160. The card should be folded 'hamburger style' and each face should include one of the following elements: 
    1. sentence type and visual
    2. explanation
    3. 2-4 example sentences
    4. partner names/period/date
  3. Then: 30 second presentation of cards
  4. Next: Revise speech to include at least four of the seven structural types of sentences from p. 160 and a variety of lengths including: telegraphic, short, medium, and long.
Target Practice: I can intentionally craft sentences for persuasive effect. +/0/-

 Homework
Thursday, December 4 and Friday, December 5
Learning Objective: RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective. W.11-12.5 Develop and strengthen writing as needed through drafting and revision.
Classwork

  1. Do Now: Title today's journal Sample Proficient Speech. Using the Persuasive Speech Rubric and the sample speech, explain why you think the speech is proficient, or B level, for each criteria. 
  2. After: Share your results with a partner.  Look at your own speech and leave 'comments' that show where you need to improve on rubric criteria. Time-permitting, leave comments on a partner's speech indicating where improvements can be made.
  3. Then: Listen to John F. Kennedy's Inaugural Address on pp.161-163. Use the My Notes sections to identify rhetorical devices.
  4. Next: Use the Revising and Rehearsing and Publishing sections of p. 167 as a checklist for your final draft. Use the 'comment' feature in Google Drive to make notes on your speech for later revision.
Target Practice: I can analyze the use of syntax in a historical document and use that knowledge to revise my persuasive speech. +/0/-

 Homework
Reminder:
I must see at least TWO SEPARATE DRAFTS of the speech before you deliver it to the class.
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Quarter 2, Week 7 of 10

DVD production of scene is due MONDAY by the end of the school-day!

Draft 1 of Persuasive Speech shared and submitted THIS Friday by midnight!

Monday, November 24 or Tuesday, November 25
Learning Objective: RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective. W.11-12.5 Develop and strengthen writing as needed through planning, revising, editing, and rewriting.
Classwork
  1. Do Now: Complete the Check Your Understanding activity on p. 150. You can create the plan in My Notes or the blank space provided. Share your plan with an elbow partner and try to help each other with parts that were a struggle. 
  2. After: Mark the text while reading Powerful Speeches, The Structure of Argument, and Rhetorical Devices on p. 151. Look at the plan you made on the opposite page. Does it have the structure of an argument?
  3. Then: In groups, read Patrick Henry's 'Speech to the Virginia Convention' on pp. 152-153. Mark the text to complete the During Reading activity while reading. Define allusion and parallel clauses in the My Notes section. What are some examples in the text?
  4. Next:  Use paper strips to organize the speech's claim, support, counterclaim, and call to action (conclusion).
Target Practice: I can analyze the structure of an argument and apply that knowledge to my own writing. +/0/-
Homework
  • Draft of persuasive speech must be shared and submitted by Friday at midnight (must show attempt at use of rhetorical devices discussed in class- allusion and parallel clauses)
  • Begin reading IR for next quarter- John Krakauer's Into the Wild
Tuesday, November 25 or Wednesday, November 26
Learning Objective: RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective. W.11-12.5 Develop and strengthen writing as needed through planning, revising, editing, and rewriting.
Classwork
  1. Do Now: Title today's journal Speech Planning. Turn to p. 153 in the workbook and complete the Check Your Understanding Prompt. Turn to your elbow partner after and share your responses. Help each other with areas where you struggled.
  2. After: Create a KWL chart for ethos, pathos, logos in the My Notes section of p. 155. Complete the 'K' section. Turn to your elbow partner and complete the 'W' section together.
  3. Then: Read and mark the Rhetorical Appeals section of p. 155. Finish your chart by completing the 'L' section.
  4. Next: Mark the text on p. 156 while reading/listening to 'The Gettysburg Address'. In groups, complete the After Reading activity and be prepared to share your responses.
Target Practice: I can analyze a text for the rhetorical appeals of ethos, pathos, and logos, and use that knowledge to improve my persuasive speech. +/0/-
Homework
  • Leave comments on your persuasive speech that identify rhetorical examples of ethos, pathos, logos. I will be looking for these when I grade.
  • Draft of persuasive speech must be shared and submitted by Friday at midnight (try to use the rhetorical devices: allusion and parallel clauses)
  • Begin reading IR for next quarter- John Krakauer's Into the Wild
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Quarter 2, Week 6 of 10

