WEEK TWENTY TWO - 06/03 THROUGH 06//07
THE FINAL WILL INCLUDE STEP 48 AND A QUIZ ON THE FILM FRAILTY
MONDAY: BRING YOUR JOURNALS
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentations: Personality Disorder/Dementia
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: If you were given free range to change anything at Taft--and the change would be permanent--what would you do, and why would you do it?
TUESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentations: Phobia/Panic Disorder
WEDNESDAY:
THURSDAY:
FINAL PERIOD TWO
FRIDAY:
FINAL PERIOD ONE
MONDAY: BRING YOUR JOURNALS
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentations: Personality Disorder/Dementia
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: If you were given free range to change anything at Taft--and the change would be permanent--what would you do, and why would you do it?
TUESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentations: Phobia/Panic Disorder
WEDNESDAY:
THURSDAY:
FINAL PERIOD TWO
FRIDAY:
FINAL PERIOD ONE
STEP 48 - THE STEPS CONCLUDE
WEEK TWENTY-ONE (WHAT?) - 05/27 THROUGH 05/31
MONDAY: MEMORIAL DAY
NO SCHOOL
TUESDAY: JOURNALS COLLECTED BEFORE 6/4
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Panic Disorder/Bipolar Disorder
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 48
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue or Conclude Film: Frailty (2001)
WEDNESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Eating Disorders/Eating Disorders
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: Write a response based on romance that may happen to you in the future.
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 8 - 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Conclude Film: Frailty (2001)
THURSDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Anxiety Disorder/Schizophrenia
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Quiz Film: Frailty (2001)
FRIDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: ADHD/Personality Disorder
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: If your dreams and plans don't work out, what do you think you will be doing fifteen years from now?
NO SCHOOL
TUESDAY: JOURNALS COLLECTED BEFORE 6/4
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Panic Disorder/Bipolar Disorder
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 48
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue or Conclude Film: Frailty (2001)
WEDNESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Eating Disorders/Eating Disorders
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: Write a response based on romance that may happen to you in the future.
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 8 - 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Conclude Film: Frailty (2001)
THURSDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Anxiety Disorder/Schizophrenia
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Quiz Film: Frailty (2001)
FRIDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: ADHD/Personality Disorder
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: If your dreams and plans don't work out, what do you think you will be doing fifteen years from now?
STEP 47
WEEK TWENTY - 05/20 THROUGH 05/24
FRAILTY SYNOPSIS - CHOP HERE
MONDAY: DON'T FORGET PARENT PERMISSION LETTERS
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Bipolar Disorder/ADHD
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 47
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Begin Film: Frailty (2001) - Must have Parent Permission Letter or Alternative Assignment will be given
TUESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Autism/Autism
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: What is the most common fear you experience on a regular basis? On a scale from 1 to 10, how afraid do you feel when you have to confront it? What other emotions do you feel (stress, anxiety, depression, etc.)? Does this fear prevent you from participating in other activities or taking on new opportunities?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 8 - 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Continue Film: Frailty (2001)
WEDNESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Mood Disorder/Anxiety Disorder
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: Frailty (2001)
THURSDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Schizophrenia/Phobia
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Conclude Film: Frailty (2001)
FRIDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Panic Disorder/Bipolar Disorder
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Quiz Film: Frailty (2001)
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Bipolar Disorder/ADHD
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 47
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Begin Film: Frailty (2001) - Must have Parent Permission Letter or Alternative Assignment will be given
TUESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Autism/Autism
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal: What is the most common fear you experience on a regular basis? On a scale from 1 to 10, how afraid do you feel when you have to confront it? What other emotions do you feel (stress, anxiety, depression, etc.)? Does this fear prevent you from participating in other activities or taking on new opportunities?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 8 - 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Continue Film: Frailty (2001)
WEDNESDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Mood Disorder/Anxiety Disorder
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: Frailty (2001)
THURSDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Schizophrenia/Phobia
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Conclude Film: Frailty (2001)
FRIDAY:
WRITING STANDARDS
7. 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.
SPEAKING AND LISTENING
1.Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Presentation: Panic Disorder/Bipolar Disorder
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Quiz Film: Frailty (2001)
PRESENTATION DATES
FRAILTY PARENT PERMISSION LETTER - DUE 05/16 - PRINT OUT, GET SIGNATURE, EVEN IF YOU'RE 18 | |
File Size: | 99 kb |
File Type: | docx |
STEPS 46 AND 46A
STEP 45
WEEK NINETEEN - 05/13 THROUGH 05/17
MONDAY:
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) "Different Presentation Modes"
2) Continue to Examine Topics
TUESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 46 - 46A, 46B, 46C, 46D, 46E
WRITING STANDARDS
1. 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.
2) In Class: Project Group Work
WEDNESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #25: Do you think that people that buy a gun must go through a mental evaluation first. Why or why not?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 8 - 3
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One
WRITING STANDARDS
1. 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.
4) In Class: Project Group Work
THURSDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #27: If you had $100,000, and you had to spend it in three days; how would you spend it?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 8 - 3
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part Two
WRITING STANDARDS
1. 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.
4) In Class: Project Group Work
FRIDAY:
1) PRESENTATION FOR WEEKLY HARD WORK
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) "Different Presentation Modes"
2) Continue to Examine Topics
TUESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 46 - 46A, 46B, 46C, 46D, 46E
WRITING STANDARDS
1. 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.
2) In Class: Project Group Work
WEDNESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #25: Do you think that people that buy a gun must go through a mental evaluation first. Why or why not?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 8 - 3
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One
WRITING STANDARDS
1. 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.
4) In Class: Project Group Work
THURSDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #27: If you had $100,000, and you had to spend it in three days; how would you spend it?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 8 - 3
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part Two
WRITING STANDARDS
1. 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.
4) In Class: Project Group Work
FRIDAY:
1) PRESENTATION FOR WEEKLY HARD WORK
STEPS 40, 41, 42, 43, AND 44
WEEK EIGHTEEN - 05/06 THROUGH 05/10
MONDAY: PERIOD TWO LIBRARY VISIT -
PERIOD ONE =
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 45
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Conclude Film: A Beautiful Mind (2001)
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
LIBRARY
WRITING STANDARDS
7. 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.
1) "Works Cited and Textual Citation"
2) Continue to Examine Topics
TUESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #24: If you suddenly heard a voice in your head telling you to leave school, go live in the desert, and pray, what would you do?
WRITING STANDARDS
1. 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.
2) In Class: Project Group Work
WEDNESDAY:
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz Film: A Beautiful Mind (2001)
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 46 - 46A, 46B, 46C, 46D, 46E (46E is your ticket out of here)
THURSDAY: PERIOD ONE LIBRARY VISIT
PERIOD TWO =
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 45
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 4
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #23: One day while walking home from school, you hear a voice inside your head telling you that it is G-d commanding you to leave school, go wander in the desert, and pray. What would you do? - Have you ever suspected that you yourself might have a mental illness, what about anyone around you. What did you do, or what do you think you should have done about it?
WRITING STANDARDS
1. 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.
3) In Class: Project Group Work
LIBRARY
WRITING STANDARDS
7. 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.
1) "Works Cited and Textual Citation"
2) Continue to Examine Topics
FRIDAY:
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) "Scholarly vs. Popular"
2) Continue to Examine Topics
PERIOD ONE =
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 45
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Conclude Film: A Beautiful Mind (2001)
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
LIBRARY
WRITING STANDARDS
7. 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.
1) "Works Cited and Textual Citation"
2) Continue to Examine Topics
TUESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #24: If you suddenly heard a voice in your head telling you to leave school, go live in the desert, and pray, what would you do?
WRITING STANDARDS
1. 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.
2) In Class: Project Group Work
WEDNESDAY:
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz Film: A Beautiful Mind (2001)
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 46 - 46A, 46B, 46C, 46D, 46E (46E is your ticket out of here)
THURSDAY: PERIOD ONE LIBRARY VISIT
PERIOD TWO =
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Step 45
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 4
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #23: One day while walking home from school, you hear a voice inside your head telling you that it is G-d commanding you to leave school, go wander in the desert, and pray. What would you do? - Have you ever suspected that you yourself might have a mental illness, what about anyone around you. What did you do, or what do you think you should have done about it?
WRITING STANDARDS
1. 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.
3) In Class: Project Group Work
LIBRARY
WRITING STANDARDS
7. 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.
1) "Works Cited and Textual Citation"
2) Continue to Examine Topics
FRIDAY:
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) "Scholarly vs. Popular"
2) Continue to Examine Topics
MENTAL ILLNESS - IN DEPTH STUDY PROJECT - DUE WEEK OF MAY 20TH | |
File Size: | 127 kb |
File Type: | docx |
WEEK SEVENTEEN - 04/29 THROUGH 05/03
SYNOPSIS - PRESS HERE
MONDAY: COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) "The Process of Research"
2) Begin to Examine Topics
ACCEPTABLE USE STICKERS AND DISTRICT EMAIL ACCOUNT -
THEY WILL BE CHECKED AND GRADES GIVEN
TUESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Steps 40, 41, 42, 43, AND 44
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
2) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue Film: A Beautiful Mind (2001)
WEDNESDAY: CONTINUE FROM TUESDAY
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Steps 40, 41, 42, 43, AND 44
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
2) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue Film: A Beautiful Mind (2001)
THURSDAY:
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) The Process of Research
1) "Everything is NOT on Google"
2) Continue to Examine Topics
FRIDAY:
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz: A Beautiful Mind (2001)
WRITING STANDARDS
7. 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.
1) "The Process of Research"
2) Begin to Examine Topics
ACCEPTABLE USE STICKERS AND DISTRICT EMAIL ACCOUNT -
THEY WILL BE CHECKED AND GRADES GIVEN
TUESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Steps 40, 41, 42, 43, AND 44
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
2) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue Film: A Beautiful Mind (2001)
WEDNESDAY: CONTINUE FROM TUESDAY
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Steps 40, 41, 42, 43, AND 44
WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
2) PowerPoint: How to Write a Research Paper - Part One (Abbreviated)
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
3) Continue Film: A Beautiful Mind (2001)
THURSDAY:
COME TO CLASS FIRST - THEN LIBRARY VISIT
WRITING STANDARDS
7. 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.
1) The Process of Research
1) "Everything is NOT on Google"
2) Continue to Examine Topics
FRIDAY:
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz: A Beautiful Mind (2001)
STEPS 37, 38, & 39
WEEK SIXTEEN - 04/22 THROUGH 04/26
READ THE SYNOPSIS
PRESS HERE
MONDAY:
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz: The Soloist
TUESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #21: What is the longest that you’ve hated anyone? Why, and for how long? Was there a resolution?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Steps 37, 38, & 39
WEDNESDAY:
WRITING STANDARDS
1. 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.
1) Prepare for Research Project
A) Pick Groups
B) Collect AUP and MyMail Email Account Paperwork
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
THURSDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
FRIDAY:
WRITING STANDARDS
1. 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.
