Saturday

Quarter 1, Week 8 of 10

Use the link above to Submit Draft 1 of your essay by Friday, September 19 @ midnight!
Workbook Checks this Weekend!

Monday, September 15 or Tuesday, September 16

 Learning Objective: 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. RI.11-12.2 Determine two or more central ideas of a text and analyze their development.

Classwork
  1. Do Now: Title today's journal entry The American Dream Essay Prewriting. After, create four columns by folding the page over, then over again. Title each column from left to right: Defend, Challenge, Qualify, Target Practice. Then, use a complete sentence to respond to the following prompt in each of the first 3 columns: America still provides access to the American Dream.
  2. After: Watch excerpt from President Obama's Keynote Address at the 2004 Democratic National Convention (pp.78-80). Complete the During Reading and Key Ideas while reading/listening to the speech.
  3. Then: Review Embedded Assessment 2 Rubric (p.88 or handout)
  4. Next: Continue drafting American Dream essay
Target Practice: I can analyze how an argument is supported and us that knowledge to begin my essay. +/0/-
Homework
  • In the workbook, read "Money" by Dana Gioia and complete pp. 68, 69, and the After Reading question on p. 70
  • Continue writing Draft 1 of the American Dream essay (at least three paragraphs by next class)
  • Continue Independent Reading for Quarter 2
Tuesday, September 16 or Wednesday, September 17

 Learning Objective: 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. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Classwork
  1. Do Now: Title your journal: How has your thinking about the American Dream grown or changed over the course of the reading this year? Use complete sentences to support your response and details from readings in the textbook for support.
  2. After: Read/Listen to The Right to Fail on pp. 81-83 of the workbook. Mark the text while reading/listening for Claim, Counterclaim(s), Support, and Call to Action. Respond to all of the Key Ideas
  3. Then: In groups, use SOAPSTone to analyze and clarify either Obama's Speech or The Right to Fail
  4. Next: Guided Writing for Draft 1 of the American Dream essay
Target Practice: I can use my SOAPSTone analysis of the reading to clarify my understanding and enrich my American Dream essay. +/0/-

Homework
  • Read and annotate "Who Burns for the Perfection of Paper" by Martin Espada on pp. 73-74 of the workbook and complete the graphic organizer on p. 74
  • Continue writing Draft 1 of the American Dream essay (at least five paragraphs by next class)
  • Continue Independent Reading for Quarter 2
Thursday, September 18 or Friday, September 19

 Learning Objective: W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Classwork
  1. Do Now: Title the journal Structured Academic Controversy.  Fold the page in half and title the left Side A and the right Side B.  Then, read and annotated p. 84 in the workbook.
  2. After: With a partner, or group of 3, complete side A or side B (assigned by teacher).
  3. Then: Groups present their arguments to the opposing side and take notes in the blank part of the journal.
  4. Next: Writing Workshop- Make sure to share and submit essay essay by the end of class.
Target Practice: I can clearly and precisely present the claim, provide evidence for support, address the counterclaim, and conclude a draft of my American Dream essay. +/0/-

Homework:
  • Complete writing Draft 1 of the American Dream essay, share, and submit by Friday, September 19 @ midnight
  • Read and annotate "Roberto Acuna Talks about Farm Workers" by Studs Terkel on pp. 75-77 of the workbook.  There will be a TIMED WRITING activity about this next class- read Check your Understanding on p.77 for a preview!
  • Continue Independent Reading for Quarter 2
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. You may complete these opportunities ONLY if you have completed ALL other assignments.

 Junior Vocabulary, Unit 4 Reminder: 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...
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Sunday

Quarter 1, Week 7 of 10

Monday, September 8 or Tuesday, September 9

 Learning Objective: W11-12.10 Write routinely over extended and short time-frames for a range of purposes, tasks, and audience. L11-12.6 Acquire and use accurately general academic and domain-specific words and phrases. RI11-12.2 Determine two or more central ideas of a text and analyze their development. 
Classwork
  1. Do Now: Catapult Learning eValuate test (Click the link to begin the test)
  2. After: Turn to page 51 of your workbook. Read the Reflection section of the page. In the My Notes section of the page, list your answers to each question (you do NOT need complete sentences). 
    • Then, title today's journal entry Defining What It Means to be American: Reflection. 
    • Using your notes from workbook page 51, write 2-3 page, multi-paragraph reflection of your experience with this essay. 
    • In addition to your responses to the questions, write about your successes, struggles, and how you will improve on the next essay.
  3. Then: Making Connections and Essential Question- "What is the American Dream?" (p.53)
  4. Next: Unpack Embedded Assessment 2: Synthesizing the American Dream (pp.53-54)
Target Practice: I can analyze and reflect-upon my Definition Essay to identify my readiness to complete the next essay. +/0/-
Homework
Tuesday, September 9 and Wednesday, September 10

 Learning Objective: RI11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. L11-12.6, Acquire and use accurately general academic and domain-specific words and phrases.

