Quarter 3, Week 7 of 9

Slideshow Presentations begin on Thursday/Friday of THIS WEEK! 

Make sure to check the schedule in your KKHS Gmail!

Monday, February 23 or Tuesday, February 24

Learning Goal/Standard: W.11-12.5 Develop and strengthen writing as needed by planning and trying a new approach.

Classwork

1. Do Now: Using a Chromebook from the cart, go to the Junior page of the Senior Project Site and create a copy of slideshow template. Rename the copy with your topic and the words Research Presentation.
2. After: 5 minute CRASH COURSE on basic outlining with the template and 10 minute warm-up to title slides.
3. Then: Review the slideshow outline guide on p.14 of your packet and self-directed work time (continue outlining with slideshow or update annotated bibliography)
4. Next: Title your journal, My Personal Goal for Successful Completion of the Slideshow Presentation. Using a paragraph, list, or graphic, write with detail how you will be able to successfully complete your slideshow by Wednesday.

Target Practice: I can begin to outline the claim, subtopics, evidence, counterclaim, refute, and conclusion of my argument using Google Slides. +/0/-

Homework

• Share and submit a slideshow outline your paper by Wednesday, February 25 at midnight
• Reminder: If you did not share and submit your annotated bibliography with at least 5 sources, you will be allowed to present; but, no grade will be entered until that document is received.

Tuesday, February 24 or Wednesday, February 25

Learning Goal/Standard: W.11-12.5 Develop and strengthen writing as needed by planning and trying a new approach. RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument.

Classwork

1. Do Now: Using a Chromebook from the cart, continue revising your slideshow outline.
2. After: Using your NEW PAGE 19 of the research paper packet, self-score your slideshow outline. If you and a partner prefer, share your slideshow outline and score each other.
3. Then: Practice the SMELL reading strategy that you will use during student presentations over the next four or five days. 
4. Next: Title your journal, My Personal Goal for Successful Completion of the Slideshow Presentation. Using a paragraph, list, or graphic, write with detail how you will be able to successfully complete your slideshow by Wednesday.

Target Practice: I can outline the claim, subtopics, evidence, counterclaim, refute, and conclusion of my argument using Google Slides. +/0/-

Homework

• E-mail Mr. Fisher BEFORE CLASS ON THURSDAY/FRIDAY if you would like to present on either of those days...the benefit is that you will be allowed a second chance if you choose to present during your Thursday/Friday class.
• Share and submit a slideshow outline slideshow outlining your paper by Wednesday, February 25 at midnight
• Reminder: If you did not share and submit your annotated bibliography with at least 5 sources, you will be allowed to present; but, no grade will be entered until that document is received.

Thursday, February 26 or Friday, February 27

Learning Goal/Standard: W.11-12.5 Develop and strengthen writing as needed by planning and trying a new approach. SL.11-12.4 Present findings and supporting evidence conveying a clear and distinct perspective. RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her argument.

Classwork

1. Do Now: Title today's journal Research Slideshow Presentations. Create five columns on the page, titling each with one of the following SMELL categories: Sender-Receiver Relationship, Message, Emotional Strategies, Logical Strategies, and Language.
2. After: Review of presentation procedures, grading procedures, and questions
3. Then: Volunteer Student Presentations (Check your KKHS Gmail for the schedule)
4. Next: Self-directed work time (continue outlining with slideshow or update annotated bibliography)

Presenter Target Practice: I can present my argument using evidence to support my claim in a structure that the audience can follow. +/0/-
Audience Target Practice: I can analyze and evaluate the effectiveness of the structure used to present and support a claim. +/0/-

Homework

• Check your KKHS Gmail for the presentation schedule
• Reminder: If you did not share and submit your annotated bibliography with at least 5 sources, you will be allowed to present; but, no grade will be entered until that document is received.

Quarter 3, Week 6 of 9

Reminder:

Use your grade-check from last week as a late-work pass by THIS FRIDAY. If you are using it for an electronic assignment, just share and submit the assignment!

Tuesday, February 17

Learning Objectives/Standards: W.11-12.1 Write arguments in support of claims. W.11-12.7 Conduct research projects in response to self-generated questions.

Classwork

1. Do Now: Title today's journal Guiding Questions to Thesis Statement. Draw a circle in the middle of the page, then write your argumentative topic in it.  Leave room for several smaller circles around it. These circles will have your guiding questions: who? what? when? where? how? why?
2. After: Revising guiding research questions  (annotated bibliography)
3. Then: Developing the thesis statement with the Research Paper Packet pp. 12-13 (use this online statement generator if you are struggling...it is not perfect, so make sure you read carefully)
4. Next: Preparing Socratic Seminar questions for Into the Wild (IR packet needed and journal)

Target Practice: I can draft a thesis statement that clearly and concisely argues my claim. +/0/-

Homework

• Annotated Bibliography with 5 or more sources must be shared and submitted through the Junior Page of the Senior Project website by Friday at midnight
• Bring Into the Wild IR packet to class on Wednesday/Thursday for Socratic Seminar
• Reminder: pp. 8, 12, and 13 in the Research Paper Packet should be complete

Wednesday, February 18 or Thursday, February 19

Learning Objectives/Standards: SL.11-12.1 Initiate and participate effectively in a collaborative discussion. RI.11-12.2 Determine two or more central ideas of a text and analyze their development.

