Sunday

Quarter 2, Week 10 of 10 (Happy Winter Break!)

Click here for your assigned Speech Delivery Date.
Practice. Practice. Practice!

Monday, December 15 or Tuesday, December 16
Learning Objective: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective.
Classwork
  1. Do Now: Title today's journal Speech Analysis. Fold the paper to create four equal columns. Label each column with the following titles: Ideas, Structure, Language, and My Take-Aways.
  2. After: Number each speech before the person begins. During the speech, use your purple sheet or the rubric on p. 168 to highlight the best quality in each of the three categories.  
  3. Then: Begin Speeches
  4. Next: In the last column of today's journal, write a memorable moment from each speech.
Target Practice (for speakers): I can organize, support, and argue my perspective clearly, such that the audience can follow. +/0/-
Target Practice (for audience): I can evaluate a speaker for ideas, structure, and use of language. +/0/- 
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Journal and Workbook Check #6: due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).

Tuesday, December 16 or Wednesday, December 17
Learning Objective: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective.
Classwork
  1. Do Now: Title today's journal Speech Analysis. Fold the paper to create four equal columns. Label each column with the following titles: Ideas, Structure, Language, and My Take-Aways.
  2. After: Number each speech before the person begins. During the speech, use your purple sheet or the rubric on p. 168 to highlight the best quality in each of the three categories.  
  3. Then: Begin Speeches
  4. Next: In the last column of today's journal, write a memorable moment from each speech.
Target Practice (for speakers): I can organize, support, and argue my perspective clearly, such that the audience can follow. +/0/-
Target Practice (for audience): I can evaluate a speaker for ideas, structure, and use of language. +/0/- 
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Journal and Workbook Check #6: due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).
Thursday, December 18 or Friday, December 19
Learning Objective: RI.11-12.1 Cite strong and through textual evidence to support analysis of what the text says. RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions.
Classwork
  1. Do Now: Title today's journal Looking Ahead to Quarter 3: Personal Essay. Click here to see a sample proficient personal essay. Using the rubric on p. 300, write why you think it is proficient in all three categories: Ideas, Structure, and Use of Language.
  2. After:  Small group discussion about scoring the essay and quick share-out to the class
  3. Then: Make-up Speeches (if necessary)
  4. Next: (time-permitting) View videos from Scene Activity
Target Practice: I can effectively evaluate a sample PROFICIENT personal essay for ideas, structure, and use of language. +/0/-
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Journal and Workbook Check #6: due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).
Get Ahead!
Begin IR book: Into the Wild. Click here for a copy of the packet. Each section of the packet MUST BE COMPLETED by the individual due-date, and the entire packet will be turned-in on the assigned final due-date next quarter.

 Have a safe and relaxing Winter Break! 'See you in 2015 for Expository Writing I!
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Quarter 2, Week 9 of 10

Click here for your assigned Speech Delivery Date.
Practice. Practice. Practice!

 Thanks to Period 1 for helping with workbook and journals! You da' bes!

Monday, December 8 or Tuesday, December 9
Learning Objective: RI/L.11-12.1 Cite strong and thorough textual evidence to support analysis. RI/L.11-12.4 Determine the meaning of words and phrase as the are used in the text. RI/L.11-12.10 By the end of grade 11, read and comprehend literature in the 11-CCR text complexity band proficiently.
Classwork
  1. Do Now: Catapult eValuate test (Do not sign-out after you finish. You need your results for the After activity.)
  2. After: Label today's journal eValuate Score Tracking. Using the eValuate scores from this year, draw a table to track your progress.  After, look at the individual question results from this test and evaluate where you have strengths and weaknesses. Write your response in paragraph form using specific detail from your test results.
  3. After: Discuss Into the Wild Independent Reading Activity for Quarter 3 
  4. Next: Checklist for Workbook Check #6 (p. 140,142, 143, 144, 146, 147, 148, 150, 151, 153, 156, 157- 12 total pages)
Target Practice: I am proficient in the informational and literature reading standards for grade 11 (50-70% on eValuate test). +/0/-
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Workbook Check #6 (p. 140,142, 143, 144, 146, 147, 148, 150, 151, 153, 156, 157- 12 total pages): due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).