 Classwork
  1. Do Now: Turn to page 54 of your workbook. Read the directions for the survey and complete the section.  When you finish, talk to people around you and see where they ranked their lists. Change your rankings if you want. Complete the Quickwrite in the space provided, or in the My Notes section of the book.
  2. After: Look at your rankings and the graphic organizer you completed for homework. In your journal, Copy following prompt and respond using multiple paragraphs of at least one page in length: How can your completed graphic organizer and the rankings on p. 54 help you complete the American Dream Essay?
  3. Then: Read/Listen to the article on p.55 of your workbook. Complete the Before Reading, During Reading, and Key Ideas and Details questions in the My Notes column.
  4. Next: Discuss the After Reading questions on p.58 and record your ideas in the My Notes section.
Target Practice: I can cite evidence in the reading to support my own ideas about the American Dream. +/0/-
Homework
  • Create your Google Drive document for the next essay.  Instead of Untitled Document, title it The American Dream (Draft 1).  
  • On the document, list at least 5 ideas that you think are critical to the American Dream using your graphic organizer, journal, and workbook.
  • At this point, it would be a good idea to create folders to organize your Drive.
  • Choose and begin reading IR book for Quarter 2
Thursday, September 11 or Friday, September 12

 Learning Objective: RI11-12.6 Determine the author's point of view or purpose in a text. RI11-12.9 Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. documents for theme and purpose.
Classwork

  1. Do Now: Reading the Before Reading questions on workbook p 59. In your journal, title today's entry The Declaration of Independence. Then, write in your journal the list that you and your partner created.
  2. After: While you read/listen to the Declaration on pp 59-62, highlight and label parts of the text that help you understand the parts of an effective argument.
  3. Then: Complete the graphic organizer on pp 62-3 of the workbook
  4. Next: American Dream Essay writing workshop
Target Practice:  I can evaluate the effectiveness of the elements of argument in a text and apply them to my essay draft. +/0/-
Homework
Bi-weekly Vocabulary: 
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.
Reminder: 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...

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Monday

Quarter 1, Week 6 of 10

Reminder: 
Mid-quarter grades will be mailed on Thursday!
Reminder: 
Independent Reading is due by Friday @ 2:15!
Reminder: 
Final Draft of American Essay is due by Friday @ midnight!

Tuesday, September 2 or Wednesday, September 3

Learning Objective: W.11-12.5, Develop and strengthen writing through editing and revision as needed. W.11-12.10, Write routinely over short and extended time frames for a range of tasks and purposes.
Classwork
  1. Do Now:  Copy today's date at the top-right corner of the journal.  Title today's journal Strategies for Defining a Concept. Read question 5 on page 49 of the workbook and respond using the four-square on page 50. Then, copy and respond to the following prompt in your journal: Using all of the knowledge you've gained so far, write a one-two sentence definition of 'American.'
  2. After: Discuss the definitions in small groups
  3. Then: Teacher-lead group editing (Do's and Don'ts)
  4. Next: Group-editing with video
  5. Time-permitting: Questions about Independent Reading activities
Target Practice: I can revise my essay to use precisely-chosen language that enhances and clarifies for the audience. +/0/-
Homework
  • Bring printed final draft of American Essay to class on Friday (for editing)
  • Complete Independent Reading activity by Friday @ 2:15
  • Final Draft of American Essay must be shared and submitted by Friday @ midnight 
Thursday, September 4 or Friday, September 5

Learning Objective: W.11-12.5, Develop and strengthen writing through editing and revision as needed. W.11-12.10, Write routinely over short and extended time frames for a range of tasks and purposes.
Classwork
  1. Do Now: Copy today's date at the top-right corner of the journal.  Title today's journal Temperature Check. Copy and respond in sentence form to the following prompt in your journal: What is an effective way to conduct a final read-through of your essay?
  2. After: Use editing checklist to self-edit final draft of essay (items 8, 13, and 14 will be omitted)
  3. Then: Group Editing of essay using slideshow
  4. Next: Self-score of essay using rubric
  5. Time-permitting: Remaining questions about final draft of essay or independent reading
Target Practice: I can revise my essay to use precisely-chosen language that enhances and clarifies for the audience. +/0/-
Homework
Bi-weekly Vocabulary: 
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.
Reminder: 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...
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