Thursday 5/2 and Friday 5/3
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. Discuss:
- 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:
- Finish your Modern Modest Proposal for late credit if you have not already turned it in.
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. Discuss:
- 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:
- Finish your Modern Modest Proposal for late credit if you have not already turned it in.
Monday 5/6 and Tuesday 5/7
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.
5. Group ballad analysis presentations.
6. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
Homework:
- None
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.
5. Group ballad analysis presentations.
6. As a group, use your phones and find another example of a modern day ballad that is school appropriate. Share.
Homework:
- None
Wednesday 5/8 & Thursday 5/9
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 (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.
Friday 5/9 & Monday 5/13
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. Remind students that Tabloid Ballads are due.
2. Have students find a modern ballad (song) to analyze. It must be school appropriate.
- 100 Greatest Rock Ballads
- Some more possible ballads
3. Paste the lyrics in Schoology assignment. Come see me for approval of your lyrics.
4. Distribute ballad characteristics sheet for students to begin analyzing the ballad.
5. Open ballad project in Schoology and explain ballad analysis project.
6. Have students open the Google Slides Ballad Project assignment in Schoology and begin.
7. While students work, teachers will do a progress check with each student.
Homework:
- Complete all late work.
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. Remind students that Tabloid Ballads are due.
2. Have students find a modern ballad (song) to analyze. It must be school appropriate.
- 100 Greatest Rock Ballads
- Some more possible ballads
3. Paste the lyrics in Schoology assignment. Come see me for approval of your lyrics.
4. Distribute ballad characteristics sheet for students to begin analyzing the ballad.
5. Open ballad project in Schoology and explain ballad analysis project.
6. Have students open the Google Slides Ballad Project assignment in Schoology and begin.
7. While students work, teachers will do a progress check with each student.
Homework:
- Complete all late work.
Tuesday 5/14 & Wednesday 5/15
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. Remind students to finish ballad project and submit it if it was not finished last class.
2. Distribute Portfolio guidelines and explain.
3. Watch Cox graduation clip.
4. Watch and discuss commencement addresses:
- Baz Luhrman - Sunscreen
- Ellen
5. Students will open assignment in Schoology and begin portfolio.
Homework:
- Complete all late work.
2018 Plans
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 apparition sheet.
2. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
3. Show remainder of Macbeth.
4. Introduce satire types with handout.
5. View satire prezi.
6. View Fractured Fairy tale - Little Red Riding Hood
7. Discuss the elements of satire in the fairy tale.
8. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
9. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout.
10. Watch Taco Town video
11. If time remains, watch "We're NASA and we know it" video
12. Funny comedy - British 10 pound note
Homework:
- Bring in a satire example that you think is funny.
Friday 5/18
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 apparition sheet.
2. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
3. Show remainder of Macbeth.
4. Introduce skit scenarios and choose skit groups.
5. Students have remainder of the time to write skit scripts and practice.
Homework:
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 apparition sheet.
2. Get textbooks. Read Act 5 of Macbeth. Fill in apparition results as each is revealed.
3. Show remainder of Macbeth.
4. Introduce skit scenarios and choose skit groups.
5. Students have remainder of the time to write skit scripts and practice.
Homework:
- None
Monday 5/14 & Wednesday 5/16
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 discussing Act 2 of Macbeth. 2. Distribute summary for Acts 3. Read it together and complete the thought bubble on the back. Staple it to the left page of notebook entry #7. 3. Distribute and read Act 4 summary. Create your own potion on the back of the sheet; share together. Staple the sheet to the right hand page of entry #7. 4. Show Acts 3 and 4 video scenes. 5. Explain the skit assignment and distribute the criteria and rubric. Assign parts for Acts 3 and 4 skits. Groups will have remaining time to work on their skits. Homework:
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Thursday 5/10
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 viewing Act 2 (in block 1B).
2. Distribute cartoon summary and complete the activity on the back of it as Journal #7 (staple it to the left hand page).
3. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into pairs (no more than 2). Groups will have remaining time to create the timeline.
4. Turn in timeline for a quiz grade.
Homework: None
Friday 5/4 & Tuesday 5/8
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 viewing Act I.
3. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
4. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
5. Discuss scene 4 (Macduff's doubts).
6.
9. If time remains, watch Act 2 in the movie.
Homework:
- None
Monday 4/30 & Wednesday 5/2
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 Shakespeare's Theatre handout. Read together and complete the questions on the back. Staple it into your interactive notebook as entry #5.
2. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Show opening scene from Macbeth.
