Monday 1/6, Tuesday 1/7, Wednesday 1/8, & Thursday 1/9
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute research assignment sheet and rubric. Discuss.
2. Show students places to find information in the databases.
Destiny -
Gale
- Biography in Context
- Career Transitions
Leading Issues
In Destiny under Instructional Resources
- Career View
3. Remind students how to use NoodleTools for citations.
4. Have students begin research on note-taking assignment in Schoology.
Homework: Continue research
Friday 1/10 & Monday 1/13
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Show video: Using Google Drawing to create an Infographic.
2. Instruct class on Google Drawing.
3. Students will open the Research Infographic assignment in Schoology to access their Google Drawing document. Then they will continue to work on research and begin to build Infographic.
Homework: Continue research
Tuesday 1/14 - Friday 1/17
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Access video or Google Drawing tutorials for help: Using Google Drawing to create an Infographic.
2. Students will continue to work on research and Infographic assessment and submit it by midnight on Friday 1/17.
Homework: Continue research
Tuesday 1/21 & Wednesday 1/22
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Students will log on to NoRedInk and complete the Commonly Confused Words diagnostic.
2. Journal #10 - Write a paragraph to reflect on your research project. What went well for you? What difficulties did you have, etc?
3. Bring up your Chromebook to show Mrs. Erskine or Mrs. Paradiso your completed journal for grading.
Homework:
Tuesday 1/27, Wednesday 1/28, Thursday 1/30 & Friday 1/31
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Write Journal #1:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
2. Fill in the blanks on the slogan and jingle sheet. Discuss.
3. Get textbooks. Turn to pages 216-217 to read about the characteristics of ballads.
4. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
5. Turn to pp. 224-225 and read "Get Up and Bar the Door." Distribute the ballad characteristics handout and complete. Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
6. Distribute ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of ballads on newsprint with markers to present to the class.
7. If time remains, begin Group ballad analysis presentations.
Homework: None
Monday 2/3 & Tuesday 2/4
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
5. Group ballad analysis presentations.
6. Individually, use your phone or Chromebook and find another example of a modern day ballad that is school appropriate. For Journal
Homework:
- None
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
5. Group ballad analysis presentations.
6. Individually, use your phone or Chromebook and find another example of a modern day ballad that is school appropriate. For Journal
Homework:
- None
Th
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter.
2. Share Lindsey Lohan example ballad.
3. Have students form groups of 2 or 3 (no more than 3).
4. Each group will get one laptop and browse online tabloids and magazines linked below:
- The National Enquirer
- TMZ
- People Magazine
- Star Magazine
5. Have groups choose the article they wish to write about. Take a screen shot of the article and upload it to the assignment in Schoology.
6. Have the students write a ballad about the event or the person in the tabloid article, using the standard ballad 4 line stanza (rhyming ABAB or ABCB). Ballad counts as a classwork grade (30%) in Synergy.
Requirements:
- Minimum length— five 4-line stanzas (rhyming ABCB).
- tells the story from the tabloid
- uses at least 4 of the 8 ballad characteristics
- the ballad can and probably should be funny.
- make it memorable
7. Have students highlight the ballad characteristics on their lyrics with highlighters in Google Doc using the key in the document
- Supernatural
- Tragic detail
- Omission of detail - write a question that you would ask.
- Incremental repetition (part of the line is repeated)
- Refrain (chorus)
- Question and answer format
- Conventional phrases/slang
- Rhyme scheme
8. Group tabloid ballad presentations.
Homework:
- Find a ballad from the 20th or 21st century (must be school appropriate in content and language) for your ballad project and upload the lyrics in Schoology.
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter.
2. Share Lindsey Lohan example ballad.
3. Have students form groups of 2 or 3 (no more than 3).
4. Each group will get one laptop and browse online tabloids and magazines linked below:
- The National Enquirer
- TMZ
- People Magazine
- Star Magazine
5. Have groups choose the article they wish to write about. Take a screen shot of the article and upload it to the assignment in Schoology.