Classwork

1. Do Now: 5 minutes for coaches/players to meet before seminar.
2. After: Socratic Seminar rules and personal goal statement for the day
3. Then: Conduct Socratic Seminar on Into the Wild topics: 
• First Round (5 min.): Personal Morality, Adventure, Family Relationships, Principles and Values
• Second Round (7 min.): How the Story is Told, Planning and Preparation, Interpersonal Relationships, Wealth
• Third Round (7 min):  Death, Connection with Nature, Research Paper Use
• Fourth Round (7 min.): Revisit an Earlier Topic, Search for Personal Meaning, McCandless' Legacy
4. Next: Reflect on seminar with orange/white packet

Target Practice: I can participate effectively as a coach or player in a scholarly discussion about Into the Wild. +/0/-

Homework

• Annotated Bibliography with 5 or more sources must be shared and submitted through the Junior Page of the Senior Project website by Friday at midnight
• Reminder: pp. 8, 12, and 13 in the Research Paper Packet should be complete

Friday, February 20 (Report directly to the Library)

Learning Objectives/Standards: RI.11-12.2 Determine and summarize two or more central ideas of the text. RI.11-12.7 Integrate and evaluate multiple sources of information to address a question.

Classwork

1. Do Now: Title today's journal Using EBSCO for Research. Draw a large triangle on the page. Draw a 'T' in the triangle, dividing it into three equal parts. During the presentation, use the three parts of the triangle to take notes on three different ways to use EBSCO for researching your topic.
2. After: Create an EBSCO user-name and password if you have not already
3. Then: Find at least ONE more source using EBSCO and record it on your Annotated Bibliography
4. Next: Preview the slideshow outline for your presentation (Research Paper Packet p.14)

Target Practice: I can use EBSCO to find credible sources that support my claim or counterclaim. +/0/-

Homework

• Annotated Bibliography with 5 or more sources must be shared and submitted through the Junior Page of the Senior Project website by Friday at midnight
• Reminder: pp. 8, 12, and 13 in the Research Paper Packet should be complete
• Begin outlining your presentation with the slideshow outline template (Due by February 25 @ midnight)

'Confused about research? 

Watch this video: Research is Like Cooking!

'Having trouble with questions? 

Watch this video: Developing Research Questions!

Quarter 3, Week 5 of 9: Half-way!

Reminder: 

Page 9 of the Research Paper Packet must be stamped by the end of class on Monday/Tuesday!

Monday, February 9 or Tuesday February 10

Learning Objective/Standards: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text. W.11-12.6 Use technology, including the internet, to produce, publish, and update individual or shared writing projects.

Classwork

1. Do Now: Title today's journal Looking at Proficiency on the Research Paper. Fold your page in half. Title one column Proficient, and the other Not Proficient. Using a computer, go to the Senior Project page for Juniors and look at either the B or F paper (assigned by teacher). Answer the appropriate following question with a list in your journal: 
• Why does this paper meet proficiency? 
• Why doesn't this paper meet proficiency?
2. After: Perils and Pitfalls when researching/writing the Paper- KKHS Senior Student Speaker
3. Then: Creating the Annotated Bibliography entry for Into the Wild
4. Next: Using Google Scholar for research (MLA ref: pp. 9-11 in RPP)

Target Practice: I can use the annotated bibliography to organize source information for my chosen research paper topic. +/0/-

Homework

• Click here to see what the SBAC Test is all about for you!
• Finish reading Into the Wild and complete p.6 of the packet by 2:45 on Friday. Turn the packet in to the Homework Bin in F-205 or my box in the Main Office to receive credit!
• Continue adding sources to your Annotated Bibliography using any of the Library Research Tools or Google Scholar.

Tuesday, February 10 or Wednesday, February 11

Learning Objective/Standards: Standards assessed by the SBAC test.

Classwork

1. Do Now: Title today's journal SBAC: How We Learn Activity. listen to the directions given in class and complete the activities as you are directed.
2. After: Interim SBAC Assessment (Part I)
3. Then: Research your topic and track sources on the Annotated Bibliography
4. Next: (Time-permitting) Preparing for the Into the Wild Socratic Seminar (packet will also be used)

Target Practice: I can effectively participate in the Smarter Balanced Assessment Consortium classroom activity and assessment. +/0/-

Homework

• Click here to see what the SBAC Test is all about for you!
• Finish reading Into the Wild and complete p.6 of the packet by 2:45 on Friday. Turn the packet in to the Homework Bin in F-205 or my box in the Main Office to receive credit!
• Continue adding sources to your Annotated Bibliography using any of the Library Research Tools or Google Scholar.