4. Distribute cartoon summary for Act I and review it. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity - Staple it to the right hand page of interactive notebook - entry #5
5. Assign parts and read the remainder of Act I.
6. Distribute study guide notes and review.
7. Administer Act 1 Macbeth quiz.
8. Turn in your quiz and turn to the right hand page of entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
9. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
10. Show Act I of the movie and discuss.
Homework:
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 Shakespeare's Theatre handout. Read together and complete the questions on the back. Staple it into your interactive notebook as entry #5.
2. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Show opening scene from Macbeth.
4. Distribute cartoon summary for Act I and review it. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity - Staple it to the right hand page of interactive notebook - entry #5
5. Assign parts and read the remainder of Act I.
6. Distribute study guide notes and review.
7. Administer Act 1 Macbeth quiz.
8. Turn in your quiz and turn to the right hand page of entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
9. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
10. Show Act I of the movie and discuss.
Homework:
- None
2017
Wednesday 5/31 & Thursday 6/1
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 Commencement Address requirements and watch the clip from last year's graduation.
2. Distribute Final Portfolio requirements (commencement address is one half of the assignment). Explain assignment.
3. Go to library to write the commencement address - print one copy to turn in and one copy for you to practice your speech.
4. Begin working on letter to Ms. P and Ms. E.
Homework: Practice your speech and time yourself. Finish letter.
Friday 5/26 & Tuesday 5/30
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 guidelines and explain the Modest Proposal paper.
2. Share a modest proposal paper sample.
3. Go to the library (if SOL testing is finished) to write the paper, then save it, print it, and turn it in.
Homework: Finish your Modest Proposal paper if you didn't finish it in class.
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 guidelines and explain the Modest Proposal paper.
2. Share a modest proposal paper sample.
3. Go to the library (if SOL testing is finished) to write the paper, then save it, print it, and turn it in.
Homework: Finish your Modest Proposal paper if you didn't finish it in class.
Wednesday 5/24 & Thursday 5/25
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. Have students get textbooks while we distribute the Modest Proposal handout.
2. Together, define the terms "modest" and "proposal."
3. Read "A Modest Proposal" - pp. 622-631 and complete the handout.
4. Discuss together.
5. SOUP!
6. Watch Gulliver's Travels clips:
= Jack Black Version
= Top 10 Gulliver's Notes
Homework:
Monday 5/22 & Tuesday 5/23
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 forms of irony and appeals on back of satire notes.
2. View two Modern Family episodes (on Amazon) and complete the questions for one of the episodes.
3. Get interactive notebooks. View SNL "Litter Critters"
4. View SNL fake ads
5. Entry #1 - On the left side of your notebook, write down the satirical elements of each SNL ad that we watched.
Homework:
-
Thursday 5/18 & Friday 5/19
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. Introduce satire with handout.
2. View satire prezi.
3. View Fractured Fairy tale - Little Red Riding Hood
4. Discuss the elements of satire in the fairy tale.
5. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
6. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout.
7. Watch Taco Town video
8. If time remains, watch "We're NASA and we know it" video
9. Funny comedy - British 10 pound note
Homework:
- Bring in a satire example that you think is funny.
Tuesday 5/16 & Wednesday 5/17
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. Have students select a daffodil and get into groups based on the colored slip of paper on the daffodil leaf. Give groups copies of the poem, "I Wandered Lonely as a Cloud" and a tone words handout. Read the poem together and have groups discuss it. Distribute the poetry analysis handout and discuss the elements of the poem as students fill in the handout.
2. Have students get textbooks and interactive notebooks.
3. View video clip on Blake's Songs of Experience and Songs of Innocence.
4. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
5. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
6. If time remains, play poetry Kahoot.
Homework: Enjoy the outdoors!
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. Have students select a daffodil and get into groups based on the colored slip of paper on the daffodil leaf. Give groups copies of the poem, "I Wandered Lonely as a Cloud" and a tone words handout. Read the poem together and have groups discuss it. Distribute the poetry analysis handout and discuss the elements of the poem as students fill in the handout.
2. Have students get textbooks and interactive notebooks.
3. View video clip on Blake's Songs of Experience and Songs of Innocence.
4. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
5. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
6. If time remains, play poetry Kahoot.
Homework: Enjoy the outdoors!
Friday 5/12 & Monday 5/15
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. Administer Macbeth test.
2. Turn in test and pick up a Symbolize It sheet to complete as entry #5 in your interactive notebook. Follow the directions on the handout.
3. Watch Brain Magic Ted talk.
Homework: Be happy!
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. Administer Macbeth test.
