Monday

Quarter 3, Week 4 of 10

Change of Plans! 
Revise, type, and submit your Peace Poems by clicking here and following the directions, or click on the link in the bar above.  Poems are due by next Monday, Feb. 3!
Monday, January 27
Classwork
Learning Objective: L.11-12.6, acquire and use accurately new academic and domain-specific words and phrases.
  1. Do Now: Vocabulary Unit 9, Quiz B
  2. After: Grammar Activity #3: Phrases and Clauses (p. R57 in the orange textbook)
  3. Then: Score Quiz
  4. Next: Review Phrases and Clauses activity
Target Practice: I can use new words in phrases effectively to enhance my writing. +/0/-

 Homework
Tuesday and Wednesday, January 28 and 29
Classwork
Learning Objective: RI.11-12.1, cite strong and thorough textual evidence to support analysis of what the text says.
  1. Do Now: Copy the learning objective and target practice.  Then, use a computer to login to your school Google account that was created last week and open your annotated bibliography.  If you have not created the annotated bibliography yet, you may do so by clicking here and making a copy.
  2. After: Creating an AB entry for a sample article (Juvenile Justice) using the RADCAB method of verifying the source.
  3. Then: Creating an AB entry of your own using the Google Scholar search engine.
  4. Next: Review AB and RADCAB on pp. 9-10 of the packet 
Target Practice: I can use the RADCAB method to determine the validity of a source, as well as identify and extract textual evidence in support of or refuting my research paper topic. +/0/-

 Homework
  • Continue adding another source to your Annotated Bibliography, or AB, using the Google Scholar search engine OR any of the school library web-based resources
  • Change of Plans! Revise, type, and submit your Peace Poems by clicking here and following the directions.  Poems are due by next Monday, Feb. 3!
  • Continue Independent Reading (Feb. 7 is the early turn-in date)
Thursday and Friday, January 30 and 31
Classwork
Learning Objective: RI.11-12.6, determine an author's point of view or purpose in a text.
  1. Do Now: Copy the learning objective and target practice.  Then, write and respond to the following prompt in your journal: In your presearching of topics so far, how close are you to deciding on a topic for your paper? Use the following scale to show how many you've narrowed it down to: 1 or 2, 3-6, 7 or more.
  2. After: Looking at sample Thesis Statements (p. 11 in packet)
  3. Then: Looking at a sample 'A' paper
  4. Next: Using the sample questionnaire to create your own interview questions OR adding sources to the AB
Target Practice: I can identify the difference between a thesis statement that is arguable and one that is not. +/0/-

 Homework 
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Saturday

Quarter 3, Week 3 of 10

The second half of this week begins the Research Paper portion of Expository Writing.  We will return to American Literature in the fourth quarter.
Tuesday and Wednesday, January 21 and 22
Classwork
Learning Objective: RL.11-12.5, Analyze the author's structural choices. L.11-12.6, Acquire and use accurately general and domain-specific words and phrases. SL.11-12.1, Initiate and participate effectively in a collaborative discussion.
  1. Do Now: Copy the learning objective and target practice into your journal.Then, take Vocabulary Unit 9, Quiz A.
  2. After: Review Unit 9, Quiz A and the 'Subject-Verb Agreement' activity (p. R59 in orange textbook)
  3. Then: Read and report on Zora Neale Hurston (p. 929 in orange textbook)
  4. Next: Read/Listen to the excerpt from 'Dust Tracks on a Road' (p. 930-936) and use reading strategy (p. 928)
Target Practice: I can analyze the effect of the author's purpose through the use of a graphic organizer and verbally share my learning with a group. +/0/-

Homework
Thursday and Friday, January 23 and 24
Classwork
Learning Objective: W.11-12.6, Use technology to produce and share writing.
  1. Do Now: copy the learning objective and target practice into your journal. Then, copy and answer the following question in your journal: Based on your review of the Junior Research Paper Packet, what do you anticipate will be the first major obstacle in the Research Paper Process?
  2. After: Create KKHS Google account (retrieve computers)
  3. Then: Setup the Kekaulike Senior Project Site in 'Sites' and view the Junior Research Paper Submission page
  4. Next: Send test-message and begin presearching with Google Scholar (Why Google Scholar?)
Target Practice: I can use my school Google account to create and share materials. +/0/-