Reminder: Video Production of Scene due-date extended to Monday, November 24!
Monday, November 17 or Tuesday, November 18
Learning Objective: W.11-12.10 Write routinely over extended time frames and shorter time frames. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases.
Classwork
  1. Do Now: Read Question #4 on p.143 of your workbook and complete the graphic organizer. You may work with your DVD production group to complete this.
  2. After: Title your journal Reflection on Scene. Read the two bullets in the Reflection section of p.144 and write a multi-paragraph response in your journal.
  3. Then: Read and mark the Making Connections, Essential Questions, and Developing Vocabulary sections of p.146. Read Unpacking Embedded Assessment 2 and use any space on p.146 to respond.
  4. Next: Small groups discuss and create a group graphic organizer to present in a whole-class share-out (Use this Google template to create the graphic organizer).
Target Practice: I can identify the skills needed to be successful on my speech project. +/0/-
Homework
  • EXTENSION! Final DVD Production of your scene will be accepted until Monday, November 24!
  • Reminder: Journal Check #5 (10/28-11/17)  is THIS WEEK! Make sure your checklist is complete and your journal is left in the classroom by Friday @ 2:45!
Tuesday, November 18 or Wednesday, November 19
Learning Objective: RI.11-12.2 Determine two or more central ideas of the text and analyze their development. L.11-12.6 Acquire and use new academic and domain-specific words and phrases. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions.
Classwork
  1. Do Now: Read the Speech Activity document and mark important areas of the text. Then, title your journal Unpacking the Speech Activity. Summarize the document by creating a list of at least 3 items from the front and three from the back of the document.
  2. After: In groups, share your responses and create a single list of responses for each bullet-point in the My Notes section of p. 167.
  3. Then: In groups, answer the Developing Speaking Skills questions on p.147 in My Notes and the Speaker/Audience graphic organizer.
  4. Next: Complete the Check Your Understanding questions on p.147 in the My Notes section. Then, Research and/or revise your responses to p.167.
Target Practice: I can understand and develop the skills needed to perform the persuasive speech activity. +/0/-
Homework
  • EXTENSION! Final DVD Production of your scene will be accepted until Monday, November 24!
  • Reminder: Journal Check #5 (10/28-11/17) is THIS WEEK! Make sure your checklist is complete and your journal is left in the classroom by Friday @ 2:45!
Thursday, November 20 or Friday, November 21
Learning Objective: RI.11-12.1 Cite strong and thorough textual evidence to support analysis. RI.11-12.6 Determine an author's point of view or purpose in a text where the rhetoric is particularly effective.
Classwork
  1. Do Now: Turn to p. 148 in the workbook.  In the My Notes section, paraphrase the definition of rhetoric from the Academic Vocabulary box.  Then, label today's journal entry American Rhetoric: Historical Context. Answer the Before Reading question from p.148 in your journal. You may work with a partner.
  2. After: While reading/listening to Abraham Lincoln's Second Inaugural Address, complete the activities for the During Reading activity in the My Notes section of p.148. Click here for a SOAPSTone refresher.
  3. Then: Use the same strategy while watching/reading President George W. Bush's 9/11 Address.
  4. Next: Discuss and mark in the text how each speech utilizes the rhetorical concepts of ethos, pathos, and logos. You may also use p. 155 in the workbook to learn more about these concepts.
Target Practice: I can analyze and compare speeches for their uses of rhetorical appeal. +/0/-
Homework
  • EXTENSION! Final DVD Production of your scene will be accepted until Monday, November 24!
  • Reminder: Journal Check #5 (10/28-11/17) is THIS WEEK! Make sure your checklist is complete and your journal is left in the classroom by Friday @ 2:45!
Vocabulary Enrichment* Reminder:
*These activities are open to students who have no 'missing' or 'incomplete' assignments only!

Independent Reading for next quarter 

will be John Krakauer's Into the Wild- see me to check a copy of the book out now! Written portion may also change- I will let you know before the winter break if it does.
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Saturday

Quarter 2, Week 5 of 10

Workbook Check #5 (pp. 103, 105, 109, 112-113, 124) this week!  Make sure your checklist is complete or credit WILL NOT be awarded!
Independent Reading written option is due by Friday @ 2:45! 

