Quarter 2, Week 4 of 10

Monday, November 3 or Wednesday, November 5

Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly. W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique.

Classwork

1. Do Now: Title today's journal Conflicts in Salem. While watching the next piece of The Crucible, answer the Before Reading question on p.113 in your journal.
2. After: In pairs, complete the During Reading graphic organizer on p.113 you may use the orange textbooks starting on p.1128 if you'd like to look back into the earlier Acts of the play.
3. Then: Read the Check Your Understanding writing prompt on p. 112.  With a group, write a short script of your own that tackles a different social issue.  Try to glean ideas from the story on p.112.
4. Next: Revising your scene to include both internal conflict and external conflict.

Target Practice: I can use my new learning about internal conflict and external conflict to enhance my group's scene about a social issue. +/0/-

Homework

• Continue Revising Script- due by Friday @ midnight!
• Continue IR- written option due by NEXT FRIDAY @ 2:45, November 14!

Thursday, November 6 and Friday, November 7

Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly. RL.11-12.6 Analyze a case where grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

Classwork

1. Do Now: Read the Literary Terms list on p. 124 of the workbook and mark the text to identify the most significant words in each definition. Then, title your journal The Role of Irony in Climax. In your journal, write at least one example of each type of irony.  They may be from films, television shows, or books, or they may be of your own creation.
2. After: While watching the next scene of The Crucible, complete the graphic organizer on pp.124-25 that focuses on irony.
3. Then: With a partner, complete the After Reading question on p. 125 of the workbook.
4. Next: Use your new knowledge of irony to revise the script

Target Practice: I can incorporate dramatic irony, verbal irony, and/or situational irony into my group's scene. +/0/-

Homework

• Continue Revising Script- due by Friday @ midnight!
• Continue IR- written option due by NEXT FRIDAY @ 2:45, November 14!

Enrichment: 

See the school play, Polyanna, this weekend and write a review as indicated in the advertisement on the right! This enrichment is open to all students.

Enrichment: 

Junior Vocabulary Unit 6 and e-mail responses to wfisher@kkhs.k12.hi.us (reminder: you may only complete this enrichment activity if you have NO MISSING OR INCOMPLETE ASSIGNMENTS)

Quarter 2, Week 3 of 10

Monday, October 27 or Tuesday, October 28

Learning Objective: RL.11-12.1 Cite Strong and thorough textual evidence to support analysis. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.

Classwork

1. Do Now: Read the Assignment section on p. 144 of your workbook. Then, title your journal Dramatic Scene: Planning and Prewriting. Answer the 5 questions in your journal from the Planning and Prewriting section on p. 144.
2. After: In groups, practice assigned lines from pp.101-2. After each group will choose one person to represent them in a dramatic reading of the lines.
3. Then: Group planning and prewriting time for Script Draft 1
4. Next: Journal Check #4 (student and/or peer must complete the entire row, except for scoring)

Target Practice: I can collaborate to analyze texts and determine appropriate tone, inflection, and posture to convey meaning. +/0/-

Homework

• Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
• Complete any missing journal assignments 
• Continue reading IR book- written option due by November 14

Tuesday, October 28 or Wednesday, October 29

Learning Objective: RL.11-12.10 Read and comprehend literature, including stories, dramas, and poems in the 11-CCR text complexity band proficiently. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.

Classwork

1. Do Now: In the Orange Textbook, turn to p. 1126.  Then, title your journal Analyzing the Elements of a Script. With a partner, or up to a group of 3, look for the different parts, or elements, in Act I of Miller's play. List as many different parts as you can (ex. dialogue, character name, stage direction, sound direction, background information, etc.)
2. After: Complete the During Reading graphic organizer on p. 109 of the workbook. You must provide at least one answer for each question
3. Then: Complete the After Reading activity in the My Notes section of p. 109 (should be at least 8 items).
4. Next: Group writing time for Script Draft 1

Target Practice: I can analyze a script as a model for the future writing of my group's script. +/0/-

Homework

• Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
• Complete any missing journal assignments
• Continue reading IR book- written option due by November 14

Thursday, October 30 or Friday, October 31

Learning Objective:  RL.11-12.1 Cite Strong and thorough textual evidence to support analysis. W.11-12.5 Develop and strengthen writing as needed through planning, revision, editing, and rewriting.

Classwork

1. Do Now: Title today's journal Timed Writing.  Read the After Reading Writing Prompt on p. 105 and answer it in the time provided (25 min.).
• Alternate Question: Think of a film or book where a secondary character is used to help you get a deeper understanding of the main character (foil). 
• Include a clearly stated Thesis Statement that directly responds to the prompt.
• Use direct quotations to support your analysis, as well as original commentary (from your brain!) after each quotation.
• Vary (or change-up) the structure of sentences throughout your response, especially when using quotations.
2. After: Self-score using the rubric on p. 88 of the workbook
3. Then: Read/Listen to The Very Proper Gander on p. 112 and respond to the After Reading Question in the My Notes section of the workbook. Discuss the term hysteria.
• Alternate Activity: Witch Scene from Monty Python's: Holy Grail and discussion of hysteria.
4. Next: Group writing time for Script Draft 1

Target Practice: I can work with a group to write a script for my dramatic scene. +/0/-

Homework

• Groups: continue working on Script Draft 1- must be shared and submitted by Friday, October 31
• Complete any missing journal check #4 assignments and leave journal in the room by 2:45 on Friday
• Continue reading IR book- written option due by November 14

Quarter 2, Week 2 of 10

Monday, October 20 and Tuesday, October 21

Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of the story. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed by planning, revising, and editing.

Classwork

1. Do Now: Watch The Crucible video about Marine training. In your journal, create two columns labelled: Marine Crucible and Salem Crucible. List characteristics of the Marine Crucible from the video only.
2. After: While watching the next clip from Arthur Miller's The Crucible list any similar characteristics to the Marines' Crucible video.  Then, talk to a neighbor after the clip is complete and write below your lists why both are examples of a 'crucible.'
3. Then: In groups, practice assigned lines from pp.101-2. After each group will choose one person to represent them in a dramatic reading of the lines.
4. Next: official sign-up for groups and time to work on storyboard

Target Practice: I can use my analysis of Arthur Miller's  dialogue in The Crucible to enhance the script of my group project. +/0/-

Homework

• Groups: complete storyboard of your scene by the end of class on Wednesday/Thursday
• Complete any missing workbook assignments for check #4 (pp.92, 93, and 96)
• Continue reading IR book

Wednesday, October 22 and Thursday, October 23

Learning Objective: RL.11-12.1 Cite strong and thorough textual evidence to support analysis. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of the story. SL.11-12.6 Adapt speech to a variety of contexts and tasks. W.11-12.5 Develop and strengthen writing as needed by planning, revising, and editing.

Classwork

1. Do Now: Title today's journal The Salem Witch Trials. While watching the short film clip, respond to the following prompt in your journal: What role did fear play in the Salem Witch Trials? In today's society, where do you see fear having an impact on people's actions?
2. After: Discuss responses and how they relate to the group project
3. Then: Discuss the term 'foil', then complete the During Reading activity on p. 105 while watching Miller's The Crucible
4. Next: Complete group storyboard by the END OF CLASS!

Target Practice: I can use my analysis of Arthur Miller's  dialogue in The Crucible to enhance the script of my group project. +/0/-

Homework

• Groups: continue working on Script Draft 1- must be shared and submitted by October 31
• Leave Workbook in classroom for check #4 (pp.92, 93, and 96)
• Continue reading IR book