6. Have the students write a ballad about the event or the person in the tabloid article, using the standard ballad 4 line stanza (rhyming ABAB or ABCB). Ballad counts as a classwork grade (30%) in Synergy.
Requirements:
- Minimum length— five 4-line stanzas (rhyming ABCB).
- tells the story from the tabloid
- uses at least 4 of the 8 ballad characteristics
- the ballad can and probably should be funny.
- make it memorable
7. Have students highlight the ballad characteristics on their lyrics with highlighters in Google Doc using the key in the document
- Supernatural
- Tragic detail
- Omission of detail - write a question that you would ask.
- Incremental repetition (part of the line is repeated)
- Refrain (chorus)
- Question and answer format
- Conventional phrases/slang
- Rhyme scheme
8. Group tabloid ballad presentations.
Homework:
- Find a ballad from the 20th or 21st century (must be school appropriate in content and language) for your ballad project and upload the lyrics in Schoology.
M
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Students will complete next assignment for NoRedInk.com - Commonly Confused Words (practice & quiz).
2. Open digital notebook in Schoology. Check the list of topics attached to the assignment and make up any missing entries. Show me your journal for a grade when you are finished.
3. Get a textbook. Read pp. 206 - 213 "Federigo's Falcon" and complete the reading questions.
4. Turn in the questions when you are finished.
Homework:
- Finish "Federigo's Falcon" in the online textbook (or Google it) and complete the questions.
We
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect homework questions for "Federigo's Falcon."
2. Create a Common Lit. account.
Open 3rd Nine Week's Journal in Schoology - This will be Entry # __1__ for the 3rd Nine Weeks. Write a paragraph about what you think are the worst ways to insult people. Discuss.
2. Distribute Shakespeare insults page.
3. Watch videos about Shakespearean insults:
- Insults by Shakespeare
- If Shakespearean Insults Were Used Today
4. Under the paragraph of Entry #1 - create 3 insults, and explain what each one means (look the words up on google).
5. Pair with someone and hold the Shakespeare insults conversation.
Homework:
Fri
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Discuss note-taking for research.
2. Form 7 groups: Distribute a topic to each group and a note-taking template.
3. Groups will click on the link for their assigned topic in the Schoology assignment - "Taking Strong Research Notes."
4. Have groups share what they learned.
5. Display Infographic: "Evaluating a News Article" and discuss.
6. Discuss "CARDSS" and url extensions.
7. Remind students how to use Easybib for citations.
8. Show students databases to use:
Destiny -
Gale
- Biography in Context
- Career Transitions
Leading Issues
In Destiny under Instructional Resources
- Career View
Homework: Think about who you think is an influential person in the 21st century or a career that interests you to begin researching next class.
T
Objectives:
12.2 - The student will make a 5-10 minute formal presentation.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Ballad presentations - Each group will present as follows:
- tell the song, artist, and explain the background
- explain the meaning of the ballad
- show the video and save a copy on the desktop or sing/lip sync live in class
- turn in your color-coded ballad lyrics and typed ballad analysis
3. Reminder - we will be grading your Interactive Notebooks this week. You should have 10 entries for this marking period.
Homework: Complete any missing Interactive Notebook entries.