1) Prepare for Research Project
A) Pick Topics
B) Collect AUP and MyMail Email Account Paperwork
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Quiz: The Soloist
TUESDAY:
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
1) Journal #21: What is the longest that you’ve hated anyone? Why, and for how long? Was there a resolution?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Steps 37, 38, & 39
WEDNESDAY:
WRITING STANDARDS
1. 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.
1) Prepare for Research Project
A) Pick Groups
B) Collect AUP and MyMail Email Account Paperwork
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
THURSDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 4
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
FRIDAY:
WRITING STANDARDS
1. 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.
1) Prepare for Research Project
A) Pick Topics
B) Collect AUP and MyMail Email Account Paperwork
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: A Beautiful Mind (2001)
STAR TESTING
CONSULT THE SCHEDULE
WEEK FIFTEEN - 04/15 THROUGH 4/19
STAR TESTING 2013
MONDAY:
PERIOD ONE ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
TUESDAY:
PERIOD TWO ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
WEDNESDAY:
PERIOD TWO ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
THURSDAY:
PERIOD ONE ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
FRIDAY:
1) Return Journals
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #20: If you could excel at one particular thing, what would it be, and why would you pick it?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 7 – 3
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Conclude Film: The Soloist
PERIOD ONE ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
TUESDAY:
PERIOD TWO ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
WEDNESDAY:
PERIOD TWO ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
THURSDAY:
PERIOD ONE ONLY
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
FRIDAY:
1) Return Journals
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #20: If you could excel at one particular thing, what would it be, and why would you pick it?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Daily Language Practice 7 – 3
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Conclude Film: The Soloist
100 WORDS THAT EVERY HIGH SCHOOL GRADUATE SHOULD KNOW - EXAM ON FRIDAY 04/12 | |
File Size: | 49 kb |
File Type: | xlsx |
WEEK FOURTEEN - 04/08 THROUGH 04/12
What I needed now... was a little of the Ludwig Van.
MONDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 1
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) PowerPoint: What do you know about mental illness?
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
4) Journal 18: Describe a time you felt homesick? What do you think that word means? Define the term figuratively. What emotional, or intangible, comforts does a home provide? Why do you think people get homesick?
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
TUESDAY:
READING STANDARDS FOR LITERATURE
7. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
1) Break into Groups
a-Brainstorm
1.Conflict
2. Music
3.Resolution
4. Hero
5. Rhythm
6. Emotion
7. Action
8. Turning Point
9. Beginning
2) Graph Words on Board –Narrative Arc
3) Student Handout: Plotting Stories and Music (Two-Sided Sheet)
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
4) Journal 19: Think of an instance, one which you ‘ve heard about, witnessed, or perhaps were involved in, in which the word “hero” could be applied.
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
5) Begin Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
WEDNESDAY:
READING STANDARD FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
READING STANDARD FOR LITERARY TEXTS
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
1) Student Handout: Emotions and Music
2) Beethoven’s Heiligenstadt Statement
a-Discussion
3) Play: 1st Movement of Beethoven’s 3rd Symphony
a-Discussion
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Continue Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
THURSDAY:
WE WILL VISIT THE "SOBER CAR"
ON THE SENIOR QUAD - TEEN DRIVING WEEK 1ST & 2ND PERIOD
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM TOMORROW
FRIDAY:
LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) 100 Words – Comprehensive Exam
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: The Soloist
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 1
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) PowerPoint: What do you know about mental illness?
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
4) Journal 18: Describe a time you felt homesick? What do you think that word means? Define the term figuratively. What emotional, or intangible, comforts does a home provide? Why do you think people get homesick?
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
TUESDAY:
READING STANDARDS FOR LITERATURE
7. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
1) Break into Groups
a-Brainstorm
1.Conflict
2. Music
3.Resolution
4. Hero
5. Rhythm
6. Emotion
7. Action
8. Turning Point
9. Beginning
2) Graph Words on Board –Narrative Arc
3) Student Handout: Plotting Stories and Music (Two-Sided Sheet)
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
4) Journal 19: Think of an instance, one which you ‘ve heard about, witnessed, or perhaps were involved in, in which the word “hero” could be applied.
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
5) Begin Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
WEDNESDAY:
READING STANDARD FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
READING STANDARD FOR LITERARY TEXTS
5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
1) Student Handout: Emotions and Music
2) Beethoven’s Heiligenstadt Statement
a-Discussion
3) Play: 1st Movement of Beethoven’s 3rd Symphony
a-Discussion
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
4) Continue Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM ON 04/12
THURSDAY:
WE WILL VISIT THE "SOBER CAR"
ON THE SENIOR QUAD - TEEN DRIVING WEEK 1ST & 2ND PERIOD
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Continue Film: The Soloist
HOMEWORK: PREPARE FOR 100 WORDS COMPREHENSIVE EXAM TOMORROW
FRIDAY:
LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) 100 Words – Comprehensive Exam
READING STANDARDS FOR INFORMATIONAL TEXT
7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
2) Continue Film: The Soloist
STEPS 33, 34, 35, & 36
WEEK THIRTEEN - 04/01 THROUGH 04/05
WHAT I DID ON SPRING BREAK
MONDAY: CESAR CHAVEZ DAY
NO SCHOOL
TUESDAY: PROFESSIONAL DEVELOPMENT – SHORTENED DAY
1) Return all Paperwork
READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
2) Conclude Reading: Into the Wild - Chapters 16 – 18
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Steps 33, 34, 35, & 36
WEDNESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 1
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #17: When did you last sing to yourself? If you say never—you’re lying—however, answer this, whenever a song is in your head, and you can’t get it out, what song is it usually; what is your connection to that song?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Steps 33, 34, 35, & 36
HOMEWORK: BRING INTO THE WILD TOMORROW
THURSDAY:
1) Collect: Into the Wild
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Conclude Steps 33, 34, 35, & 36
WRITING STANDARDS
2. 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.
3) Freewrite: "Home"
SPEAKING AND LISTENING STANDARD
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
4) Discussion of the Freewrite and . . .
• Define the term “home,” in literal terms. What, specifically, does a home provide?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
• How many of you included a literal definition of “home” in your free write? How many of you focused on the intangible, or emotional aspects of “home”? Why do you think this is?
• Which is more important, the literal provisions of a home (shelter, protection from the elements) or the intangible ones (comfort, a sense of belonging, a place to relax)? Explain your answer.
• How do you feel about your home? How do these feelings shape who you are?
• Have you ever felt “homesick”? Why do you think people get homesick?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
WRITING STANDARD
2. 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.
5) Freewrite: “Homeless”
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
5) PowerPoint: Homelessness
FRIDAY:
SPEAKING AND LISTENING STANDARD
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
1) Continued Discussion of the Freewrite and . . .
• Define the term “home,” in literal terms. What, specifically, does a home provide?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
• How many of you included a literal definition of “home” in your free write? How many of you focused on the intangible, or emotional aspects of “home”? Why do you think this is?
• Which is more important, the literal provisions of a home (shelter, protection from the elements) or the intangible ones (comfort, a sense of belonging, a place to relax)? Explain your answer.
• How do you feel about your home? How do these feelings shape who you are?
• Have you ever felt “homesick”? Why do you think people get homesick?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
WRITING STANDARD
2. 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.
2) Freewrite: “Homeless”
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
3) PowerPoint: Homelessness
NO SCHOOL
TUESDAY: PROFESSIONAL DEVELOPMENT – SHORTENED DAY
1) Return all Paperwork
READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
2) Conclude Reading: Into the Wild - Chapters 16 – 18
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Steps 33, 34, 35, & 36
WEDNESDAY:
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 7 – 1
READING STANDARD
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
WRITING STANDARD
2. 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.
2) Journal #17: When did you last sing to yourself? If you say never—you’re lying—however, answer this, whenever a song is in your head, and you can’t get it out, what song is it usually; what is your connection to that song?
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3) Steps 33, 34, 35, & 36
HOMEWORK: BRING INTO THE WILD TOMORROW
THURSDAY:
1) Collect: Into the Wild
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Conclude Steps 33, 34, 35, & 36
WRITING STANDARDS
2. 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.
3) Freewrite: "Home"
SPEAKING AND LISTENING STANDARD
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
4) Discussion of the Freewrite and . . .
• Define the term “home,” in literal terms. What, specifically, does a home provide?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
• How many of you included a literal definition of “home” in your free write? How many of you focused on the intangible, or emotional aspects of “home”? Why do you think this is?
• Which is more important, the literal provisions of a home (shelter, protection from the elements) or the intangible ones (comfort, a sense of belonging, a place to relax)? Explain your answer.
• How do you feel about your home? How do these feelings shape who you are?
• Have you ever felt “homesick”? Why do you think people get homesick?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
WRITING STANDARD
2. 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.
5) Freewrite: “Homeless”
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
5) PowerPoint: Homelessness
FRIDAY:
SPEAKING AND LISTENING STANDARD
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
1) Continued Discussion of the Freewrite and . . .
• Define the term “home,” in literal terms. What, specifically, does a home provide?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
• How many of you included a literal definition of “home” in your free write? How many of you focused on the intangible, or emotional aspects of “home”? Why do you think this is?
• Which is more important, the literal provisions of a home (shelter, protection from the elements) or the intangible ones (comfort, a sense of belonging, a place to relax)? Explain your answer.
• How do you feel about your home? How do these feelings shape who you are?
• Have you ever felt “homesick”? Why do you think people get homesick?
• Define the term figuratively. What emotional, or intangible, comforts does a home provide?
WRITING STANDARD
2. 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.
2) Freewrite: “Homeless”
READING STANDARD FOR INFORMATIONAL TEXT
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
3) PowerPoint: Homelessness
WEEK TWELVE - 03/25 THOROUGH 03/29
SPRING BREAK
NO SCHOOL
NO SCHOOL
FINISH READING - INTO THE WILD
BY MONDAY 03/18
WEEK ELEVEN - 03/18 THROUGH 03/22
MONDAY:
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Overriding Questions: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative--What did Krakauer believe?
1) Students will break into Groups of three (3)
2) Student will gather textual evidence for all four (4) positions
3) Four blank sheets of butcher paper will be placed around the room
4) Each group of three will begin to add evidence (reduced to a few sentences with page number) – see example:
{C}
{I} – Rice bought by Stuckey, Sandwiches given by Gallien, Books by Jan Burres - He'd had nothing otherwise (162)
{DW}
{AUTHOR} – What does Krakauer believe?
WRITING STANDARD
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
5) Using student provided evidence, students will begin preparing their final essay on McCandless.
HOMEWORK: 100 WORDS 91 - 100 - DUE 03/22
HOMEWORK: MAKE SURE YOU HAVE COMPLETED INTO THE WILD
HOMEWORK: QUIZ ON INTO THE WILD - CHAPTERS 16 - EPILOGUE - ON 3/21
TUESDAY: PROFESSIONAL DEVELOPMENT DAYLANGUAGE STANDARD
1) Journal 16: Krakauer observes that it is not “unusual for a young man {or woman} to be drawn to a pursuit considered reckless by his elders.” Write about a time in which you did just that, or if your life is so exemplary, write about someone you know about who did.