2. Turn in test and pick up a Symbolize It sheet to complete as entry #5 in your interactive notebook. Follow the directions on the handout.
3. Watch Brain Magic Ted talk.
Homework: Be happy!
Wednesday 5/10 & Thursday 5/11
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 the Macbeth movie.
2. Assign parts and read the 32-second Macbeth.
3. Watch Macbeth Thug Notes.
4. Watch Macbeth Rap. Discuss.
5. Play Macbeth Bingo.
Homework:
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 the Macbeth movie.
2. Assign parts and read the 32-second Macbeth.
3. Watch Macbeth Thug Notes.
4. Watch Macbeth Rap. Discuss.
5. Play Macbeth Bingo.
Homework:
- Study for Macbeth test next class! (Review summaries of acts).
Monday 5/8 and Tuesday 5/9
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 Act V summary.
2. Assign parts and read Act V.
3. Administer the Act V quiz.
4. Get interactive notebooks. Distribute Macbeth character quiz. Complete the quiz and staple it to the left side of Entry #8. Discuss.
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 Act V summary.
2. Assign parts and read Act V.
3. Administer the Act V quiz.
4. Get interactive notebooks. Distribute Macbeth character quiz. Complete the quiz and staple it to the left side of Entry #8. Discuss.
Thursday 5/4 & Friday 5/5
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. View Acts III and IV in Macbeth.
2. Get interactive notebooks and discuss what type of potions students created for entry #2.
3. Open to the next 2 blank pages - Entry #3= On the left side, list 5 adjectives to describe Macbeth and 5 adjectives to describe Lady Macbeth (the 10 adjectives must be different).
On the right page, answer the following: "Now that Macbeth has killed Duncan, the guards, Banquo, and all of Macduff's family, what do you think will happen next?"
Homework: Be happy.
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. View Acts III and IV in Macbeth.
2. Get interactive notebooks and discuss what type of potions students created for entry #2.
3. Open to the next 2 blank pages - Entry #3= On the left side, list 5 adjectives to describe Macbeth and 5 adjectives to describe Lady Macbeth (the 10 adjectives must be different).
On the right page, answer the following: "Now that Macbeth has killed Duncan, the guards, Banquo, and all of Macduff's family, what do you think will happen next?"
Homework: Be happy.
Wednesday 6/8/16
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. Administer exam to students who are required to take it.
Homework: Be at convention center for graduation practice on 6/13 at 2:15.
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. Administer exam to students who are required to take it.
Homework: Be at convention center for graduation practice on 6/13 at 2:15.
Thursday 6/2/16 and Monday 6/6/16
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. Commencement speeches and portfolio presentations.
2. Inform students who are exempt from exam.
Homework: Prepare for exam if you have to take it.
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. Commencement speeches and portfolio presentations.
2. Inform students who are exempt from exam.
Homework: Prepare for exam if you have to take it.
Tuesday 5/31/16
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. Go to lab 109 to complete portfolio.
Homework: Practice your speech and time yourself. Be ready to give speech and present remainder of portfolio next class!!!!!
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. Go to lab 109 to complete portfolio.
Homework: Practice your speech and time yourself. Be ready to give speech and present remainder of portfolio next class!!!!!
Thursday 5/26/16
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. Go to lab 109 to work on portfolio.
Homework: Practice your speech and time yourself. Work on portfolio.
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. Go to lab 109 to work on portfolio.
Homework: Practice your speech and time yourself. Work on portfolio.
Tuesday 5/24/16
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. Complete senior surveys.
2. Go to lab 109 to work on portfolio.
Homework: Practice your speech and time yourself. Work on portfolio.
Friday 5/20/16
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 Commencement Address requirements and watch the clip from last year's graduation.
2. Distribute Final Portfolio requirements (commencement address is one quarter of the assignment). Explain assignment and show Weebly basics.
3. Go to lab 132 and finish the commencement address - print one copy to turn in and one copy for you to practice your speech.
4. Begin working on other portions of the portfolio.
Homework: Practice your speech and time yourself. Work on portfolio.
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 Commencement Address requirements and watch the clip from last year's graduation.
2. Distribute Final Portfolio requirements (commencement address is one quarter of the assignment). Explain assignment and show Weebly basics.
3. Go to lab 132 and finish the commencement address - print one copy to turn in and one copy for you to practice your speech.
4. Begin working on other portions of the portfolio.
Homework: Practice your speech and time yourself. Work on portfolio.
Wednesday 5/18/16
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 Commencement Address requirements.
2. Go to lab 132 and type the commencement address.
and explain assignment.
