Monday Bell Schedule:
1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30
Tuesday & Wednesday Bell Schedule:
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Planning Your Week:
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!
Thursday, 12/5 - Revised annotated bibliography due printed in class AND to TurnItIn.com before midnight.
Upcoming Due Dates:
Thurs., 12/12 - Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 - Night Illustrated Response Journal due
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:
Night (digital copy here)
Monday, December 2 - alternate bell schedule
Learning Goal(s): Work as a peer editor to provide feedback on a partner’s annotated bibliography.
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.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to 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, December 3 - alternate bell schedule
Learning Goal(s): Consider how an author creates a particular purpose through his unfolding of events and use of language. Examine a war-time speech for language choices and tone.
Targeted/ Standards: ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
Wednesday, December 4 - alternate bell schedule
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
Thursday, December 5
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
Friday, December 6
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30
Tuesday & Wednesday Bell Schedule:
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30
Planning Your Week:
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!
Thursday, 12/5 - Revised annotated bibliography due printed in class AND to TurnItIn.com before midnight.
Upcoming Due Dates:
Thurs., 12/12 - Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 - Night Illustrated Response Journal due
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:
Night (digital copy here)
Monday, December 2 - alternate bell schedule
Learning Goal(s): Work as a peer editor to provide feedback on a partner’s annotated bibliography.
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.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to 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:
- Extra Credit due TODAY (no late credit)! (assignment here)
- Magic Lens Practice Sentence!
- Complete Peer Review activity for annotated bibliographies. (Peer Review here!) Consider submitting to TurnItIn.com early to revise any unintended plagiarism issues!
- As time permits, read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings).
- Historical Connection Ponder and Respond: What is the culture of the post “Great War” (WWI) era? How do you think countries are feeling about opening up borders? How do US citizens feel about getting involved in foreign wars?
- Watch the World War II Part 1: Crash Course US History #35 here and take Doodle Notes! (instructions here)
- Review Immigration/Emmigration policies here and discuss: how easy is it for German refugees to escape and relocate?
- American Born Chinese - acquire a copy of the graphic novel by tomorrow!!
- Annotated Bibliography - make revisions based on peer review and submit to TurnItIn.com - you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5
Tuesday, December 3 - alternate bell schedule
Learning Goal(s): Consider how an author creates a particular purpose through his unfolding of events and use of language. Examine a war-time speech for language choices and tone.
Targeted/ Standards: ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:
- Magic Lens Practice Sentence!
- Your copy of American Born Chinese is due today! (Show your teacher your copy for a book check!)
- Continue introduction to the war period as needed:
- Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings).
- Historical Connection Ponder and Respond: What is the culture of the post “Great War” (WWI) era? How do you think countries are feeling about opening up borders? How do US citizens feel about getting involved in foreign wars?
- Watch the World War II Part 1: Crash Course US History #35 here and take Doodle Notes! (instructions here)
- Review Immigration/Emmigration policies here and discuss: how easy is it for German refugees to escape and relocate?
- Read excerpts from Winston Churchill’s “We Shall Fight On The Beaches” (full text here).
- Circle all pronouns and determine their antecedents in the LAST PARAGRAPH only.
- Underline strong diction choices and determine their meaning/significance in context.
- How does he use the image of a “scythe” to characterize the German forces - what is the effect of this literary device?
- Annotated Bibliography - make revisions based on peer review and submit to TurnItIn.com - you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5
Wednesday, December 4 - alternate bell schedule
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
- Magic Lens - Introduction to Level 4 (guided notes here; presentation here)
- Read “On Wiesel’s Night” and discuss tone and impact. (poem here)
- Introduce the Illustrated Response Journal summative assessment for Night.
- Ponder and Respond: “This I believe” prompt (presentation here)
- Begin reading Night in class. Be on the lookout for a strong quotation for your first illustrated journal.
- Annotated Bibliography - make revisions based on peer review and submit to TurnItIn.com - you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5
- Illustrated Response Journal - begin working on your summative assessment for Night, due Friday, 12/13.
Thursday, December 5
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
- Final draft of annotated bibliography due today in class and to TurnItIn.com before midnight!
- Magic Lens practice sentence - label for all four levels!
- Ponder and Respond: “Appearances Can be Deceiving” prompt (presentation here)
- Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.
- As time permits, begin/continue creating your illustrated journal.
- Annotated Bibliography - make revisions based on peer review and submit to TurnItIn.com before midnight tonight!
- Illustrated Response Journal - continue working on your summative assessment for Night, due Friday, 12/13.
Friday, December 6
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:
- Magic Lens practice sentence - label for all four levels!
- Ponder and Respond: “Never Shall I Forget” prompt (presentation here)
- Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.
- As time permits, begin/continue creating your illustrated journal.
- Illustrated Response Journal - continue working on your summative assessment for Night, due Friday, 12/13.