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 7 – 1
3) Steps 33, 34, 35, & 36
SPEAKING AND LISTENING STANDARD
5. 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.
4) Continue Reading: Into the Wild - Chapters 16 – 18
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5) Exit Ticket: Two Sentences: One here and one there clause + Two Sentences: A clause that contains two subjects and two verbs.
WEDNESDAY:
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. 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.
Overriding Question: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative—What did Krakauer believe?
1) Using the information from Monday’s activity – begin writing your final essay
2) Start by determining what is the strongest evidence
3) Write your thesis
4) Write your hook (attention grabber)
5) Complete your opening paragraph
6) Conclude with transition sentence to first body paraphraph
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7) Exit Ticket: Submit your Thesis Sentence
HOMEWORK: 100 WORDS 91 - 100 - DUE 03/22
HOMEWORK: MAKE SURE YOU HAVE COMPLETED INTO THE WILD
HOMEWORK: QUIZ ON INTO THE WILD - CHAPTERS 16 - EPILOGUE - TOMORROW
THURSDAY: OPEN HOUSE TONIGHT
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 14 – 15
HOMEWORK: 100 WORDS 91 - 100 - DUE TOMORROW
FRIDAY: SHORT DAY SCHEDULE
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 91 - 100
2) Quiz: 100 Words 91 – 100
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. 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.
Overriding Question: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative—What did Krakauer believe?
3) Write your Topic Sentence
4) Come up with your detail
5) Come up with your commentary of that detail
6) Do steps four and five twice
7) Come up with your transition sentence
8) Do all of the above steps twice more
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Overriding Questions: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative--What did Krakauer believe?
1) Students will break into Groups of three (3)
2) Student will gather textual evidence for all four (4) positions
3) Four blank sheets of butcher paper will be placed around the room
4) Each group of three will begin to add evidence (reduced to a few sentences with page number) – see example:
{C}
{I} – Rice bought by Stuckey, Sandwiches given by Gallien, Books by Jan Burres - He'd had nothing otherwise (162)
{DW}
{AUTHOR} – What does Krakauer believe?
WRITING STANDARD
1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
5) Using student provided evidence, students will begin preparing their final essay on McCandless.
HOMEWORK: 100 WORDS 91 - 100 - DUE 03/22
HOMEWORK: MAKE SURE YOU HAVE COMPLETED INTO THE WILD
HOMEWORK: QUIZ ON INTO THE WILD - CHAPTERS 16 - EPILOGUE - ON 3/21
TUESDAY: PROFESSIONAL DEVELOPMENT DAYLANGUAGE STANDARD
1) Journal 16: Krakauer observes that it is not “unusual for a young man {or woman} to be drawn to a pursuit considered reckless by his elders.” Write about a time in which you did just that, or if your life is so exemplary, write about someone you know about who did.
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 7 – 1
3) Steps 33, 34, 35, & 36
SPEAKING AND LISTENING STANDARD
5. 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.
4) Continue Reading: Into the Wild - Chapters 16 – 18
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5) Exit Ticket: Two Sentences: One here and one there clause + Two Sentences: A clause that contains two subjects and two verbs.
WEDNESDAY:
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. 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.
Overriding Question: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative—What did Krakauer believe?
1) Using the information from Monday’s activity – begin writing your final essay
2) Start by determining what is the strongest evidence
3) Write your thesis
4) Write your hook (attention grabber)
5) Complete your opening paragraph
6) Conclude with transition sentence to first body paraphraph
LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
7) Exit Ticket: Submit your Thesis Sentence
HOMEWORK: 100 WORDS 91 - 100 - DUE 03/22
HOMEWORK: MAKE SURE YOU HAVE COMPLETED INTO THE WILD
HOMEWORK: QUIZ ON INTO THE WILD - CHAPTERS 16 - EPILOGUE - TOMORROW
THURSDAY: OPEN HOUSE TONIGHT
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 14 – 15
HOMEWORK: 100 WORDS 91 - 100 - DUE TOMORROW
FRIDAY: SHORT DAY SCHEDULE
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 91 - 100
2) Quiz: 100 Words 91 – 100
READING STANDARDS FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. 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.
Overriding Question: Student will gather evidence about McCandless:
was he (1) crazy, (2) just ignorant, or (3) did he have a death wish?
The fourth alternative—What did Krakauer believe?
3) Write your Topic Sentence
4) Come up with your detail
5) Come up with your commentary of that detail
6) Do steps four and five twice
7) Come up with your transition sentence
8) Do all of the above steps twice more
100 WORDS - 91 - 100 - DUE 03/22 | |
File Size: | 30 kb |
File Type: | doc |
WEEK TEN - 03/11 THROUGH 03/15
MONDAY: BRING YOUR ANSWERED QUESTION FROM BELOW FOR CLASS DISCUSSION
CORE CONTENT WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
1) Group Writing Response: Last Name (A through E) does A - Last Name (F through K) does B - Last Name (L through Q) does C - Last Name (R through V) does D - Last Name (W through Z) does E -- This is for Homework and for classwork tomorrow -
A) Why does Krakauer talk about himself in these two chapters? Do you like his interjection?
B) What is your reaction to his description of his own climb?
C) How is Krakauer’s life related to McCandless’s?
D) John Menlove Edwards said that climbing was a “psycho-neurotic tendency.” Do you think that is so? Always?
E) Do you think that Edwards defines McCandless? How is he psycho-neurotic?
CORE CONTENT WRITING STANDARD
2. 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.
2) JOURNAL #15: It is 20 years from now. Your name has just been called and you are about to receive an award. Tell the story of how you came to be so successful and win this award, and what is it.
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 16 - 18
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
TUESDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 4
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) Discussion/Analysis: Begin to form your position on McCandless: was he crazy, just ignorant, or did he have a death wish?—WHEN WE FINISH THE BOOK THIS WILL BE THE FINAL ESSAY?
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Two Minor Idea - No Pronouns as Subject - Prepositional Phrases before the Subject.
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
WEDNESDAY: CAHSEE REVERSE MINIMUM - CLASS DOES NOT MEET
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
THURSDAY: (NOTE CHANGE OF PLANS)
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
1) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT WRITING STANDARD
2. 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.
2) JOURNAL #16: Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind
HOMEWORK: 100 WORDS 81 - 90 DUE TOMORROW
FRIDAY:
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 81 - 90
2) Quiz: 100 Words 81 – 90
3) Handout: (ON LINE) 100 Words 91 - 100 (LAST ONE—NEXT WEEK CULMINATIVE 100 WORD EXAM)
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
4) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5) Exit Ticket: Two Sentences: One here and one there clause + Two Sentences: A clause that contains two subjects and two verbs.
CORE CONTENT WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
1) Group Writing Response: Last Name (A through E) does A - Last Name (F through K) does B - Last Name (L through Q) does C - Last Name (R through V) does D - Last Name (W through Z) does E -- This is for Homework and for classwork tomorrow -
A) Why does Krakauer talk about himself in these two chapters? Do you like his interjection?
B) What is your reaction to his description of his own climb?
C) How is Krakauer’s life related to McCandless’s?
D) John Menlove Edwards said that climbing was a “psycho-neurotic tendency.” Do you think that is so? Always?
E) Do you think that Edwards defines McCandless? How is he psycho-neurotic?
CORE CONTENT WRITING STANDARD
2. 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.
2) JOURNAL #15: It is 20 years from now. Your name has just been called and you are about to receive an award. Tell the story of how you came to be so successful and win this award, and what is it.
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 16 - 18
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
TUESDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 4
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) Discussion/Analysis: Begin to form your position on McCandless: was he crazy, just ignorant, or did he have a death wish?—WHEN WE FINISH THE BOOK THIS WILL BE THE FINAL ESSAY?
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Two Minor Idea - No Pronouns as Subject - Prepositional Phrases before the Subject.
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
WEDNESDAY: CAHSEE REVERSE MINIMUM - CLASS DOES NOT MEET
HOMEWORK: 100 WORDS 81 - 90 DUE 03/15
THURSDAY: (NOTE CHANGE OF PLANS)
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
1) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT WRITING STANDARD
2. 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.
2) JOURNAL #16: Think of something you have done that brought you satisfaction, pleasure, or a sense of accomplishment. Write about that activity or event and tell why it sticks in your mind
HOMEWORK: 100 WORDS 81 - 90 DUE TOMORROW
FRIDAY:
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 81 - 90
2) Quiz: 100 Words 81 – 90
3) Handout: (ON LINE) 100 Words 91 - 100 (LAST ONE—NEXT WEEK CULMINATIVE 100 WORD EXAM)
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
4) Continue Reading: Into the Wild - Chapters 16 – 18
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
5) Exit Ticket: Two Sentences: One here and one there clause + Two Sentences: A clause that contains two subjects and two verbs.
STEPS 31 & 32
100 WORDS 81 - 90- DUE 03/15 | |
File Size: | 28 kb |
File Type: | doc |
WEEK NINE 03/04 THROUGH 03/08
MONDAY:
CORE CONTENT WRITING STANDARD
2. 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.
1) JOURNAL #14 – Last Name (A through E) does A - Last Name (F through K) does b - Last Name (L through Q) does C - Last Name (R through Z) does D
A- Your impression of McCandless as a child .
B- Your impression of McCandless as an adult.
C- How would the book have changed for you if, from the beginning, you would have known all of the background information that Krakauer gives chapters 11-13.
D- How would your reading experience have been different if Krakauer would have begun his story discussing Chris as a child and then following his life chronologically, instead of beginning the book with Chris’s death?
CORE CONTENT LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 31 - 32
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: READING STANDARD
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
4) Question for Discussion: What comparisons do you see between McCandless’s relationship with his father and Krakauer’s.
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: One Major - No Pronoun as Subject - Prepositional Phrase before the Subject - One Minor - With a Pronoun as the subject - Prepositional Phrases after the Verb
HOMEWORK: 100 WORDS 71 - 80
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
TUESDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 3
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) Discussion/Analysis:
Krakauer gives his thesis early in chapter 14: “My suspicion that McCandless’s death was unplanned, that it was a terrible accident, comes from reading those few documents he left behind and from listening to the men and women who spent time with him over the final year of his life. But my sense of Chris McCandless’s intentions comes, too, from a more personal perspective.”
Students might want to discuss/write about their “take” on Krakauer’s position. Is it possible that McCandless died accidentally?
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Two Minor Idea - No Pronouns as Subject - Prepositional Phrases before the Subject.
HOMEWORK: 100 WORDS 71 - 80 DUE TOMORROW
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
WEDNESDAY:
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 71 - 80
2) Quiz: 100 Words 71 – 80
3) Handout: (ON LINE) 100 Words 81 - 90 (ONLY TWO LEFT)
CORE CONTENT STANDARD: READING STANDARD -
1. Cite strong and thorough textual evidence to support analysis
4) Conclude Reading: Into the Wild - Chapters 14 - 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Both Minor Idea - Pronoun as the subject - Prepositional Phrases after the verb
HOMEWORK: 100 WORDS 81 - 90 DUE 03/11
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
THURSDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 3
2) Five Sentences - In Class for Group Work
All Major Ideas
No Pronouns as Subject
Prepositional Phrase before the Subject
CORE CONTENT WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
2) Group Writing Response: Last Name (A through E) does A - Last Name (F through K) does B - Last Name (L through Q) does C - Last Name (R through V) does D - Last Name (W through Z) does E -- This is for Homework and for classwork tomorrow -
A) Why does Krakauer talk about himself in these two chapters? Do you like his interjection?