Tuesday, December 9 or Wednesday, December 10
Learning Objective: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective.
Classwork
  1. Do Now: Title today's journal Speech Analysis. Fold the paper to create four equal columns. Label each column with the following titles: Ideas, Structure, Language, and My Take-Aways.
  2. After: Number each speech before the person begins. During the speech, use your purple sheet or the rubric on p. 168 to highlight the best quality in each of the three categories.  
  3. Then: Begin Speeches
  4. Next: In the last column of today's journal, write a memorable moment from each speech.
Target Practice (for speakers): I can organize, support, and argue my perspective clearly, such that the audience can follow. +/0/-
Target Practice (for audience): I can evaluate a speaker for ideas, structure, and use of language. +/0/- 
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Workbook Check #6 (p. 140,142, 143, 144, 146, 147, 148, 150, 151, 153, 156, 157- 12 total pages): due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).
Thursday, December 11 or Friday, December 12
Learning Objective: SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective.
Classwork
  1. Do Now: Title today's journal Speech Analysis. Fold the paper to create four equal columns. Label each column with the following titles: Ideas, Structure, Language, and My Take-Aways.
  2. After: Number each speech before the person begins. During the speech, use your purple sheet or the rubric on p. 168 to highlight the best quality in each of the three categories.  
  3. Then: Begin Speeches
  4. Next: In the last column of today's journal, write a memorable moment from each speech.
Target Practice (for speakers): I can organize, support, and argue my perspective clearly, such that the audience can follow. +/0/-
Target Practice (for audience): I can evaluate a speaker for ideas, structure, and use of language. +/0/- 
Homework
  • Speech: You MUST have two drafts of the speech shared and submitted by your assigned delivery date in order to go. You may make ANY CHANGES you wish right-up until the class-period you present.
  • Workbook Check #6 (p. 140,142, 143, 144, 146, 147, 148, 150, 151, 153, 156, 157- 12 total pages): due by Friday, December 19 at the end of the day (leave book in classroom)
  • Speech Reflection: Use the My Notes section to respond to the Reflection questions on p. 167 of the workbook. Complete by Friday, December 19 (Quarter 3 grade).
Get Ahead!
Begin IR book: Into the Wild. Click here for a copy of the packet. Each section of the packet MUST BE COMPLETED by the individual due-date, and the entire packet will be turned-in on the assigned final due-date next quarter.
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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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Sunday

Quarter 2, Week 3 of 10

Monday, October 27 or Tuesday, October 28
Learning Objective: RL.11-12.1 Cite Strong and thorough textual evidence to support analysis. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.

 Classwork
  1. Do Now: Read the Assignment section on p. 144 of your workbook. Then, title your journal Dramatic Scene: Planning and Prewriting. Answer the 5 questions in your journal from the Planning and Prewriting section on p. 144.
  2. After: In groups, practice assigned lines from pp.101-2. After each group will choose one person to represent them in a dramatic reading of the lines.
  3. Then: Group planning and prewriting time for Script Draft 1
  4. Next: Journal Check #4 (student and/or peer must complete the entire row, except for scoring)
Target Practice: I can collaborate to analyze texts and determine appropriate tone, inflection, and posture to convey meaning. +/0/-
Homework
  • Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
  • Complete any missing journal assignments 
  • Continue reading IR book- written option due by November 14
Tuesday, October 28 or Wednesday, October 29
Learning Objective: RL.11-12.10 Read and comprehend literature, including stories, dramas, and poems in the 11-CCR text complexity band proficiently. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.

 Classwork
  1. Do Now: In the Orange Textbook, turn to p. 1126.  Then, title your journal Analyzing the Elements of a Script. With a partner, or up to a group of 3, look for the different parts, or elements, in Act I of Miller's play. List as many different parts as you can (ex. dialogue, character name, stage direction, sound direction, background information, etc.)
  2. After: Complete the During Reading graphic organizer on p. 109 of the workbook. You must provide at least one answer for each question
  3. Then: Complete the After Reading activity in the My Notes section of p. 109 (should be at least 8 items).
  4. Next: Group writing time for Script Draft 1
Target Practice: I can analyze a script as a model for the future writing of my group's script. +/0/-
Homework
  • Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
  • Complete any missing journal assignments
  • Continue reading IR book- written option due by November 14
Thursday, October 30 or Friday, October 31
Learning Objective:  RL.11-12.1 Cite Strong and thorough textual evidence to support analysis. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.
Classwork
  1. Do Now: Title today's journal Timed Writing.  Read the After Reading Writing Prompt on p. 105 and answer it in the time provided (25 min.).
    • Alternate Question: Think of a film or book where a secondary character is used to help you get a deeper understanding of the main character (foil). 
      • Include a clearly stated Thesis Statement that directly responds to the prompt.
      • Use direct quotations to support your analysis, as well as original commentary (from your brain!) after each quotation.
      • Vary (or change-up) the structure of sentences throughout your response, especially when using quotations.
  2. After: Self-score using the rubric on p. 88 of the workbook
  3. Then: Read/Listen to The Very Proper Gander on p. 112 and respond to the After Reading Question in the My Notes section of the workbook. Discuss the term hysteria.
  4. Next: Group writing time for Script Draft 1
Target Practice: I can work with a group to write a script for my dramatic scene. +/0/-