Wednesday 1/2 & Thursday 1/3
Objectives: 12.2 - The student will make a 5-10 minute formal presentation. 12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. 12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes. Procedure: 1. Open your digital journal - Journal #10 - "Changes"- What is one thing that you would like to change in 2019 (call it a New Year's Resolution if that helps). Write 1 -2 paragraphs to explain why you want to change this and what it will take to accomplish the change. 2. Distribute articles about influential people in the 21st century. Read articles together. 3. In pairs, choose the two articles you liked best and complete the comparison graphic organizer. 4. On the back of the graphic organizer, choose your favorite article and write or draw an explanation of the most important parts. What made this person the most influential in your opinion? etc. 5. Put article titles on the board. Give each pair a sticky note to put their names on. Have them post the sticky note under the title of their favorite article. 6. Discuss favorites. Homework: Think about who you think is an influential person in the 21st century. M
Objectives: 12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. 12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. 12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes. Procedure: 1. Complete Skills survey in Virginia Wizard - go to Destiny - Frank W. Cox - Scroll down to "Research for Careers" in the left column - Virginia Wizard - Careers - Assess - Find Your Values 2. After you have completed the survey, click "Print results." Save it to a PDF file rather than printing it, and upload it to the Interest Assessment assignment in our Google Classroom. 3. Interactive Notebook Entry #10 - On the left page, explain your Skills Survey results. Do you agree with the results? Why or why not? On the right page, explain your Interest Survey results. Do the results fit you? 4. Have students get into ballad groups and begin drafting their outline. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format). 5. Time to work on ballad project. 6. Upload 3 paragraph ballad analysis to the assignment in our Google Classroom - Classroom.Google.com - Sign in as - Student # @vbstudents.com Homework: - Continue working on ballad project - DUE Jan. 24 and 25th! T
Objectives: 12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. 12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. 12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes. Procedure: 1. Complete Skills survey in Virginia Wizard - go to Destiny - Frank W. Cox - Scroll down to "Research for Careers" in the left column - Virginia Wizard - Careers - Assess - Find Your Interests 2. After you have completed the survey, click "Print results." Save it to a PDF file rather than printing it, and upload it to the Interest Assessment assignment in our Google Classroom. 3. Interactive Notebook Entry #10 - On the left page, explain your Skills Survey results. Do you agree with the results? Why or why not? On the right page, explain your Interest Survey results. Do the results fit you? 4. Have students get into ballad groups and begin drafting their outline. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format). 5. Time to work on ballad project. 6. Upload 3 paragraph ballad analysis to the assignment in our Google Classroom - Classroom.Google.com - Sign in as - Student # @vbstudents.com Homework: - Continue working on ballad project - DUE - Complete any missing Interactive Notebook entries. T
Objectives: 12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. 12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. 12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes. Procedure: 1. 3.Review ballad project criteria and project outline format. 4. Introduce Touchcast and filming with green screen and Ipad. 5. Have students get into ballad groups and begin drafting their outline. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format). 6. Time to work on ballad project. 7. Upload 3 paragraph ballad analysis to the assignment in our Google Classroom - Classroom.Google.com Homework: - Continue working on ballad project - DUE |
|
Wednesday 1/31
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect ballad lyrics for approval (from students who have them).
2. Review ballad project research criteria.
3. Have students get into ballad groups and get laptops. Go to the assignment on Google Classroom and open the Google Doc. Groups will then begin searching for a ballad and researching their approved ballad.
4. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format).
Homework:
- Continue working on ballad project - Research DUE Feb. 6th
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect ballad lyrics for approval (from students who have them).
2. Review ballad project research criteria.
3. Have students get into ballad groups and get laptops. Go to the assignment on Google Classroom and open the Google Doc. Groups will then begin searching for a ballad and researching their approved ballad.
4. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format).
Homework:
- Continue working on ballad project - Research DUE Feb. 6th
Friday 1/26
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect ballad lyrics for approval (from students who have them).
2. Ms. Rea will present information to the class to help them research their ballad's background.
3. Review ballad project research criteria.
4. Have students get into ballad groups and get laptops. Go to the assignment on Google Classroom and open the Google Doc. Groups will then begin searching for a ballad and researching their approved ballad.
5. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format).
200 Ballads link
Homework:
- Continue working on ballad project - Research DUE Feb. 6th
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Collect ballad lyrics for approval (from students who have them).
2. Ms. Rea will present information to the class to help them research their ballad's background.
3. Review ballad project research criteria.
4. Have students get into ballad groups and get laptops. Go to the assignment on Google Classroom and open the Google Doc. Groups will then begin searching for a ballad and researching their approved ballad.