B) What is your reaction to his description of his own climb?
C) How is Krakauer’s life related to McCandless’s?
D) John Menlove Edwards said that climbing was a “psycho-neurotic tendency.” Do you think that is so? Always?
E) Do you think that Edwards defines McCandless? How is he psycho-neurotic?
HOMEWORK: ONE QUESTION ABOVE FOR GROUP PRESENTATION - DUE TOMORROW
HOMEWORK: HOMEWORK: 100 WORDS 81 - 90 - DUE 03/11
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15 - TOMORROW
FRIDAY:
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 16 - 18
HOMEWORK: HOMEWORK: 100 WORDS 81 - 90 - DUE 03/11
CORE CONTENT WRITING STANDARD
2. 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.
1) JOURNAL #14 – Last Name (A through E) does A - Last Name (F through K) does b - Last Name (L through Q) does C - Last Name (R through Z) does D
A- Your impression of McCandless as a child .
B- Your impression of McCandless as an adult.
C- How would the book have changed for you if, from the beginning, you would have known all of the background information that Krakauer gives chapters 11-13.
D- How would your reading experience have been different if Krakauer would have begun his story discussing Chris as a child and then following his life chronologically, instead of beginning the book with Chris’s death?
CORE CONTENT LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) PowerPoint: Step 31 - 32
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: READING STANDARD
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.
4) Question for Discussion: What comparisons do you see between McCandless’s relationship with his father and Krakauer’s.
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: One Major - No Pronoun as Subject - Prepositional Phrase before the Subject - One Minor - With a Pronoun as the subject - Prepositional Phrases after the Verb
HOMEWORK: 100 WORDS 71 - 80
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
TUESDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 3
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2) Discussion/Analysis:
Krakauer gives his thesis early in chapter 14: “My suspicion that McCandless’s death was unplanned, that it was a terrible accident, comes from reading those few documents he left behind and from listening to the men and women who spent time with him over the final year of his life. But my sense of Chris McCandless’s intentions comes, too, from a more personal perspective.”
Students might want to discuss/write about their “take” on Krakauer’s position. Is it possible that McCandless died accidentally?
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Two Minor Idea - No Pronouns as Subject - Prepositional Phrases before the Subject.
HOMEWORK: 100 WORDS 71 - 80 DUE TOMORROW
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
WEDNESDAY:
CORE CONTENT LANGUAGE STANDARDS
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
1) Due: 100 Words 71 - 80
2) Quiz: 100 Words 71 – 80
3) Handout: (ON LINE) 100 Words 81 - 90 (ONLY TWO LEFT)
CORE CONTENT STANDARD: READING STANDARD -
1. Cite strong and thorough textual evidence to support analysis
4) Conclude Reading: Into the Wild - Chapters 14 - 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Both Minor Idea - Pronoun as the subject - Prepositional Phrases after the verb
HOMEWORK: 100 WORDS 81 - 90 DUE 03/11
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15
THURSDAY:
CORE CONTENT LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1) Daily Language Practice 6 – 3
2) Five Sentences - In Class for Group Work
All Major Ideas
No Pronouns as Subject
Prepositional Phrase before the Subject
CORE CONTENT WRITING STANDARD
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
2) Group Writing Response: Last Name (A through E) does A - Last Name (F through K) does B - Last Name (L through Q) does C - Last Name (R through V) does D - Last Name (W through Z) does E -- This is for Homework and for classwork tomorrow -
A) Why does Krakauer talk about himself in these two chapters? Do you like his interjection?
B) What is your reaction to his description of his own climb?
C) How is Krakauer’s life related to McCandless’s?
D) John Menlove Edwards said that climbing was a “psycho-neurotic tendency.” Do you think that is so? Always?
E) Do you think that Edwards defines McCandless? How is he psycho-neurotic?
HOMEWORK: ONE QUESTION ABOVE FOR GROUP PRESENTATION - DUE TOMORROW
HOMEWORK: HOMEWORK: 100 WORDS 81 - 90 - DUE 03/11
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 14 - 15 - TOMORROW
FRIDAY:
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 14 – 15
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Begin Reading: Into the Wild - Chapters 16 - 18
HOMEWORK: HOMEWORK: 100 WORDS 81 - 90 - DUE 03/11
STEP 30
100 WORDS 71 - 80 | |
File Size: | 28 kb |
File Type: | doc |
HOMEWORK: DUE MONDAY - 02/25
GROUP PROJECT - McCANDLESS DOSSIER
CHECK ON LINE ASSIGNMENT
DID YOU COMPLETE ALL REQUIRED ELEMENTS?
WEEK EIGHT - 02/25 THROUGH 02/29
IDENTITY THESE TWO MEN FOR SOME EXTRA CREDIT - EMAIL ME YOUR ANSWERS BY SUNDAY NIGHT
MONDAY:
1) McCANDLESS DOSSIER DUE
2) Deciding on division of points for the project
3) Gallery Walk
4) Begin Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 61 - 70 DUE TOMORROW
TUESDAY: PROFESSIONAL DEVELOPMENT
SHORT DAY
1) Due: 100 Words 61 - 70
2) Quiz: 100 Words 61 - 70
3) Handout: (ON LINE) 100 Words 71 - 80 (ONLY THREE LEFT)
4) Continue Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 71 - 80
WEDNESDAY:
1) Journal #12: How many of your friendships have lasted more than ten years? Which of your current friends do you feel will still be important to you ten years from now?
2) Daily Language Practice 6- 2
3) PowerPoint: Step 30
4) Continue Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 71 - 80
HOMEWORK: PREPARE ANSWERS FOR QUESTION LISTED BELOW
THURSDAY: BRING YOUR BOOKS
CORE CONTENT STANDARD: READING STANDARD -
1. Cite strong and thorough textual evidence to support analysis
1) Conclude Reading: Into the Wild - Chapters 12 - 13
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account
2) Class Discussions - Have answers prepared for this discussion
A- Your impression of McCandless as a child .
B- Your impression of McCandless as an adult.
C- How would the book have changed for you if, from the beginning, you would have known all of the background information that Krakauer gives chapters 11-13.
D- How would your reading experience have been different if Krakauer would have begun his story discussing Chris as a child and then following his life chronologically, instead of beginning the book with Chris’s death?
CORE CONTENT STANDARD: WRITING STANDARD 3. Write narratives to develop real or imagined experiences
3) Journal #13 If you walked out of your house one morning and saw a bird with a broken wing huddled in some nearby bushes, what would you do?
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Both Major Idea - Pronouns as Subject - Prepositional Phrase after the verb
HOMEWORK: 100 WORDS 71 - 80
FRIDAY:
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 12 - 13
LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 6 - 3
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Continue Reading: Into the Wild - Chapters 14 - 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: One Major - One Minor Idea - One with a Pronouns as Subject - One with no Pronoun as the subject - Prepositional Phrases after the subject
HOMEWORK: 100 WORDS 71 - 80
1) McCANDLESS DOSSIER DUE
2) Deciding on division of points for the project
3) Gallery Walk
4) Begin Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 61 - 70 DUE TOMORROW
TUESDAY: PROFESSIONAL DEVELOPMENT
SHORT DAY
1) Due: 100 Words 61 - 70
2) Quiz: 100 Words 61 - 70
3) Handout: (ON LINE) 100 Words 71 - 80 (ONLY THREE LEFT)
4) Continue Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 71 - 80
WEDNESDAY:
1) Journal #12: How many of your friendships have lasted more than ten years? Which of your current friends do you feel will still be important to you ten years from now?
2) Daily Language Practice 6- 2
3) PowerPoint: Step 30
4) Continue Reading: Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 71 - 80
HOMEWORK: PREPARE ANSWERS FOR QUESTION LISTED BELOW
THURSDAY: BRING YOUR BOOKS
CORE CONTENT STANDARD: READING STANDARD -
1. Cite strong and thorough textual evidence to support analysis
1) Conclude Reading: Into the Wild - Chapters 12 - 13
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account
2) Class Discussions - Have answers prepared for this discussion
A- Your impression of McCandless as a child .
B- Your impression of McCandless as an adult.
C- How would the book have changed for you if, from the beginning, you would have known all of the background information that Krakauer gives chapters 11-13.
D- How would your reading experience have been different if Krakauer would have begun his story discussing Chris as a child and then following his life chronologically, instead of beginning the book with Chris’s death?
CORE CONTENT STANDARD: WRITING STANDARD 3. Write narratives to develop real or imagined experiences
3) Journal #13 If you walked out of your house one morning and saw a bird with a broken wing huddled in some nearby bushes, what would you do?
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: Both Major Idea - Pronouns as Subject - Prepositional Phrase after the verb
HOMEWORK: 100 WORDS 71 - 80
FRIDAY:
READING STANDARD FOR LITERATURE
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Quiz: Into the Wild - Chapters 12 - 13
LANGUAGE STANDARD
1. . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2) Daily Language Practice 6 - 3
CORE CONTENT STANDARD: READING STANDARD
1. Cite strong and thorough textual evidence to support analysis
3) Continue Reading: Into the Wild - Chapters 14 - 15
CORE CONTENT STANDARD: LANGUAGE STANDARD
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
4) Exit Ticket: Two Sentences: One Major - One Minor Idea - One with a Pronouns as Subject - One with no Pronoun as the subject - Prepositional Phrases after the subject
HOMEWORK: 100 WORDS 71 - 80
STEP 29
McCANDLESS DOSSIER DUE MONDAY
HOMEWORK:
HAVE YOUR COMPLETED DOSSIER READY FOR GALLERY WALK ON MONDAY
HAVE YOUR COMPLETED DOSSIER READY FOR GALLERY WALK ON MONDAY
STEPS 26 - 27 - 28
100 WORDS 61 - 70 - DUE 02/25 (CHECK INSTRUCTIONS) - DUE 02/25 | |
File Size: | 27 kb |
File Type: | doc |
WEEK SEVEN - 02/18 THROUGH 02/22
MONDAY: PRESIDENTS DAY
NO SCHOOL
HOMEWORK: 100 WORDS 51 - 60 DUE WEDNESDAY 02 /20
TUESDAY:
1) Journal #11: Do you feel you have much impact on the lives of people you come in contact with? Can you think of someone who, over a short period of time, significantly influenced your life?
