Sunday

Quarter 2, Week 3 of 10

STAR Assessment on Wednesday!
Bring IR to class on Friday!
Script Draft Due by Friday @ midnight!
Monday, October 26
Learning Target: RL.11-12.3 Analyze the impact of an author's choices regarding how to develop and relate elements of a story or drama.
Classwork
  1. Do Now: Staple Quarter 2, Week 3 of 10 on the NEXT LEFT PAGE of your notebook.  Read and annotate it.
  2. After: Practice your role from the Character Note-taking chart on WB pp. 103-4. Participate in the Drama Game activity.
  3. Then: While watching The Crucible, complete the chart on WB p.105 (question 2). 
  4. Next: Using the storyboard template provided, create a 3-frame storyboard of the next scene of The Crucible. Staple it to the NEXT LEFT PAGE in your notebook. 
Target Practice: I can analyze the impact of an author's choices regarding how to develop and relate elements of a drama. Fist-5?
Homework
  • Meet with your production company to complete a storyboard of at least three frames for your scene using the template provided AND begin writing the script. (Only one is needed per group).
  • Arrive to Wednesday's class prepared to participate in the STAR Reading Assessment.
Wednesday, October 28
Learning Target: RL.11-12.3 Analyze the impact of an author's choices regarding how to develop and relate elements of a story or drama. W.11-12.3 Engage the reader by using narrative techniques to create a story/drama that builds toward a particular outcome.
Classwork
  1. Do Now: STAR Assessment (click the link to begin)
  2. After: On the Script-writing worksheet in your notebook from last Friday's class, create two columns labelled Definition and My Scene. Complete the first column on your own. Complete the second when directed by your teacher.
  3. Then: Continue watching The Crucible while completing the charts on pp. 106-108.
  4. Next: Review the Grade 11, Unit 2: EA 1 proficient example
Target Practice: I can analyze the impact of an author's choices regarding how to develop and relate elements of a drama, and use them in the creation of my own drama. Fist-5?
Homework
  • Title the RIGHT PAGE from Monday's Quarter 2, Week 3 of 10 document Drafting on p. 144. Respond to ALL 3 prompts with evidence to support your claim.  These will be used during your team meeting on Friday, along with the storyboard your group created.
  • BRING INDEPENDENT READING BOOK ON FRIDAY (If you are participating in the Achieve3000 option, print 1 article BEFORE class.).
Friday, October 30
Learning Target: W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured events. SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions.
Classwork
  1. Do Now: 20 minute silent reading/writing with dialectical journal
  2. After: Continue watching The Crucible and complete charts on pp. 106-108.
  3. Then: Developing a theme from your topic (read Theme Me Up and ...unifying element from this article, time-permitting)
  4. Next: Meet with production company to complete storyboard and script draft (take picture of storyboard using the Chromebook and attach it to your script draft).
Target Practice: I can work collaboratively with my production company to complete a script draft addressing a current social issue. Fist-5?
Homework
  • Revise the script and, once you receive the approval comment from your teacher, begin filming the scene.
  • Continue reading your IR book outside of class
Enrichment Vocabulary:
This is an enrichment activity ONLY. If you wish to complete these units, they will support your vocabulary learning and your grade in English Class.You may complete each activity at the following website:
This Quarter's Units are: 5-8.
Choose ONE of the tests for each unit! Make sure to type your name in the box on the 'Results' page, and type my e-mail in the box at the bottom: wfisher@kkhs.k12.hi.us. You may complete them all at the same time, or one every two weeks.
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Quarter 2, Week 2 of 10

