Monday

Quarter 2, Week 1 of 10

Turn-in your green permission form for Into the Wild by lunchtime on Tuesday!
If at least 75% of the Junior Class has not turned-in permission forms by then, the film will be canceled!
Monday, October 15
 or 
Tuesday, October 16
Due Today: Into the Wild film permission form
Learning Target: RL.11-12.4 Determine the meaning of words and phrases as they are used in the text...analyze the impact of specific word choices on meaning and tone. RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature.
Classwork
  1. Do Now: Go to Section 2 of your INB. Label the divider Quarter 2. Fold the page down the middle and label the left side Important Dates. Label the right side Major Activities. You will add to this throughout the quarter.
  2. After: Preview the entire blog post for this week. Title the NEXT LEFT page of your INB Quarter 2, Week 1 of 10. In a format that works best for you, take notes on:
    • today's focus, short-term activities, long-term activities, due dates
    • AT THE BOTTOM of the next RIGHT PAGE copy the target practice for today
  3. Then: Turn to Springboard WB p. 321. Complete the second and third bullets of the Setting a Purpose for Reading activity by yourself. Then, complete the following with your group:
    • Second Read questions 1 and 2 on p. 322
    • Read "Remember" on pp. 322-3 or "A Light Exists in Spring" on p.324 and mark for new words. Write a note on the side stating what you think the overall tone of the poem is.
    • What do these poems have in-common with Into the Wild or Chris McCandless?
    • Remove the pages you used from the workbook and attach them to the next left page of your INB. On the right page, summarize what you learned today. Remember that this should be in paragraph form.
  4. Next: Reminder: Turn-in your green permission form for watching Into the Wild by lunchtime tomorrow. It needs your parents' AND your periods 4, 5, and 6 teachers' signatures. If at least 75% of the class has not submitted a form by then, the film will be canceled.
Target Practice: I can make thematic and tonal connections between Emily Dickinson's poetry, Tupac Shakur's poetry, and the events in Jon Krakauer's Into the Wild. Fist-5?
Homework
  • Signed film permisson form by lunchtime on Tuesday. Check your KKHS Gmail if you lost the original and need to print another one.
  • Finish the Into the Wild foldable and bring it to class on Thursday/Friday with your copy of the book.
  • Setup INB Check #3 on the yellow sheet for grading during class on Thursday/Friday
    From
    To
    # of Entries
    Assignment Name
    Score
    Peer Initial
    9/17 or 18
    10/15 or 16
    enter the total # of left/right entries
    INB Check #3
    leave blank
    done by a class mate
Wednesday, October 17
Unless you hear a cancellation announcement at the end of the day on Tuesday, report to the Performing Arts Center at the 7:44 bell on Wednesday. You will be here for Periods 4, 5, and 6. 
If you did not submit a permission form, go to your normal 4, 5, and 6 Periods.
All students will report to their normal 7th Period.
Thursday, October 18
 or 
Friday, October 19

Due Today: INB Check #3, Into the Wild foldable and book
Learning Target:  SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions...with diverse partners... topics, texts, and issues...expressing their own clearly and persuasively. 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...
Classwork
  1. Do Now: Read and annotate the EA 1 instruction sheet. attach it to the next left page of your INB. You will choose your group for the project, along with your topic by the end of the class today. Presearch all of the topics so you can choose wisely!
  2. During: INB Check #3, turn-in foldable and copy of Into the Wild
  3. Then: Choose group, topic, and continue presearching your topic! Presearching is learning what you can about a topic before keeping track on an annotated bibliography. Any source may be used to find out basic information before keeping track. 
  4. Next: Search tool review. Only certain search engines will be available for this project. Once you start keeping track on an annotated bibliography, only sources from these search engines will be accepted:
    • EBSCO (KKHS Library Website)
    • Opposing Viewpoints (KKHS Library Website)
    • History.com
    • The Crucible Everbind Anthology (Print, in-class research only)
Target Practice: I understand and can explain what is expected of me for EA 1, the historical multimedia presentation. Fist-5?
Homework
  • Begin keeping track of sources for EA 1 on the document provided in Google Classroom. Make sure that anything you create for this project is shared with ALL of the group members. There will be at least three items each group needs to make:
    • Annotated Bibliography
    • Slideshow (Google Slides, Prezi, or some other method)
    • Note-taking Guide for the audience
  • Think about what you would like to do for independent learning. Khan Academy will still be an option, along with reading a book and completing the log or creative activity. You will be choosing next week.
Looking Ahead... The power of persuasion! Jonathan Edwards, the New England Primer, and the Trial of Martha Carrier!
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