2) Conclude: Into the Wild - Chapters 10 - 11
HOMEWORK: 100 WORDS 51 - 60 DUE TOMORROW
WEDNESDAY:
1) Due: 100 Words 51 - 602) PowerPoint: Steps 26 - 27 - 28
3) Quiz: 100 Words 51 - 60
4) Handout: (ON LINE) 61 - 70 - Due 02/26
4) Partner Up: Macbeth / McCandless - "The Flaw"
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
THURSDAY:
1) Quiz: Into the Wild - Chapters 10 - 11
2) Daily Language Practice 6 - 1
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
FRIDAY:
1) PowerPoint: Step 29
2) Group Work: McCandlessDossier
2) Continue: In Class Reading - Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
NO SCHOOL
HOMEWORK: 100 WORDS 51 - 60 DUE WEDNESDAY 02 /20
TUESDAY:
1) Journal #11: Do you feel you have much impact on the lives of people you come in contact with? Can you think of someone who, over a short period of time, significantly influenced your life?
2) Conclude: Into the Wild - Chapters 10 - 11
HOMEWORK: 100 WORDS 51 - 60 DUE TOMORROW
WEDNESDAY:
1) Due: 100 Words 51 - 602) PowerPoint: Steps 26 - 27 - 28
3) Quiz: 100 Words 51 - 60
4) Handout: (ON LINE) 61 - 70 - Due 02/26
4) Partner Up: Macbeth / McCandless - "The Flaw"
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
THURSDAY:
1) Quiz: Into the Wild - Chapters 10 - 11
2) Daily Language Practice 6 - 1
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
FRIDAY:
1) PowerPoint: Step 29
2) Group Work: McCandlessDossier
2) Continue: In Class Reading - Into the Wild - Chapters 12 - 13
HOMEWORK: 100 WORDS 61 - 70 - Due 02/26
100 WORDS - 51 - 60 - DUE 02/18 | |
File Size: | 27 kb |
File Type: | doc |
WEEK SIX - 02/11 THROUGH 02/15
MONDAY:
1) 100 Words - 41 - 50
2) Quiz: 100 Words - 41 - 50
3) Handout: (ON LINE) 100 Words 51 - 60 - DUE 02/18
4) Conclude Reading: Into the Wild - Chapters 8 - 9
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 8 - 9HOMEWORK: BE READY TO DISCUSS QUESTIONS LISTED BELOW (WILL BE GRADED)
TUESDAY: STAFF DEVELOPMENT DAY
1) Quiz: Into the Wild - Chapters 8 - 9
2) Class Discussion:
a. Why did Krakauer interrupt the McCandless story with chapters 8-9?
b. What is the function of these chapters? What is their relationship to the rest of the text?
c. Were you surprised that McCandless left trails so that the authorities could find out who he was?
d. Were you surprised by people's reaction to McCandless?
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
HOMEWORK: BRING IN MATERIALS FOR CLASS TOMORROW FOR THE DOSSIER PROJECT
WEDNESDAY: (MR. BLAIR IS OUT TODAY - LEADING A HUMANITAS FIELD TRIP)
1) Group Work: McCandless' Dossier
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
THURSDAY:
1) Journal #10: You notice a self-destructive pattern in a friend who is clearly unaware of it. Would you point it out? How?
2) Daily Language Practice 6 - 1
3) In Class Reading: Into the Wild - Chapters 10 - 11
HOMEWORK: JOURNALS CAN NOW BE COLLECTED AT ANY MOMENT (WITHOUT WARNING - MAKE SURE YOU BRING IT EVERYDAY AND ARE CAUGHT UP)
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
FRIDAY:
1) Steps 26, 27, & 28
2) Continue Reading: Into the Wild - Chapters 10 - 11
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
1) 100 Words - 41 - 50
2) Quiz: 100 Words - 41 - 50
3) Handout: (ON LINE) 100 Words 51 - 60 - DUE 02/18
4) Conclude Reading: Into the Wild - Chapters 8 - 9
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 8 - 9HOMEWORK: BE READY TO DISCUSS QUESTIONS LISTED BELOW (WILL BE GRADED)
TUESDAY: STAFF DEVELOPMENT DAY
1) Quiz: Into the Wild - Chapters 8 - 9
2) Class Discussion:
a. Why did Krakauer interrupt the McCandless story with chapters 8-9?
b. What is the function of these chapters? What is their relationship to the rest of the text?
c. Were you surprised that McCandless left trails so that the authorities could find out who he was?
d. Were you surprised by people's reaction to McCandless?
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
HOMEWORK: BRING IN MATERIALS FOR CLASS TOMORROW FOR THE DOSSIER PROJECT
WEDNESDAY: (MR. BLAIR IS OUT TODAY - LEADING A HUMANITAS FIELD TRIP)
1) Group Work: McCandless' Dossier
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
THURSDAY:
1) Journal #10: You notice a self-destructive pattern in a friend who is clearly unaware of it. Would you point it out? How?
2) Daily Language Practice 6 - 1
3) In Class Reading: Into the Wild - Chapters 10 - 11
HOMEWORK: JOURNALS CAN NOW BE COLLECTED AT ANY MOMENT (WITHOUT WARNING - MAKE SURE YOU BRING IT EVERYDAY AND ARE CAUGHT UP)
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
FRIDAY:
1) Steps 26, 27, & 28
2) Continue Reading: Into the Wild - Chapters 10 - 11
HOMEWORK: 100 WORDS 51 - 60 - DUE 02/18
STEP 25
100 WORDS - 41 - 50 - DUE 02/11 | |
File Size: | 27 kb |
File Type: | doc |
McCANDLESS DOSSIER ASSIGNMENT - DUE 02/25 | |
File Size: | 454 kb |
File Type: | docx |
WEEK FIVE - 02/04 THROUGH 02/08
HOMEWORK: COMPLETE McCANDLESS' MAP
HOMEWORK: STUDY FOR QUIZ - INTO THEWILD - CHAPTERS 6 - 7
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
MONDAY:
1) Due: McCandless Map - Into the Wild - Chapters 4 - 7
2) Quiz; Into the Wild - Chapters 6 - 7
3) In Class: Reading - Into the Wild - Chapters 8 - 9
4) Be able to answer the following questions in a group discussion by the end of the week:
a. Why did Krakauer interrupt the McCandless story with chapters 8-9?
b. What is the function of these chapters? What is their relationship to the rest of the text?
c. Were you surprised that McCandless left trails so that the authorities could find out who he was?
d. Were you surprised by people's reaction to McCandless?
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
TUESDAY:
1) 100 Words - 31 - 40
2) Quiz: 100 Words - 31 - 40
3) Handout: (ON LINE) 100 Words 41 - 50
4) PowerPoint: Steps 23 -24
5) In Class: Reading - Into the Wild - Chapters 8 - 9
6) Group Work: McCandless Dossier
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
WEDNESDAY:
1) Journal #8: If your friends and acquaintances were willing to bluntly and honestly tell you what they really thought of you, would you want them to? What do you think they'd say?
2) Daily Language Practice 5 - 3
3) In Class: Reading - Into the Wild - Chapters 8 - 9
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
THURSDAY:
1) PowerPoint: Step 25
2) Journal #9: If you had the choice of one intimate soulmate and no other close friends, or of no such soulmate and many friends and acquaintances, which would you choose and why?
3) In Class: Reading - Into the Wild - Chapters 8 - 9
4) Group Work: McCandless Dossier
HOMEWORK: 100 WORDS 31 - 40 - QUIZ TOMORROW
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION TOMORROW
FRIDAY:
1) Quiz: Into the Wild - Chapters 8 - 9
2) Discussion of Questions from Monday - for a grade
2) Group Work: McCandless Dossier
HOMEWORK: STUDY FOR QUIZ - INTO THEWILD - CHAPTERS 6 - 7
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
MONDAY:
1) Due: McCandless Map - Into the Wild - Chapters 4 - 7
2) Quiz; Into the Wild - Chapters 6 - 7
3) In Class: Reading - Into the Wild - Chapters 8 - 9
4) Be able to answer the following questions in a group discussion by the end of the week:
a. Why did Krakauer interrupt the McCandless story with chapters 8-9?
b. What is the function of these chapters? What is their relationship to the rest of the text?
c. Were you surprised that McCandless left trails so that the authorities could find out who he was?
d. Were you surprised by people's reaction to McCandless?
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
TUESDAY:
1) 100 Words - 31 - 40
2) Quiz: 100 Words - 31 - 40
3) Handout: (ON LINE) 100 Words 41 - 50
4) PowerPoint: Steps 23 -24
5) In Class: Reading - Into the Wild - Chapters 8 - 9
6) Group Work: McCandless Dossier
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
WEDNESDAY:
1) Journal #8: If your friends and acquaintances were willing to bluntly and honestly tell you what they really thought of you, would you want them to? What do you think they'd say?
2) Daily Language Practice 5 - 3
3) In Class: Reading - Into the Wild - Chapters 8 - 9
HOMEWORK: 100 WORDS 31 - 40 - DUE 02/05
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION
THURSDAY:
1) PowerPoint: Step 25
2) Journal #9: If you had the choice of one intimate soulmate and no other close friends, or of no such soulmate and many friends and acquaintances, which would you choose and why?
3) In Class: Reading - Into the Wild - Chapters 8 - 9
4) Group Work: McCandless Dossier
HOMEWORK: 100 WORDS 31 - 40 - QUIZ TOMORROW
HOMEWORK: INTO THE WILD - ANNOTATE WITH POST-ITS FOR CHAPTERS 8 - 9
HOMEWORK: PREPARE TO DISCUSS QUESTIONS FOR GROUP DISCUSSION TOMORROW
FRIDAY:
1) Quiz: Into the Wild - Chapters 8 - 9
2) Discussion of Questions from Monday - for a grade
2) Group Work: McCandless Dossier
DUE MONDAY: THE MAP FROM CHAPTERS 4 - 7
DUE MONDAY: QUIZ - CHAPTERS 6 - 7
DUE TUESDAY: 100 WORDS 31 - 40
DUE TUESDAY: QUIZ - 100 WORDS 31 - 40
STEP 24
LISTED BELOW IS AN IMPORTANT LIST OF
AVAILABLE SCHOLARSHIPS
LIST OF SCHOLARSHIPS YOU CAN APPLY TO | |
File Size: | 405 kb |
File Type: |
100 WORDS - 31 - 40 - DUE 02/05 | |
File Size: | 27 kb |
File Type: | doc |
WEEK FOUR - 01/28 THROUGH 02/01
MONDAY:
1) Due: 100 Words - 21 - 30
2) Quiz: 100 Words - 21 - 30
3) Handout: (ON LINE) 100 Words 31 - 40 - Due 02/04
4) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
TUESDAY:
1) PowerPoint: Step 24
2) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
WEDNESDAY:
1) Daily Language Practice - 5 - 3
2) Journal #6: You are invited to a party that will be attended by many fascinating people you’ve never met. Would you want to go if you had to go by yourself? Why, or why not?
3) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
THURSDAY:
1) PowerPoint: Step 25
2) Journal #7: If you were having difficulty on an important test and could safely cheat by looking at someone else’s paper, would you do so? OK, dumb question—how about this . . . if you spent weeks studying for a final exam and were totally prepared and someone whispered to you during this test, can I copy your answers, would you allow it? What if you didn’t like this person, would you?
