Sunday

Quarter 2, Week 1 of 10 Welcome Back!

Monday, October 13 or Tuesday, October 14
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text.

 Classwork
  1. Do Now: Title today's journal Quarter 2 Goals and Expectations. Looking at the G&E sheet for this quarter, list what you believe are the two most important points for EACH of the following sections:
    • Students will be expected to...
    • Goals
  2. After: Discuss the goals and expectations, and introduce new IR option 5
  3. Then: Form groups for Scene Writing Activity. Create and share script document.
  4. Next: Begin Prewriting/Brainstorming of social issues for script
Target Practice: I can acquire and use accurately vocabulary specific to the scene-writing activity. +/0/-
Homework
Tuesday, October 14 or Wednesday, October 15
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text.

 Classwork
  1. Do Now: Title your journal Setting the Context p. 93. Read the Before Reading question on p.93 and list your ideas. Then, read the Academic Vocabulary section on the side of the page and paraphrase the definition in your journal.
  2. After: Complete the During Reading activity on p.93 while reading Sinners in the Hands of an Angry God on p. 94 or The New England Primer on p. 95
  3. Then: Begin viewing/reading The Crucible, Act I
  4. Next: Begin creating storyboard for scene (you can use the one provided or make your own)
Target Practice: I can use my understanding of social commentary to help my group develop ideas for our scene. +/0/-
Homework
Thursday, October 16 or Friday, October 17
Learning Objective: L.11-12.6 Acquire and use accurately new general academic and domain-specific words and phrases. RI.11-12.9 Analyze and evaluate seventeenth, eighteenth and nineteenth century U.S. documents and their literary significance.
Classwork
  1. Do Now: eValuate Test
  2. After: View the results of your eValuate Test for this round and the last.
  3. Then: Title your journal eValuate Test Results. Write the labels September and October. Copy your scores for each month (of you only have one, write that one). 
  4. Next: Read The Trial of Martha Carrier on pp. 96-7. After, read the Grammar and Usage section on p. 96. Then, go through again underlining at least two cumulative sentences and circling at least two periodic sentences. After, answer the Grammar and Usage question in the My Notes section on p.96.
Target Practice: I can use my knowledge of sentence structure to evaluate the effectiveness of words and phrases. +/0/-
Homework

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. 
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...
Reminder: 
You may complete these opportunities ONLY if you have completed ALL other assignments for the quarter.
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Quarter 1, Week 10 of 10

Monday, September 29 and Tuesday, September 30
Learning Objective: W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting for a specific purpose and audience.

 Classwork
  1. Do Now: Complete checklist for Journal Check #3. Complete the two date columns, count the total number of stamped journal entries column, and the assignment title column.  Have a classmate verify with initials in the last column, then show teacher for scoring.
  2. After: Complete the draft checklist (some items omitted in class) while editing the final draft of your American Dream Essay
  3. Then: Continue editing final draft of American Dream Essay
  4. Next: Share and Submit essay (I will see any edits you make after submitting)
Target Practice: I can improve my writing through multiple revision processes. +/0/-

 Homework
Wednesday, October 1 and Thursday, October 2
Learning Objective: W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting for a specific purpose and audience.

 Classwork
  1. Do Now: Title today's journal Final Reflection.  Think about what you learned through the two essays this quarter, the 18 sources you read/listened to/looked at, and the other activities you did in class. What strengths did you find in your learning?  What weaknesses?  Next quarter, how will you improve-upon your strengths and address your weaknesses next quarter? Respond in paragraph form.
  2. After: Preview next major assessment on p. 92 of the workbook. Complete Unpacking Embedded Assessment in the My Notes section. 
  3. Then: Preview the Requirements and Grading Rubric for the Quarter 2 Video Production Activity
  4. Next: Share and Submit essay (I will see any edits you make after submitting)
Target Practice: I can improve my writing through multiple revision processes. +/0/-

 Homework
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Quarter 1, Week 9 of 10 (almost there...)

WORKBOOKS will be checked during class on Monday or Tuesday!

Monday, September 22 or Tuesday, September 23

 Learning Objective: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text... RI.11-12.4 Determine the meaning of words and phrases as they are used in a text...
Classwork
  1. Do Now: Title today's journal Timed Writing: Argumentative Essay. Respond to the following prompt in the 15 minutes provided (DO NOT START UNTIL THE TIMER BEGINS): Discuss the meaning of  'opportunity' to an immigrant and a citizen. Also, discuss how the dream for the future is the same. Synthesize your ideas on what the United States offers native-born citizens toward achieving their American Dream and what immigrants see as the promise of America. Remember to PLAN before you write and REREAD after you finish:
    • Thesis statement that CLEARLY states your position
    • Remember your audience's needs and address immigration, values, and bias
    • Use paraphrases and quotes as evidence to support your claim fairly
    • Acknowledge any counterclaim(s) fairly with evidence, then refute it/them with evidence showing your claim is stronger
    • Provide an effective conclusion that calls the audience to action 
  2. After: Self-score your response with the American Dream essay rubric
  3. Then: Pair-share and use two-column journal entry to address personal strengths and weaknesses
  4. Next: Outside research- Dr. Sanjay Gupta's research on Happiness (video clip)
Target Practice: I can use evidence from the text to support a written argument. +/0/-

Homework
  • Make sure to share your essay with at least two other students in class for editing on Tuesday/Wednesday
  • Begin/Continue Draft 2 of the American Dream essay
  • Begin/Continue Independent Reading for Quarter 2
Tuesday, September 23 and Wednesday, September 24

 Learning Objective: W.11-12.1 Introduce and establish precise, knowledgeable claims and counterclaims with the support of evidence. Use a variety of words, phrases, and syntax to create cohesion between claim(s), reasons, evidence, and counterclaim(s).

Classwork
  1. Do Now: Using the My Notes section on p.87 of your workbook, respond to the Evaluating and Revising, and Editing and Publishing questions.
  2. After: 15 minute pair-editing session using the SOAPSTone graphic organizer
  3. Then: 15 minute timed writing workshop for the American Dream essay Draft 2
  4. Next: Label your Journal, Temperature Check. Read the Reflection question on p.87 and answer as completely as possible in your journal.
Target Practice: I can revise my essay to use words and phrases that more effectively communicate my claim, evidence, and counterclaim. +/0/-

Homework
Thursday, September 25 or Friday, September 26

 Learning Objective: W.11-12.1 Introduce and establish precise, knowledgeable claims and counterclaims with the support of evidence. Use a variety of words, phrases, and syntax to create cohesion between claim(s), reasons, evidence, and counterclaim(s).

Classwork
  1. Do Now: Sit in your choice of group.  Each group will need ONE computer at the empty desk.  Choose a person to set the timer for each session and advance the editing slideshow between sessions.
  2. After: Group Editing activity with slideshow using PRINTED COPY of your American Dream essay Draft 2
  3. Then: Make suggested edits to Draft 2, share, and submit during class
  4. Next: Argument Writing (establish a position, support it, counterclaim, and refute- not just "I'm right. You're wrong.")
Target Practice: I can revise my essay to use words and phrases that more effectively communicate my claim, evidence, and counterclaim. +/0/-

Homework
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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