Homework
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Sunday

Quarter 3, Week 2 of 10

Monday, January 13
Classwork
Learning Objective: L.11-12.6, define and use effectively new academic and domain specific words and phrases.
  1. Do Now: Vocabulary Unit 8, Quiz B
  2. After: Assess Quiz
  3. Then: Sentence Structure Activity (p. R58 in orange text)
  4. Next: Writing with sentence variety
Target Practice: I can effectively use new words and phrases, as well as a variety of sentence structures in my writing. +/0/-
Homework
Tuesday and Wednesday, January 14 and 15
Classwork
Learning Objective: W.11-12.2, Write informative/explanatory texts to examine and convey complex ideas.
  1. Do Now: Copy the learning objective and target practice in your journal. Then.prepare for timed writing activity (45 minutes) by reading the 'Writing: Compare and Contrast Essay' section on p. 927 of your orange textbook. Think about the activity from Thursday/Friday's class last week to help.
  2. After: 45 minute timed-writing activity. There is no paragraph number or sentence length requirement- only that each paragraph is about a single idea.  If you feel you've introduced a new idea, then transition to a new paragraph.
  3. Then: Self-score with this rubric
  4. Next: Revise essay for final submission (in-class activity only: no take-home option)
Target Practice: I can plan, write, and revise my ideas about a topic within the time-frame provided. +/0/-
Homework
Thursday and Friday, January 16 and 17
Classwork
Learning Objective: RI.11-12.6, Determine an author's point of view or purpose in a text which the rhetoric is particularly effective. W.11-12.4, Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
  1. Do Now: Copy learning objective and target practice. In your journal, copy and respond to this question: What does 'peace' mean to you?
  2. After:  Read the background information on Martin Luther King, Jr. on p. 1108 and discuss what his idea of peace was.
  3. Then: Read the excerpt from "Letter from Birmingham City Jail"  on pp. 1109-12 and discuss further what his idea of peace was AND/OR view/read the "I Have A Dream" speech (click here to see text)
  4. Next: Peace Poem Activity- Each student will write a poem that expresses their ideas about the nature of peace.  The poem should meet the following MINIMUM requirements:
    • Be 2-20 lines in length
    • Include at least one of each of the following: symbolism, imagery, and metaphor or simile.
    • An overall theme relating to peace (does not have to directly relate to Martin Luther King, Jr. or his ideas)
    • May have any rhyme or rhythm from metered rhyme to free verse
    • Include your name, grade, Mr. Fisher, Kekaulike HS, date completed, and a creative title relating specifically to the poem
    • May be hand written or typed (written copies will eventually need to be typed if submitting online for contest)
Target Practice: I can show my understanding of Dr. Martin Luther King, Jr.'s ideas about peace through writing a poem with the theme of peace.
Homework
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Quarter 3, Week 1 of 10

Monday, January 6 (No School for Students)
Classwork
  1. None
Homework
  • None
Tuesday and Wednesday, January 7 and 8
Classwork
Learning Objective: RL.11-12.4, Determine figurative and connotative word meanings in the text; SL.11-12.1, initiate and participate in collaborative discussion.
  1. Do Now: Copy learning objective and target practice into your journal.  Then, write a paragraph discussing what you believe is the connection between someone's personal identity and the cultural heritage of an entire nation.
  2. After: Read and annotate in your journal about 'The Harlem Renaissance' and Langston Hughes on pp. 896-900.
  3. Then: Read and discuss "The Negro Speaks of Rivers", "I, Too", "Dream Variations", and "Refugee in America" (pp. 902-907) in small groups.
  4. Next: Groups read and report-out their findings.
Target Practice: I can read, understand, and present my findings about the reading. +/0/-
Homework
  • If you are choosing Option 3 for independent reading, your proposal is due by the end of week 3)
  • Bring independent reading book to next class (early turn-in due by Feb. 7 @ 2:15)
  • Begin thinking about argumentative topics for your research paper (click here to see the Junior page of the Senior Project site)
Thursday and Friday, January 9 and 10
Classwork
Learning Objective: RL.11-12.4, Determine figurative and connotative word meanings in the text. L.11-12.3, Apply understanding of word variety to clarify meaning
  1. Do Now: Copy learning objective and target practice into your journal.
  2. After: Setup a sheet of paper with your name, teacher name, period, and date at the top-left.  Center the following title on the next line: Integrated Language Skills for the Works of Langston Hughes.
  3. Then: Complete all 9 activities on page 908.  Read page 909 and complete the six activities.  Read page 911, complete the 10 practice sentence rewrites, and part A only of the 'Grammar in Your Writing' section.
  4. Next: Score yourself for the target practice.
Target Practice: I can demonstrate my understanding of poetry through effective word choice in my writing. +/0/-
Homework
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