Homework: Practice your speech (so far) and time yourself.
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 Commencement Address requirements.
2. Go to lab 132 and type the commencement address.
and explain assignment.
Homework: Practice your speech (so far) and time yourself.
Monday 5/16/16
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 any Oliver Twist handouts not turned in on Thursday.
2. Have students get interactive notebooks. Entry #4 - On the left side, react to each speech that we view. What was the speaker's big idea/main point? What does the speaker do well? What could be improved? What examples of emotional appeal and logical appeal did the speaker use? (Go to the right page if you run out of room.)
3. Watch the three speeches
- Ashton Kutcher - Teen Choice Awards
- Ellen DeGeneres - Tulane 2009
- Carl Aquino - Valedictorian
4. Discuss what makes a great speech. Distribute Commencement Address assignment sheet and explain assignment.
4. Distribute slips and complete the Random Act of Kindness activity.
Homework: Think about your "big idea" / main point so that you are ready to write your speech next class.
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 any Oliver Twist handouts not turned in on Thursday.
2. Have students get interactive notebooks. Entry #4 - On the left side, react to each speech that we view. What was the speaker's big idea/main point? What does the speaker do well? What could be improved? What examples of emotional appeal and logical appeal did the speaker use? (Go to the right page if you run out of room.)
3. Watch the three speeches
- Ashton Kutcher - Teen Choice Awards
- Ellen DeGeneres - Tulane 2009
- Carl Aquino - Valedictorian
4. Discuss what makes a great speech. Distribute Commencement Address assignment sheet and explain assignment.
4. Distribute slips and complete the Random Act of Kindness activity.
Homework: Think about your "big idea" / main point so that you are ready to write your speech next class.
Tuesday 5/10/16 and Thursday 5/12/16
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 Modern Proposal essays from students who have not turned it in yet.
2. Discuss Victorian era and characteristics of Victorian life.
3. Discuss Charles Dickens and his influence on literature then and now.
4. Distribute character sheet and begin Oliver Twist.
4. Continue watching Oliver Twist.
Homework: Finish Oliver Twist handout if you did not finish it in class.
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 Modern Proposal essays from students who have not turned it in yet.
2. Discuss Victorian era and characteristics of Victorian life.
3. Discuss Charles Dickens and his influence on literature then and now.
4. Distribute character sheet and begin Oliver Twist.
4. Continue watching Oliver Twist.
Homework: Finish Oliver Twist handout if you did not finish it in class.
Friday 5/6/16
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 Modern Proposal essays from students who have not turned it in yet.
2. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
3. Distribute the Ode rubric and explain it.
4. Go to lab 109 for students to write and illustrate their odes.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
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 Modern Proposal essays from students who have not turned it in yet.
2. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
3. Distribute the Ode rubric and explain it.
4. Go to lab 109 for students to write and illustrate their odes.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
Wednesday 5/4/16
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 Modern Proposal essays from students who have not turned it in yet.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Have students get interactive reader books from the bookshelf.
4. Read through 3 odes together
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
5. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
6. Return to the Ode power point through the example brainstorm page.
7. Get interactive notebook. Entry #3 - On the left page, create a list of 15-20 items that you love or adore. On the right page, choose three of the items from your list and brainstorm 10 descriptive words to illustrate each item. Then create one simile for each of the three items.
8. Finish the ode power point to explain the writing assignment they will complete next class.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
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 Modern Proposal essays from students who have not turned it in yet.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Have students get interactive reader books from the bookshelf.
4. Read through 3 odes together
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
5. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
6. Return to the Ode power point through the example brainstorm page.
7. Get interactive notebook. Entry #3 - On the left page, create a list of 15-20 items that you love or adore. On the right page, choose three of the items from your list and brainstorm 10 descriptive words to illustrate each item. Then create one simile for each of the three items.
8. Finish the ode power point to explain the writing assignment they will complete next class.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
Monday 5/2/16
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 Modern Proposal essays from students who have not turned it in yet.
2. Using poetry walk posters from last class, discuss the student analyses of the poems.
3. Have students get textbooks and interactive notebooks.
4. View video clip on Blake's Songs of Experience and Songs of Innocence.
5. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
6. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
7. If time remains, play poetry Kahoot.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.
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 Modern Proposal essays from students who have not turned it in yet.
2. Using poetry walk posters from last class, discuss the student analyses of the poems.
3. Have students get textbooks and interactive notebooks.
4. View video clip on Blake's Songs of Experience and Songs of Innocence.
5. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
6. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
7. If time remains, play poetry Kahoot.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.