Thursday, February 12 or Friday, February 13

Learning Objective/Standards: Standards assessed by the SBAC test.

Classwork

1. Do Now: Retrieve a computer, your login card, and headphones (if you do not have your own). Login to the test and wait for approval.
2. After: English Language Arts Performance Assessment
3. Then: Research your topic and track sources on the Annotated Bibliography
4. Next: (time-permitting) Watch Into the Wild film clip in preparation for the Socratic Seminar

Target Practice: I can effectively participate in the Smarter Balanced Assessment Consortium classroom activity and assessment. +/0/-

Homework

• Finish Reading Into the Wild and complete p.6 of the packet by 2:45 on Friday. Turn the packet in to the Homework Bin in F-205 or my box in the Main Office to receive credit!
• Preview Into the Wild seminar question topics for next week: new inner-circle participants REQUIRED!
• Continue adding sources to the Annotated Bibliography using any of the Library Research Tools or Google Scholar (due Friday, February 20).

Vocabulary Enrichment* Reminder:

Junior Vocabulary Unit 12 (definitions or sentences)

Complete and e-mail results page to wfisher@kkhs.k12.hi.us.

*These activities are NOT REQUIRED and MAY only be completed as they are assigned by studentsWITHOUT missing/incomplete assignments!

Quarter 3, Week 4 of 9

Late Personal Essays will be accepted until Friday @ midnight! Remember that they will be scored one grade-level down.
Begin brainstorming ideas for your argumentative research paper!

No workbook check this week- woohoo!

Monday, February 2 or Tuesday, February 3

Learning Objective/Standard: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text. SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective.

Classwork

1. Do Now: Title today's journal Unpacking the Research Paper Project. While watching/ listening to this video, answer the following question with a list of at least 5 reasons: Why is it important to be able to support your decisions and/or beliefs with relevant facts?
2. After: Jigsaw the first 7 pages of the Research Paper Packet (1-3, 4, 5-7)
3. Then: Preview the Socratic Seminar Process for next class (click here to watch the video)
4. Next: In journals, create questions (p. 24) for Seminar based on Research Paper Packet (pp.1-7)

Target Practice: I can use my understanding of the research paper process to begin choosing a topic for my project. +/0/-

Homework

• Begin brainstorming ideas for the Research Paper Project (if you watch videos, use the website, or p. 8 of the Research Paper Packet you might want to keep track of your ideas in the back of your journal)
• Make a copy of the Annotated Bibliography to begin keeping-track of your sources
• Continue reading Into the Wild- IR packet p.5 is due by Friday (checked during Thurs./Fri. class)

Tuesday, February 3 or Wednesday, February 4

Learning Objective/Standard: SL.11-12.1 Initiate and participate effectively in a collaborative discussion. RI.11-12.2 Determine two or more central ideas of a text and analyze their development.

Classwork

1. Do Now: Meet with team from last class and review questions (p.11) for the Seminar.
2. After: Rules of the Socratic Seminar (p.5) and Student Evaluation (pp. 23 and 26)
3. Then: Conduct Seminar (3 sessions: 3 min./10 min./5 min. w/ 1 min. coaching break in-between)
4. Next: UCLA Brainstorming Video and reminder that class is in the Library on Thurs./Fri.

Target Practice: I can understand and speak intelligently about what the research paper process is and what my responsibilities are in completing it. +/0/-

Homework

• Continue brainstorming ideas for the Research Paper Project (p. 8 will be due by the end of class on Thurs./Fri.)
• Use your copy of the Annotated Bibliography to continue tracking your sources
• Continue reading Into the Wild- IR packet p.5 is due by Friday (checked during Thurs./Fri. class)

Thursday, February 5 or Friday, February 6 

(Meet in the Library)

Learning Objective/Standard: RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats.W.11-12.7 Conduct research projects to answer a question or solve a problem.

Classwork

1. Do Now: Title your journal Library Research Tools. Fold your paper in half, then in half again.  You should have four columns. As Mrs. Arcas reviews the Library Research Tools with you, title and make notes for each one in it's own column.
2. After: Research Tool Presentation with School Librarian, Mrs. Arcas
3. Then: Annotated Bibliography tutorial
4. Next: Library presearch time/Research Paper Packet p. 8 check/ IR packet p.5 check

Target Practice: I can use the Library Research Tools to continue researching and narrow the focus of my research paper topic. +/0/-

Homework

• Circle the subject and topic on p. 8 of your Research Paper Packet that you will be committing to and type them in at the top of your Annotated Bibliography
• Continue reading Into the Wild- IR packet p.6 is due by next Friday

Vocabulary Enrichment* Reminder:

Junior Vocabulary Unit 11 (definitions or sentences)

Complete and e-mail results page to wfisher@kkhs.k12.hi.us.

*These activities are NOT REQUIRED and MAY only be completed as they are assigned by students WITHOUT missing/incomplete assignments!