3) Conclude Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7 - DUE TOMORROW
FRIDAY:
1) Due: Map of McCandless' Journey
2) Quiz: Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40 - DUE MONDAY
1) Due: 100 Words - 21 - 30
2) Quiz: 100 Words - 21 - 30
3) Handout: (ON LINE) 100 Words 31 - 40 - Due 02/04
4) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
TUESDAY:
1) PowerPoint: Step 24
2) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
WEDNESDAY:
1) Daily Language Practice - 5 - 3
2) Journal #6: You are invited to a party that will be attended by many fascinating people you’ve never met. Would you want to go if you had to go by yourself? Why, or why not?
3) Continue Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7
THURSDAY:
1) PowerPoint: Step 25
2) Journal #7: If you were having difficulty on an important test and could safely cheat by looking at someone else’s paper, would you do so? OK, dumb question—how about this . . . if you spent weeks studying for a final exam and were totally prepared and someone whispered to you during this test, can I copy your answers, would you allow it? What if you didn’t like this person, would you?
3) Conclude Reading - Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40
HOMEWORK: WORK ON MAPPING - INTO THE WILD - CHAPTERS 4 - 7 - DUE TOMORROW
FRIDAY:
1) Due: Map of McCandless' Journey
2) Quiz: Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS 31 - 40 - DUE MONDAY
100 WORDS - 21- 30 -DUE MONDAY 01/28 | |
File Size: | 27 kb |
File Type: | doc |
WEEK THREE - 01/21 THROUGH 01/25
MONDAY:
MARTIN LUTHER KING JR. DAY
NO SCHOOL
HOMEWORK: 100 WORDS - 11 - 20 DUE TOMORROW
HOMEWORK: QUIZ - 100 WORDS - 11 - 20 - DUE TOMORROW
TUESDAY:
1) Due: 100 Words - 11 - 20
2) Quiz: 100 Words - 11 - 20
3) Handout: (ON LINE) 100 Words - 21 - 30
4) In Class: Work on 100 Words - 21 - 30
3) Handout - Map of Chris McCandless' journey - As we read Chapters 4 through 7
1. List the people and where Chris meets them on his journey
2. Note important locations and events
4) Continue Reading - Into The Wild - Chapters 4 - 5
5) Continue Mapping Chris McCandless' Journey
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - 01/25
WEDNESDAY:
1) Journal #4: Some you love deeply is brutally murdered and you know the identity of the murderer, who unfortunately is acquitted of the crime. Would you seek revenge?
2) Daily Language Practice 5 - 2
3) Handout: Key Vocabulary Matching Sheet - Into The Wild - Chapters 4 through 7
3) Continue Reading - Into The Wild - Chapters 4 - 5
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - 01/25
THURSDAY:
1) Journal #5 Could your parents do anything for which you could not forgive them? Do you have friends who have written their parents off?
2) Conclude Reading - Into The Wild - Chapters 4 - 5
3) In Class: Continue Mapping Chris McCandless' Journey
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - TOMORROW
FRIDAY:
1) Quiz: Into The Wild - Chapters 4 - 5
2) Daily Language Practice 5 - 3
3) Continue Reading: Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: MAP COMPLETED AFTER CHAPTERS 7 - INTO THE WILD
MARTIN LUTHER KING JR. DAY
NO SCHOOL
HOMEWORK: 100 WORDS - 11 - 20 DUE TOMORROW
HOMEWORK: QUIZ - 100 WORDS - 11 - 20 - DUE TOMORROW
TUESDAY:
1) Due: 100 Words - 11 - 20
2) Quiz: 100 Words - 11 - 20
3) Handout: (ON LINE) 100 Words - 21 - 30
4) In Class: Work on 100 Words - 21 - 30
3) Handout - Map of Chris McCandless' journey - As we read Chapters 4 through 7
1. List the people and where Chris meets them on his journey
2. Note important locations and events
4) Continue Reading - Into The Wild - Chapters 4 - 5
5) Continue Mapping Chris McCandless' Journey
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - 01/25
WEDNESDAY:
1) Journal #4: Some you love deeply is brutally murdered and you know the identity of the murderer, who unfortunately is acquitted of the crime. Would you seek revenge?
2) Daily Language Practice 5 - 2
3) Handout: Key Vocabulary Matching Sheet - Into The Wild - Chapters 4 through 7
3) Continue Reading - Into The Wild - Chapters 4 - 5
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - 01/25
THURSDAY:
1) Journal #5 Could your parents do anything for which you could not forgive them? Do you have friends who have written their parents off?
2) Conclude Reading - Into The Wild - Chapters 4 - 5
3) In Class: Continue Mapping Chris McCandless' Journey
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: STUDY FOR QUIZ - INTO THE WILD - CHAPTERS 4 - 5 - TOMORROW
FRIDAY:
1) Quiz: Into The Wild - Chapters 4 - 5
2) Daily Language Practice 5 - 3
3) Continue Reading: Into The Wild - Chapters 6 - 7
HOMEWORK: 100 WORDS - 21 - 30 DUE TUESDAY - 01/29
HOMEWORK: MAP COMPLETED AFTER CHAPTERS 7 - INTO THE WILD
THE DOCUMENT LISTED BELOW DID NOT APPEAR UNTIL 01/17 - IT WILL NOT BE DUE UNTIL TUESDAY 01/22 - REMEMBER TO UNDERLINE THE PREPOSITIONAL PHRASES IN THE SENTENCES
100 WORDS - 11 - 20 - DUE 01/22 | |
File Size: | 27 kb |
File Type: | doc |
WEEK TWO - 01/14 THROUGH 11/18
HOMEWORK: COMPLETE READING INTO THE WILD - THROUGH CHAPTER 2
HOMEWORK: HAVE STARTED STUDY GUIDE - INTO THE WILD - CHAPTERS 1 - 3
MONDAY: MUST HAVE COVERED INTO THE WILD
1) Covered Book Check
2) Handout (ON LINE) 100 Words . . . 2 – 20 – Due 11/18
3) Journal #3: In the last paragraph (of the authors note), Krakauer introduces the complexity of Chris McCandless. These 4 questions should guide students as they read:
1. Should we admire McCandless for his courage and noble ideas?
2. Was he a reckless idiot?
3. Was he crazy?
4. Was he an arrogant and stupid narcissist?
4) Continue Reading: Into the Wild
HOMEWORK: 100 WORDS 2 – 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE 1/16
TUESDAY:
1) Journal: Some you love deeply is brutally murdered and you know the identity of the murderer, who unfortunately is acquitted of the crime. Would you seek revenge?
2) Handout: Key Vocabulary
3) Reading Chapter 3 “Home”
4) Discussion: Students might be encouraged to form groups and conduct “reciprocal teaching” exercises for these chapters. Also, encouraging them to “talk, annotate, and highlight” the text keeps students focused on the conversation they should have with the author and the ideas inherent in the text.
1. Ask students to read the short literary prefaces before each chapter and to keep track of the authors to whom Krakauer refers.
2. In addition, ask students to study the maps provided in order to get a geographical grounding for the journey McCandless takes. Perhaps a small group of students could be in charge of explaining the progress of McCandless chapter by chapter on a larger map or overhead.
HOMEWORK: 100 WORDS 2 – 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE TOMORROW
WEDNESDAY:
1) Read: Chapter 3 “HOME”
2) The following might be questions for class discussion, small group discussion, or short writing topics (writing to learn). Encourage students to ground their generalities with examples.
1. What was Westerberg like? What sort of character did he have?
2. What was McCandless like? What kind of a character did he have?
3) Due: Into the Wild - Study Guide – Chapters 1 - 3
HOMEWORK: 100 WORDS – 2 - 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE TOMORROW
THURSDAY:
1) Journal #4: While arguing with a close friend on the telephone, she gets angry and hangs up. Assuming she is at fault and makes no attempt to contact you, how long would you wait to get in touch with her and how would you go about trying to resolve things?
2) Daily Language Practice 5 – 2
3) Handout: (ON LINE) – Into the Wild – Study Guide - Chapters 4 - 5
HOMEWORK: 100 WORDS – 2 – 20 – DUE TOMORROW
HOMEWORK: STUDY GUIDE – CHAPTERS 4 - 5
FRIDAY:
1) Due: 100 Words 2 - 20
2) Quiz: 100 Words 2 – 20
3) Handout: (ON LINE) 100 Words 3 - 30
4) Have students study the map that begins Chapter 4 and to refer to it as they follow McCandless’ journey.
5) Discussion: The following could be used for class discussion, small group discussion, or short writing topics (writing to learn).
1. List the people that McCandless meets along the way. What was it about McCandless that made an impression?
2. Note Alex’s journal. Why does he avoid the first person to talk about himself? Why doesn’t he use the pronoun, “I”?
3. What’s the purpose of Chapter 4?
4. Characterize Ronald Franz? What kind of a human being was he? Did he have your sympathy? Why? Why not?
5. What more did you learn about Alex’s relationship with his father? Do you think his anger is justified? Why? Why not?
5) Begin Reading: Into the Wild - Chapters 4 – 7 “The Journey”
HOMEWORK: HAVE STARTED STUDY GUIDE - INTO THE WILD - CHAPTERS 1 - 3
MONDAY: MUST HAVE COVERED INTO THE WILD
1) Covered Book Check
2) Handout (ON LINE) 100 Words . . . 2 – 20 – Due 11/18
3) Journal #3: In the last paragraph (of the authors note), Krakauer introduces the complexity of Chris McCandless. These 4 questions should guide students as they read:
1. Should we admire McCandless for his courage and noble ideas?
2. Was he a reckless idiot?
3. Was he crazy?
4. Was he an arrogant and stupid narcissist?
4) Continue Reading: Into the Wild
HOMEWORK: 100 WORDS 2 – 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE 1/16
TUESDAY:
1) Journal: Some you love deeply is brutally murdered and you know the identity of the murderer, who unfortunately is acquitted of the crime. Would you seek revenge?
2) Handout: Key Vocabulary
3) Reading Chapter 3 “Home”
4) Discussion: Students might be encouraged to form groups and conduct “reciprocal teaching” exercises for these chapters. Also, encouraging them to “talk, annotate, and highlight” the text keeps students focused on the conversation they should have with the author and the ideas inherent in the text.
1. Ask students to read the short literary prefaces before each chapter and to keep track of the authors to whom Krakauer refers.
2. In addition, ask students to study the maps provided in order to get a geographical grounding for the journey McCandless takes. Perhaps a small group of students could be in charge of explaining the progress of McCandless chapter by chapter on a larger map or overhead.
HOMEWORK: 100 WORDS 2 – 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE TOMORROW
WEDNESDAY:
1) Read: Chapter 3 “HOME”
2) The following might be questions for class discussion, small group discussion, or short writing topics (writing to learn). Encourage students to ground their generalities with examples.
1. What was Westerberg like? What sort of character did he have?
2. What was McCandless like? What kind of a character did he have?
3) Due: Into the Wild - Study Guide – Chapters 1 - 3
HOMEWORK: 100 WORDS – 2 - 20
HOMEWORK: STUDY GUIDE- CHAPTERS 1 – 3 DUE TOMORROW
THURSDAY:
1) Journal #4: While arguing with a close friend on the telephone, she gets angry and hangs up. Assuming she is at fault and makes no attempt to contact you, how long would you wait to get in touch with her and how would you go about trying to resolve things?