Monday, November 10 and Wednesday, November 12
Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says. RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem.
Classwork
  1. Do Now: Title today's journal entry The Crucible: Final Act. Read Question #1 on p. 139 of your workbook. Answer the question as completely as possible in your journal.  This is not a list, so your answer must be in paragraph form.
  2. After: Workbook Checklist (must be completed by Friday)
  3. Then: Witchcraft and the Salem Hysteria Interactive Story- complete the Audio/Interactive column of the graphic organizer on p.140.
  4. Next: Read the ending of The Crucible on pp. 1232-33 of the orange textbook. In your workbook on p.140, complete the Text and Film columns of the graphic organizer.
Target Practice: I can compare, contrast, and evaluate different versions of a dramatic text. +/0/-
Homework
  • Independent Reading due this Friday, November 14!
  • Workbook Check #5 (pp. 103, 105, 109, 112-113, 124)- make sure all pages are complete and Springboard book is left in class by Friday @ 2:45!
  • Continue revising script if necessary
  • Begin filming with your group- Final DVD Product is due Friday, Nov. 21!
Thursday, November 13 and Friday, November 14
Learning Objective: W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique. W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting.
Classwork
  1. Do Now: Title today's journal Contemporary Conflicts. Read and complete Question #3 on p.142 of your workbook. Then, write and respond to the following question in your journal: 
    • What did you learn from The Crucible that will help you deal with the social issue in your scene? Explain.
  2. After: Watch the short 'Conversation with Daniel Day-Lewis and Arthur Miller'. Then, discuss any implications this has about how you felt about the play.
  3. Then: Use the graphic organizer on p.143 of the workbook to identify the following about your scene: Contemporary Social Issue, Underlying Universal Issue(s), Parallel Setting. Write your responses in the graphic organizer.
  4. Next: Use the My Notes column to answer the Revising and Rehearsing questions on p.144.
Target Practice: I can revise my group's dramatic script using the information from class. +/0/-

 Homework
  • Independent Reading due this Friday, November 14!
  • Workbook Check #5 (pp. 103, 105, 109, 112-113, 124)- make sure all pages are complete and Springboard book is left in class by Friday @ 2:45!
  • Continue revising script if necessary
  • Begin filming with your group- Final DVD Product is due Friday, Nov. 21!

Enrichment: 
See the school play, Polyanna, this weekend and write a review as indicated in the advertisement on the right!This enrichment is open to all students.
Enrichment: 
Junior Vocabulary Unit 7 and e-mail responses to wfisher@kkhs.k12.hi.us (reminder: you may only complete this enrichment activity if you have NO MISSING OR INCOMPLETE ASSIGNMENTS).
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Quarter 2, Week 4 of 10

Monday, November 3 or Wednesday, November 5
Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique.
Classwork
  1. Do Now: Title today's journal Conflicts in Salem. While watching the next piece of The Crucible, answer the Before Reading question on p.113 in your journal.
  2. After: In pairs, complete the During Reading graphic organizer on p.113 you may use the orange textbooks starting on p.1128 if you'd like to look back into the earlier Acts of the play.
  3. Then: Read the Check Your Understanding writing prompt on p. 112.  With a group, write a short script of your own that tackles a different social issue.  Try to glean ideas from the story on p.112.
  4. Next: Revising your scene to include both internal conflict and external conflict.
Target Practice: I can use my new learning about internal conflict and external conflict to enhance my group's scene about a social issue. +/0/-
Homework
  • Continue Revising Script- due by Friday @ midnight!
  • Continue IR- written option due by NEXT FRIDAY @ 2:45, November 14!
Thursday, November 6 and Friday, November 7
Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly. RL.11-12.6 Analyze a case where grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
Classwork
  1. Do Now: Read the Literary Terms list on p. 124 of the workbook and mark the text to identify the most significant words in each definition. Then, title your journal The Role of Irony in Climax. In your journal, write at least one example of each type of irony.  They may be from films, television shows, or books, or they may be of your own creation.
  2. After: While watching the next scene of The Crucible, complete the graphic organizer on pp.124-25 that focuses on irony.
  3. Then: With a partner, complete the After Reading question on p. 125 of the workbook.
  4. Next: Use your new knowledge of irony to revise the script
Target Practice: I can incorporate dramatic irony, verbal irony, and/or situational irony into my group's scene. +/0/-
Homework
Enrichment: 
See the school play, Polyanna, this weekend and write a review as indicated in the advertisement on the right! This enrichment is open to all students.

Enrichment: 
Junior Vocabulary Unit 6 and e-mail responses to wfisher@kkhs.k12.hi.us (reminder: you may only complete this enrichment activity if you have NO MISSING OR INCOMPLETE ASSIGNMENTS)
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