Planning Your Week:
Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class. Friday, 11/22 - Vocab Quiz on Unit 6; Magic Lens quiz! Monday, 12/2 - Extra Credit due! (assignment here) Upcoming Due Dates: Monday, 12/2 - Extra Credit due! (assignment here) Tuesday, 12/3 - Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) - This is our third IR book! Thurs., 12/12 - Exam exemption request due by 4:00 p.m. (submitted digitally here) Fri., 12/13 - Take the vocabulary assessment on Unit 7 words Wed., 12/18 - Complete the final exam essay in class Thurs. 12/19 - Final exam for 1st & 2nd Fri., 12/20 - Final exam for 3rd & 4th Resources: A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.) A Midsummer Night’s Dream (No Fear Shakespeare) Elizabethan Research Presentation and Annotated Bibliography assignment packet here Monday, November 18 Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Agenda:
Tuesday, November 19 Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Agenda:
Wednesday, November 20 Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to properly cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Agenda:
Thursday, November 21 Learning Goal(s): Present your research findings to the class with an engaging speech and presentation! Targeted Standards: ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Agenda:
Friday, November 22 - Last day before break! Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills. Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Agenda:
Visit the following website (or use the QR code): flipgrid.com/vanbof19 Log in with your Cobb address: [email protected] See the assignment sheet here! Planning Your Week:
Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here) Upcoming Due Dates: Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class. Friday, 11/22 - Vocab Quiz on Unit 6 Tuesday, 12/3 - Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) - This is our third IR book! Resources: A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.) A Midsummer Night’s Dream (No Fear Shakespeare) Elizabethan Research Presentation and Annotated Bibliography assignment packet here FlipGrid IR #2 Project (assignment here) Monday, November 11 Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Agenda:
Tuesday, November 12 Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Agenda:
Wednesday, November 13 Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Agenda:
Thursday, November 14 Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Begin to produce your presentation! Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Agenda:
Friday, November 15 Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Agenda:
Visit the following website (or use the QR code): flipgrid.com/vanbof19 Log in with your Cobb address: [email protected] See the assignment sheet here! Planning Your Week:
Friday, 11/8 - Unit 5 vocabulary quiz Be prepared for a reading quiz over each act of the play! Upcoming Due Dates: Friday, 11/15 - IR #2 due - complete your reading of your IR book and submit your Flipgrid! (assignment here) Thursday, 11/21 - Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) - your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class. Resources: A Midsummer Night’s Dream - Audiobook (View the first comment for start times for each act/scene.) A Midsummer Night’s Dream (No Fear Shakespeare) Monday, November 4 - PJ Day! Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) Agenda:
Tuesday, November 5 - NO SCHOOL! Wednesday, November 6 - Decades Day! Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Agenda:
Thursday, November 7 - TikTok Day! Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Agenda:
Friday, November 8 - Class Colors Day! Learning Goal(s): Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments. Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Agenda:
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