Cry of the Banshee Enrichment Opportunity:  
Check your e-mail for directions about how to complete this enrichment activity. I still have discounted tickets available!
Monday, October 19
Learning Goal: L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases.
Classwork
  1. Do Now: Attach Quarter 2, Week 2 of 10 to the next Left Page of your notebook. Read and Annotate the document.
  2. After: Title the Right Page of your notebook Script Writing QHT Chart.  Fold the page into 4 columns. label the columns: Question, Heard, Teach, Target Practice.  Copy the target practice into the last column, but wait until the end of class to score yourself.  Discuss each of the following words with an elbow partner and place into one of the first three columns:
    • script, plot, conflict, complications, climax, resolution, theme, setting, sensory details, characterization, dialogue, narrator, diction, syntax, voice, mood, tone, soliloquy, motif, irony
  3. Then: Unpacking Embedded Assessment 1 on p. 92 (Socratic Question/Answer Session) and choosing production teams
  4. Next: Watch this Background video on Arthur Miller's time
Target Practice: I can identify and analyze the skills and knowledge necessary for success in completing the Dramatic Script Performance on a Contemporary Social Conflict. Fist-5?
Homework
  • Choose production team and select a person to e-mail Mr. Fisher the group's names AND A PROPOSED TOPIC. This person should copy/CC the message to all of the group members. IF YOU HAVE NOT CHOSEN A GROUP BY CLASS TIME ON WEDNESDAY, ONE WILL BE ASSIGNED.
  • Choose IR book and bring with you to class on Friday
Wednesday, October 21
Learning Goal: RL.11-12.9 Demonstrate knowledge of foundational works of American Literature, including how two or more texts from the same period treat similar themes or topics.
Classwork
  1. Do Now: Attach the blue Dramatic Script Performance on a Contemporary Social Conflict document to the next Left Page.  Read and annotate the document. Make a decision with your production team to conduct a live performance or a filmed one. Star your choice in the margin. Place an X on the other.
  2. After: Preparing to Read The Crucible: Setting the Context, WB. pp. 93-95
  3. Then: Watch the opening the scene of The Crucible (Film, 1996)
  4. Next: Production Team response to the Planning and Prewriting prompts on WB p. 144
Target Practice: Examine informational and literary non-fiction texts to set the historical context for reading.
Homework
  • Begin group prewriting of the script with your group (in Google Doc)
  • Choose IR book and bring with you to class on Friday
Friday, October 23
Learning Goal: RL.11-12.1 Cite strong and thorough textual evidence in support of analysis. SL.11-12.6 Adapt speech to a variety of contexts.
Classwork
  1. Do Now: 20 minutes of silence to complete independent reading and dialectical journal page 1.
  2. After: Staple the Script Writing document to the next Left Page of your notebook. Title the Right Page Salem Society: Meet the Characters. Write today's date at the top-right of the page. Copy the Target Practice below the title.
  3. Then: In your notebook, create the Character Note-Taking Chart on WB pp. 103-4. Complete the chart while participating in the Drama Game activity.
  4. Next: Watch the next segment of The Crucible (Film, 1996) While watching the film, complete the chart on WB p.105 (question 2).
Target Practice: I can collaborate with the group to analyze lines from The Crucible for appropriate tone, generate predictions, and use textual evidence for support. Fist-5?
Homework
  • Group completion of the Planning and Prewriting prompts on WB p. 144 for next class
  • Group revision of the script and submit through the blog submission link
  • Continue reading IR book and bring with you to class next Friday
  • Looking Ahead: We will complete the Script Writing Document from today on Monday.  If your group wants to benefit from it earlier, you should write the definitions BEFORE Monday's class.
Enrichment Vocabulary:
This is an enrichment activity ONLY. If you wish to complete these units, they will support your vocabulary learning and your grade in English Class.You may complete each activity at the following website:
This Quarter's Units are: 5-8.
Choose ONE of the tests for each unit! Make sure to type your name in the box on the 'Results' page, and type my e-mail in the box at the bottom: wfisher@kkhs.k12.hi.us. You may complete them all at the same time, or one every two weeks.
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Quarter 2, Week 1 of 10

Monday, October 12
Learning Target: RI.9-10.1 Cite strong and thorough textual evidence to support analysis. 
Classwork
  1. Do Now: Plan, write, and revise a reflection on your Multi-Genre Research Project in the Timed Writing section of your notebook. Make sure to read the directions on the pink sheet to earn a stamp. You will have 20 minutes to complete this activity once the timer begins.
  2. After: 
  3. Then: Turn the page and staple Quarter 2, Week 1 of 10 to the next Left Page. Read and annotate the document on your own.
  4. Next: .Title the Right Page Mini-Seminar Reflecting on Quarter 1 and Previewing Quarter 2. Write today's date in the top-right corner. Fold the page into four columns, labeling each:  Quarter 1 Reflection, Quarter 2 Expectations, Quarter 2 Plan, Target Practice. Write the target practice for today.
Target Practice: I can effectively reflect on my successes and struggles from Quarter 1, and use that learning to prepare for Quarter 2. Fist-5?
Homework
  • Complete several questions or ideas in each column from today's entry for use in Friday's seminar session.
Friday, October 16
Learning Target: RI.9-10.1 Cite strong and thorough textual evidence to support analysis. SL.9-10.1 Come to discussions prepared, having read and researched material. Propel discussion by asking relevant questions and responding thoughtfully.
Classwork
  1. Do Now: Go to the next section of your Notebook.  Title the divider Quarter 2: The Power of Persuasion. Staple the Goals and Expectations sheet to the first page of the section (along right side). Read and annotate the document on your own.
  2. Then: Conduct mini-seminar (coaches take notes on Right Page from last class, players discuss 1 column per round)
  3. After: Staple the Independent Reading Creative Activity document to the next available Left Page in the Timed Writing Section of your Notebook. Read and annotate the document. 
  4. Then: Discuss IR creative activity procedure and reading options (library visit on your own)
  5. Next: Unpack Embedded Assessment 1: Dramatic Performance about a Social Issue in the Workbook.
Target Practice: I understand and can explain the skills and knowledge needed to complete Embedded Assessment 1: Dramatic Interpretation of a scene from Shakespeare's Romeo and Juliet. Fist-5?
Homework
  • Choose production team and select a person to e-mail Mr. Fisher the group's names.  This person should copy/CC the message to all of the group members. IF YOU HAVE NOT CHOSEN A GROUP BY CLASS TIME ON MONDAY, ONE WILL BE ASSIGNED.
  • Continue reading IR book- BRING TO CLASS IN BAG EVERY DAY (first check next Thursday, October 22)
  • Getting Ahead: Individuals should take a look at this list of social issues to brainstorm ideas for your scene/skit.  You do not have to choose from the list, but it is a good way to spark conversation and ideas.
Enrichment Vocabulary:
This is an enrichment activity ONLY. If you wish to complete these units, they will support your vocabulary learning and your grade in English Class.
You may complete each activity at the following website:
This Quarter's Units are: 5-8.
Choose ONE of the tests for each unit! Make sure to type your name in the box on the 'Results' page, and type my e-mail in the box at the bottom: wfisher@kkhs.k12.hi.us.
You may complete them all at the same time, or one every two weeks.
There may be quizzes and/or presentations later in the quarter, so please remember to do it.
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