2) Daily Language Practice 5 – 2
3) Handout: (ON LINE) – Into the Wild – Study Guide - Chapters 4 - 5
HOMEWORK: 100 WORDS – 2 – 20 – DUE TOMORROW
HOMEWORK: STUDY GUIDE – CHAPTERS 4 - 5
FRIDAY:
1) Due: 100 Words 2 - 20
2) Quiz: 100 Words 2 – 20
3) Handout: (ON LINE) 100 Words 3 - 30
4) Have students study the map that begins Chapter 4 and to refer to it as they follow McCandless’ journey.
5) Discussion: The following could be used for class discussion, small group discussion, or short writing topics (writing to learn).
1. List the people that McCandless meets along the way. What was it about McCandless that made an impression?
2. Note Alex’s journal. Why does he avoid the first person to talk about himself? Why doesn’t he use the pronoun, “I”?
3. What’s the purpose of Chapter 4?
4. Characterize Ronald Franz? What kind of a human being was he? Did he have your sympathy? Why? Why not?
5. What more did you learn about Alex’s relationship with his father? Do you think his anger is justified? Why? Why not?
5) Begin Reading: Into the Wild - Chapters 4 – 7 “The Journey”
STEPS 22 - 23
INTO THE WILD - STUDY GUIDE - CHAPTERS 1 - 3 | |
File Size: | 31 kb |
File Type: | doc |
WEEK ONE - 01/07 THROUGH 11/11
MONDAY:
1) Check In
2) Handout: 100 Words All High School Graduate Should Know – (1 – 10)
3) Web Site Check – What you need to succeed!
4) In Class: Work on above Assignment - Due Friday 1/11
HOMEWORK: CHECK HOME PAGE ON WEBSITE –
MUST HAVE ALL REQUIRED ELEMENTS
(EXCEPT FOR THE LITERATURE)
HOMEWORK: BRING HIGHLIGHTER TO CLASS
TUESDAY: MUST HAVE HIGHLIGHTER AND JOURNAL (UNLESS NEW TO CLASS)
1) Journal #1: If you knew you could devote yourself to any single occupation—music, writing, acting, business, politics, medicine, etc.—and be among the best and most successful in the world at it, what would you choose, and why would you choose it? How do you picture your success?
2) Daily Language Program – 5 – 1
3) Powerpoint: Review of Annotating and Highlighting
HOMEWORK: 100 WORDS DUE 1/11
WEDNESDAY:
1) Annotation Skills: Practice on "My Papa's Waltz"
2) Check Out: Into the Wild by Jon Krakauer
3) Journal #2: Think about some alternative plans you might have to beginning college immediately after high school. What might you do, why would you do it, and how long do you see yourself in this activity?
4) Survey the text:
a-Take a look at the number of chapters in the text.
b-Read a few chapter titles.
c-Read a few of the short epigraphs that come before a chapter begins
d-Look at the length of the book.
e-Look at any maps and photographs.
f-Identify the author and publication date.
g-What other works has Krakauer written? Do you know of them? Read them?
HOMEWORK: 100 WORDS DUE 1/11
HOMEWORK: BEGIN READING INTO THE WILD
THURSDAY:
1) Daily Language Program – 5 – 1
2) Powerpoint: Steps 22 & 23
3) Handout: (ON LINE) Into the Wild- Chapters 1 - 3
4) Check: Book Covered
5) Continue Reading: Into the Wild
HOMEWORK: 100 WORDS DUE TOMORROW
HOMEWORK: CONTINUE READING INTO THE WILD
FRIDAY:
1) Due: 100 Words (1 – 10) Assignment
2) Quiz: 100 Words (1 – 10)
3) Classwork: Study Guide (Chapters 1 - 3) and Read Into the Wild
1) Check In
2) Handout: 100 Words All High School Graduate Should Know – (1 – 10)
3) Web Site Check – What you need to succeed!
4) In Class: Work on above Assignment - Due Friday 1/11
HOMEWORK: CHECK HOME PAGE ON WEBSITE –
MUST HAVE ALL REQUIRED ELEMENTS
(EXCEPT FOR THE LITERATURE)
HOMEWORK: BRING HIGHLIGHTER TO CLASS
TUESDAY: MUST HAVE HIGHLIGHTER AND JOURNAL (UNLESS NEW TO CLASS)
1) Journal #1: If you knew you could devote yourself to any single occupation—music, writing, acting, business, politics, medicine, etc.—and be among the best and most successful in the world at it, what would you choose, and why would you choose it? How do you picture your success?
2) Daily Language Program – 5 – 1
3) Powerpoint: Review of Annotating and Highlighting
HOMEWORK: 100 WORDS DUE 1/11
WEDNESDAY:
1) Annotation Skills: Practice on "My Papa's Waltz"
2) Check Out: Into the Wild by Jon Krakauer
3) Journal #2: Think about some alternative plans you might have to beginning college immediately after high school. What might you do, why would you do it, and how long do you see yourself in this activity?
4) Survey the text:
a-Take a look at the number of chapters in the text.
b-Read a few chapter titles.
c-Read a few of the short epigraphs that come before a chapter begins
d-Look at the length of the book.
e-Look at any maps and photographs.
f-Identify the author and publication date.
g-What other works has Krakauer written? Do you know of them? Read them?
HOMEWORK: 100 WORDS DUE 1/11
HOMEWORK: BEGIN READING INTO THE WILD
THURSDAY:
1) Daily Language Program – 5 – 1
2) Powerpoint: Steps 22 & 23
3) Handout: (ON LINE) Into the Wild- Chapters 1 - 3
4) Check: Book Covered
5) Continue Reading: Into the Wild
HOMEWORK: 100 WORDS DUE TOMORROW
HOMEWORK: CONTINUE READING INTO THE WILD
FRIDAY:
1) Due: 100 Words (1 – 10) Assignment
2) Quiz: 100 Words (1 – 10)
3) Classwork: Study Guide (Chapters 1 - 3) and Read Into the Wild
FINAL WEEK - 12/10 THROUGH 12/14
MONDAY:
1) Final Business
2) Return all Paperwork
3) Journals Returned Day of Class Final
FINAL SCHEDULE
December 11
Tuesday
Finals Begin : Period 1 (CLASSES THAT MEET AFTERWARDS: 2,3,4)
December 12
Wednesday
Finals – Period 2 & 5 - Early Dismissal, 12:37 PM
December 13
Thursday
Finals – Period 4 & 6 - Early Dismissal, 12:37 PM
December 14
Friday
Final – Period 3 (CLASSES THAT MEET AFTERWARD: 1,5,6) - Early Dismissal, 12:37 PM
1) Final Business
2) Return all Paperwork
3) Journals Returned Day of Class Final
FINAL SCHEDULE
December 11
Tuesday
Finals Begin : Period 1 (CLASSES THAT MEET AFTERWARDS: 2,3,4)
December 12
Wednesday
Finals – Period 2 & 5 - Early Dismissal, 12:37 PM
December 13
Thursday
Finals – Period 4 & 6 - Early Dismissal, 12:37 PM
December 14
Friday
Final – Period 3 (CLASSES THAT MEET AFTERWARD: 1,5,6) - Early Dismissal, 12:37 PM
ALAS, BABYLON - RESPONSE QUESTIONS FOR FINAL | |
File Size: | 20 kb |
File Type: | doc |
STEP # 19, 20, AND 21
STEP #18
STEP 17
BRING UP-TO-DATE JOURNALS - EVERYDAY
WEEK SEVENTEEN - 12/03 THROUGH 12/07
MONDAY: LIBRARY VISIT
1) Research, if necessary, for End-of-the-World Projects
2) Must have I.D. with AUP sticker for computer access
HOMEWORK: END-OF-THE-WORLD PROJECTS DUE 12/05
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) Journal #26: While on a trip to another city, your spouse (or lover) meets and spends a night with an exciting stranger. Given that they will never meet again, and that you will not otherwise learn of the incident, would you want your partner to tell you about it? If roles were reversed, would you reveal what you had done? Explain.
2) Powerpoint:: Step 17
3) With Time: Work in groups for projects
HOMEWORK: END-OF-THE-WORLD PROJECTS DUE 12/05
WEDNESDAY: PROJECTS DUE
1) Journal #27: If you knew of a way to use your estate, following your death, to greatly benefit humanity, would you do it and leave only a minimal amount to your family? Why, or why not?
2) Projects Due:
HOMEWORK: STUDY FOR FINALS
THURSDAY:
1) PowerPoint: Step 18
2) Prepare for Final
3) With Time: Work in groups for projects
HOMEWORK: STUDY FOR FINALS
FRIDAY:
1) Journal# 28: Because of your one-of-a-kind brain chemistry, a pill will work on you that could work on no one else. It would permanently change you so that one hour of sleep each day would be all you needed to be fully refreshed. Would you take the pill? Why, or why not? What would or could you do with that extra time?
2) PowerPoint: Step 19 – 20 - 21
3) Prepare for Final
4) Jericho
HOMEWORK: STUDY FOR FINALS
STEPS 12 - 16
ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29 | |
File Size: | 21 kb |
File Type: | alas, babylon - sg - 11 - 13 |
WEEK SIXTEEN - 11/26 THROUGH 11/30
MONDAY:
1) PowerPoint: Steps 12, 13, 14, 15, and 16
2) In Class: Generating Dependent and Independent Clauses
3) With Time: Work in Project Groups (SEE BELOW) - END-OF-THE-WORLD PSA PROJECT
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
TUESDAY: BRING YOUR COVERED COPY OF ALAS, BABYLON
PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) In Class: Alas, Babylon - Finish Reading Chapters 11 - 13
2) In Class: Alas, Babylon - Work on Study Guide - Chapters 11 - 13
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
WEDNESDAY: BRING YOU COVERED COPY OF ALAS, BABYLON
1) Journal # 24 - While arguing with a close friend on the telephone, she gets angry and hangs up. Assuming she is at fault and makes no attempt to contact you, how long would you wait to get in touch with her, and how would you go about trying to resolve things?
2) PowerPoint: Step 17
3) With Time: Work on Alas, Babylon - Study Guide - Chapters 11 - 13
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE TOMORROW
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
THURSDAY:
1) Due: Alas, Babylon - Study Guide - Chapters 11 - 13 (Corrected, Graded, and Recorded)
2) Journal #25: On a busy street a well-dressed stranger, who asks for a dollar to catch a bus and make a phone call, approaches you apologetically. He says he has lost his wallet. What would you do? If approached in the same way by a haggard-looking stranger claiming to be hungry and unable to find a job, what would you do?