 Homework
  • Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
  • Complete any missing journal check #4 assignments and leave journal in the room by 2:45 on Friday
  • Continue reading IR book- written option due by November 14
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Quarter 2, Week 2 of 10

Monday, October 20 and Tuesday, October 21
Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of the story. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed by planning, revising, and editing.
Classwork
  1. Do Now: Watch The Crucible video about Marine training. In your journal, create two columns labelled: Marine Crucible and Salem Crucible. List characteristics of the Marine Crucible from the video only.
  2. After: While watching the next clip from Arthur Miller's The Crucible list any similar characteristics to the Marines' Crucible video.  Then, talk to a neighbor after the clip is complete and write below your lists why both are examples of a 'crucible.'
  3. Then: In groups, practice assigned lines from pp.101-2. After each group will choose one person to represent them in a dramatic reading of the lines.
  4. Next: official sign-up for groups and time to work on storyboard
Target Practice: I can use my analysis of Arthur Miller's  dialogue in The Crucible to enhance the script of my group project. +/0/-
Homework
  • Groups: complete storyboard of your scene by the end of class on Wednesday/Thursday
  • Complete any missing workbook assignments for check #4 (pp.92, 93, and 96)
  • Continue reading IR book
Wednesday, October 22 and Thursday, October 23
Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of the story. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed by planning, revising, and editing.
Classwork
  1. Do Now: Title today's journal The Salem Witch Trials. While watching the short film clip, respond to the following prompt in your journal: What role did fear play in the Salem Witch Trials? In today's society, where do you see fear having an impact on people's actions?
  2. After: Discuss responses and how they relate to the group project
  3. Then: Discuss the term 'foil', then complete the During Reading activity on p. 105 while watching Miller's The Crucible
  4. Next: Complete group storyboard by the END OF CLASS!
Target Practice: I can use my analysis of Arthur Miller's  dialogue in The Crucible to enhance the script of my group project. +/0/-
Homework
  • Groups: continue working on Script Draft 1- must be shared and submitted by October 31
  • Leave Workbook in classroom for check #4 (pp.92, 93, and 96)
  • Continue reading IR book
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Quarter 2, Week 1 of 10 Welcome Back!

Monday, October 13 or Tuesday, October 14
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text.

 Classwork
  1. Do Now: Title today's journal Quarter 2 Goals and Expectations. Looking at the G&E sheet for this quarter, list what you believe are the two most important points for EACH of the following sections:
    • Students will be expected to...
    • Goals
  2. After: Discuss the goals and expectations, and introduce new IR option 5
  3. Then: Form groups for Scene Writing Activity. Create and share script document.
  4. Next: Begin Prewriting/Brainstorming of social issues for script
Target Practice: I can acquire and use accurately vocabulary specific to the scene-writing activity. +/0/-
Homework
Tuesday, October 14 or Wednesday, October 15
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text.

 Classwork
  1. Do Now: Title your journal Setting the Context p. 93. Read the Before Reading question on p.93 and list your ideas. Then, read the Academic Vocabulary section on the side of the page and paraphrase the definition in your journal.
  2. After: Complete the During Reading activity on p.93 while reading Sinners in the Hands of an Angry God on p. 94 or The New England Primer on p. 95
  3. Then: Begin viewing/reading The Crucible, Act I
  4. Next: Begin creating storyboard for scene (you can use the one provided or make your own)
Target Practice: I can use my understanding of social commentary to help my group develop ideas for our scene. +/0/-
Homework
Thursday, October 16 or Friday, October 17
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.9 Analyze and evaluate seventeenth, eighteenth and nineteenth century U.S. documents and their literary significance.
Classwork
  1. Do Now: eValuate Test
  2. After: View the results of your eValuate Test for this round and the last.
  3. Then: Title your journal eValuate Test Results. Write the labels September and October. Copy your scores for each month (of you only have one, write that one). 
  4. Next: Read The Trial of Martha Carrier on pp. 96-7. After, read the Grammar and Usage section on p. 96. Then, go through again underlining at least two cumulative sentences and circling at least two periodic sentences. After, answer the Grammar and Usage question in the My Notes section on p.96.
Target Practice: I can use my knowledge of sentence structure to evaluate the effectiveness of words and phrases. +/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. 
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...
Reminder: 
You may complete these opportunities ONLY if you have completed ALL other assignments for the quarter.
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