5. While students work, teachers will do a progress check with each group (group members, lyrics approved, presentation format).
200 Ballads link
Homework:
- Continue working on ballad project - Research DUE Feb. 6th
Wednesday 1/24
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter.
2. Share Lindsey Lohan example ballad.
3. Have students form groups of 2 or 3.
4. Each group will get one laptop and browse online tabloids and magazines linked below:
- The National Enquirer
- TMZ
- People Magazine
- Star Magazine
5. Have groups choose the article they wish to write about. Take a screen shot of the article and upload it to the assignment in Google Classroom.
6. Have the students write a ballad about the event or the person in the tabloid article, using the standard ballad 4 line stanza (rhyming ABCB). Ballad counts as a quiz grade.
Requirements:
- Minimum length— five 4-line stanzas (rhyming ABCB).
- tells the story from the tabloid
- uses at least 4 of the 8 ballad characteristics
- the ballad can and probably should be funny.
- make it memorable
7. Have students mark the ballad characteristics on their lyrics with colored pencils (make a Key to indicate what each color represents -- i.e. red = tragic, blue = supernatural, etc.)
- Supernatural
- Tragic detail
- Omission of detail - write a question that you would ask.
- Incremental repetition (part of the line is repeated)
- Refrain (chorus)
- Question and answer format
- Conventional phrases/slang
- Rhyme scheme
8. Group tabloid ballad presentations.
Homework:
- Find a ballad from the 20th or 21st century (must be school appropriate in content and language) for your ballad project and print off the lyrics to bring to class - worth a QUIZ GRADE!!!!
Monday 1/22
(Thursday 1/18 - Snow Day)
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
3. Group ballad analysis presentations.
4. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
5. Play Name that tune
Name that tune?
Hit Songs Name that Tune
Homework:
- None
(Thursday 1/18 - Snow Day)
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish group presentations of medieval ballad analyses.
2. Distribute modern day ballad packets and analysis handout to each group. Have groups select a card to determine their assigned ballad. The group will read the ballad and analyze it using the questions on the handout to present to the class.
3. Group ballad analysis presentations.
4. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
5. Play Name that tune
Name that tune?
Hit Songs Name that Tune
Homework:
- None
Tuesday 1/16
( Thurs. 1/4 - Thursday 1/11 = SNOW DAYS)
Procedure:
1. Get your interactive notebook - Entry #9 - On the left side, list 5 goals you wish to achieve between now and graduation. On the right side, explain what you will have to do to achieve each goal.
2. Review the 8 ballad characteristics. Point out people's fascination with sordid subject matter. Fill in the questions about plot of "Get Up and Bar the Door" on the back of the ballad characteristics handout. Discuss.
3. Distribute medieval ballad packets, newsprint and markers. Have groups select a card to determine their assigned ballad. The group will read the ballad and explain the 8 characteristics of their assigned ballad on newsprint with markers to present to the class.
4. Group ballad analysis presentations.
5. Show sample ballad projects. Discuss the pros and cons of each.
6. Do's and Dont's of the ballad project.
Homework:
- Start thinking about a 20th or 21st century ballad for your ballad project.
Wednesday 1/3
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Welcome back
2. Interactive notebook Entry #8 - On the left side, answer the following questions:
- What is your worst "earworm" - a song, jingle, or phrase that gets stuck in your head and plays over and over and over until you want to scream? Discuss.
- On the right side, fill in the blanks on the slogan and jingle sheet and staple it in your interactive notebook. Discuss.
3. Have one person at your table get textbooks for your group. Turn to pages 216-217 to read about the characteristics of ballads.
4. Turn to page 218-19 and read "Barbara Allan." Watch the Joan Baez version of Barbara Allan."
5. Turn to pp. 224-225 and read "Get Up and Bar the Door." Fill in the questions about plot on the back of the ballad characteristics handout. Discuss.
Homework:
- None