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - QUIZ - CHAPTERS 11 - 13 - TOMORROW
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
FRIDAY:
1) Quiz: Alas, Babylon - Chapters 11 - 13
2) Daily Language Practice 3 - 3
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE TUESDAY 12/04
1) PowerPoint: Steps 12, 13, 14, 15, and 16
2) In Class: Generating Dependent and Independent Clauses
3) With Time: Work in Project Groups (SEE BELOW) - END-OF-THE-WORLD PSA PROJECT
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
TUESDAY: BRING YOUR COVERED COPY OF ALAS, BABYLON
PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) In Class: Alas, Babylon - Finish Reading Chapters 11 - 13
2) In Class: Alas, Babylon - Work on Study Guide - Chapters 11 - 13
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
WEDNESDAY: BRING YOU COVERED COPY OF ALAS, BABYLON
1) Journal # 24 - While arguing with a close friend on the telephone, she gets angry and hangs up. Assuming she is at fault and makes no attempt to contact you, how long would you wait to get in touch with her, and how would you go about trying to resolve things?
2) PowerPoint: Step 17
3) With Time: Work on Alas, Babylon - Study Guide - Chapters 11 - 13
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE TOMORROW
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
THURSDAY:
1) Due: Alas, Babylon - Study Guide - Chapters 11 - 13 (Corrected, Graded, and Recorded)
2) Journal #25: On a busy street a well-dressed stranger, who asks for a dollar to catch a bus and make a phone call, approaches you apologetically. He says he has lost his wallet. What would you do? If approached in the same way by a haggard-looking stranger claiming to be hungry and unable to find a job, what would you do?
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - READ CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - QUIZ - CHAPTERS 11 - 13 - TOMORROW
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE 12/04
FRIDAY:
1) Quiz: Alas, Babylon - Chapters 11 - 13
2) Daily Language Practice 3 - 3
HOMEWORK: END-OF-THE-WORLD - PSA GROUP PROJECT - DUE TUESDAY 12/04
HAPPY THANKSGIVING -- TAFT
SCHOOL CLOSED - 11/17 TO 11/25
WEEK FOURTEEN - 11/12 THROUGH 11/16
EXTRA CREDIT - ASK ME HOW
MONDAY: NO SCHOOL
Is it Veterans Day or Veteran's Day?
Answer: Veterans day does not include an apostrophe but does include an "s" at the end of "Veterans" because it is not a day that "belongs" to veterans (or a single veteran), it is a day for “honoring” all veterans.
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE 11/15
TUESDAY:
1) Quiz: Alas, Babylon - Chapters 8 - 10
2) Daily Language Practice 2 – 5 / 3 – I
3) Journal #22: You are driving late at night in a safe but deserted neighborhood when a dog suddenly darts in front of your car. Though you slam on the brakes, you hit the animal. Would you stop to see how injured the animal was? If you did so and found that the dog was dead but had a name tag, would you contact the owner? Explain your actions.
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE 11/15
WEDNESDAY:
1) PowerPoint: Steps 12, 13, 14, 15, and 16
2) In Class: Generating Dependent and Independent Clauses
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE TOMORROW
THURSDAY:
1) Alas, Babylon - Study Guide - Chapters 8 - 10 (Corrected, Recorded, and Returned)
2) Journal # 23: How close and warm is your family? Do you feel your childhood was happier than most other people’s? Why or why not?
3) Daily Language Practice 3 -1 / 3 - 2
HOMEWORK: ALAS, BABYLON - QUIZ - CHAPTERS 8 - 10
FRIDAY:
1) Quiz: Alas, Babylon - Chapters 8 - 10
2) Handout: (On Line) Alas, Babylon - Chapters 11 - 13 - Due 11/29
2) In Class: Work in Project Groups
HOMEWORK: ALAS, BABYLON - CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
Is it Veterans Day or Veteran's Day?
Answer: Veterans day does not include an apostrophe but does include an "s" at the end of "Veterans" because it is not a day that "belongs" to veterans (or a single veteran), it is a day for “honoring” all veterans.
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE 11/15
TUESDAY:
1) Quiz: Alas, Babylon - Chapters 8 - 10
2) Daily Language Practice 2 – 5 / 3 – I
3) Journal #22: You are driving late at night in a safe but deserted neighborhood when a dog suddenly darts in front of your car. Though you slam on the brakes, you hit the animal. Would you stop to see how injured the animal was? If you did so and found that the dog was dead but had a name tag, would you contact the owner? Explain your actions.
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE 11/15
WEDNESDAY:
1) PowerPoint: Steps 12, 13, 14, 15, and 16
2) In Class: Generating Dependent and Independent Clauses
3) With Time: Work in Project Groups
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10
HOMEWORK: ALAS, BABYLON - CHAPTERS 8 - 10 - DUE TOMORROW
THURSDAY:
1) Alas, Babylon - Study Guide - Chapters 8 - 10 (Corrected, Recorded, and Returned)
2) Journal # 23: How close and warm is your family? Do you feel your childhood was happier than most other people’s? Why or why not?
3) Daily Language Practice 3 -1 / 3 - 2
HOMEWORK: ALAS, BABYLON - QUIZ - CHAPTERS 8 - 10
FRIDAY:
1) Quiz: Alas, Babylon - Chapters 8 - 10
2) Handout: (On Line) Alas, Babylon - Chapters 11 - 13 - Due 11/29
2) In Class: Work in Project Groups
HOMEWORK: ALAS, BABYLON - CHAPTERS 11 - 13
HOMEWORK: ALAS, BABYLON - STUDY GUIDE - CHAPTERS 11 - 13 - DUE 11/29
ALAS, BABYLON - STUDY GUIDE - CHAPTERS 8 - 10 - DUE 11/15 | |
File Size: | 41 kb |
File Type: | doc |
END-OF-THE-WORLD - PUBLIC SERVICE ANNOUNCEMENT PROJECT - DUE 12/04 | |
File Size: | 48 kb |
File Type: | doc |
ALAS, BABYLON - CHAPTERS 5 - 7 - STUDY GUIDE - DUE 11/09 | |
File Size: | 47 kb |
File Type: | doc |
WEEK THIRTEEN - 11/05 THROUGH 11/09
MONDAY: BOOK CHECK – ALAS, BABYLON (COVERED)
1) Quiz: Alas, Babylon – Chapters 1 - 4
2) Handout: (On Line) Alas, Babylon – STUDY GUIDE - Chapters 5 – 7
3) Book Check: Alas, Babylon – Covered
4) In Class Reading: Alas, Babylon (with time remaining from test) – Credit Given
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
TUESDAY: CAREER DAY - DRESS PROFESSIONALLY ATTEND PRESENTATION - EXTRA CREDIT
1) Journal #20: If this country were to suffer an unprovoked nuclear attack and would be totally obliterated in a matter of minutes, would you favor unleashing the U.S. nuclear arsenal upon the attackers as payback?
2) PowerPoint: Steps 7, 8, 9, 10, and 11
3) Handout: (On Line) - End-Of-The-World - Public Service Announcement Project
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
WEDNESDAY:
1) Daily Language Practice 2 – 5 / 3 – I
2) Journal #21: You are driving late at night in a safe but deserted neighborhood when a dog suddenly darts in front of your car. Though you slam on the brakes, you hit the animal. Would you stop to see how injured the animal was? If you did so and found that the dog was dead but had a name tag, would you contact the owner? Explain your actions.
3) PowerPoint: Steps 12, 13, 14, 15, and 16
4) In Class: Generating Dependent and Independent Clauses
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
THURSDAY: HUMANITAS FIELD TRIP - SUBSTITUTE
1) Film: Jericho – Episode Two
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE TOMORROW
FRIDAY: PRINT - END-OF-THE-WORLD - PUBLIC SERVICE ANNOUNCEMENT PROJECT - BRING TO CLASS
1) Due: Study Guide: Chapters 5 – 7 – Alas, Babylon (Corrected, Recorded, and Returned)
2) In Class: In Groups - End-Of-The-World - Public Service Announcement Project (Brain Storm)
2) Handout: (On Line) Study Guide – Chapters 8 – 10 – Alas, Babylon – Due 11/15
HOMEWORK: READING ALAS, BABYLON – CHAPTERS 8 – 10
HOMEWORK: ALAS, BABYLON - STUDY GUIDE CHAPTERS 8 – 10 DUE 11/15 (THURSDAY)
HOMEWORK: QUIZ – ALAS, BABYLON – CHAPTERS 8 – 10 FRIDAY 11/16 (SEE BELOW)
YOU HAVE ONE DAY LESS BECAUSE THANKSGIVING VACATION STARTS 11/19
1) Quiz: Alas, Babylon – Chapters 1 - 4
2) Handout: (On Line) Alas, Babylon – STUDY GUIDE - Chapters 5 – 7
3) Book Check: Alas, Babylon – Covered
4) In Class Reading: Alas, Babylon (with time remaining from test) – Credit Given
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
TUESDAY: CAREER DAY - DRESS PROFESSIONALLY ATTEND PRESENTATION - EXTRA CREDIT
1) Journal #20: If this country were to suffer an unprovoked nuclear attack and would be totally obliterated in a matter of minutes, would you favor unleashing the U.S. nuclear arsenal upon the attackers as payback?
2) PowerPoint: Steps 7, 8, 9, 10, and 11
3) Handout: (On Line) - End-Of-The-World - Public Service Announcement Project
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
WEDNESDAY:
1) Daily Language Practice 2 – 5 / 3 – I
2) Journal #21: You are driving late at night in a safe but deserted neighborhood when a dog suddenly darts in front of your car. Though you slam on the brakes, you hit the animal. Would you stop to see how injured the animal was? If you did so and found that the dog was dead but had a name tag, would you contact the owner? Explain your actions.
3) PowerPoint: Steps 12, 13, 14, 15, and 16
4) In Class: Generating Dependent and Independent Clauses
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE 11/09
THURSDAY: HUMANITAS FIELD TRIP - SUBSTITUTE
1) Film: Jericho – Episode Two
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 5 – 7
HOMEWORK: STUDY GUIDE - ALAS, BABYLON – CHAPTERS 5 – 7 – DUE TOMORROW
FRIDAY: PRINT - END-OF-THE-WORLD - PUBLIC SERVICE ANNOUNCEMENT PROJECT - BRING TO CLASS
1) Due: Study Guide: Chapters 5 – 7 – Alas, Babylon (Corrected, Recorded, and Returned)
2) In Class: In Groups - End-Of-The-World - Public Service Announcement Project (Brain Storm)
2) Handout: (On Line) Study Guide – Chapters 8 – 10 – Alas, Babylon – Due 11/15
HOMEWORK: READING ALAS, BABYLON – CHAPTERS 8 – 10
HOMEWORK: ALAS, BABYLON - STUDY GUIDE CHAPTERS 8 – 10 DUE 11/15 (THURSDAY)
HOMEWORK: QUIZ – ALAS, BABYLON – CHAPTERS 8 – 10 FRIDAY 11/16 (SEE BELOW)
YOU HAVE ONE DAY LESS BECAUSE THANKSGIVING VACATION STARTS 11/19
STEPS 7 - 11
EXTRA CREDIT OPPORTUNITIES - TWO CHANCES
ATTEND THE HEALTH FAIR AT TAFT HIGH SCHOOL
SATURDAY, NOVEMBER 3RD, 2012
11:00 AM - 3:00 PM
-
L'ATELIER - CAREER DAY - NOVEMBER 6TH, 2012
DRESS PROFESSIONALLY
ATTEND A FIDM PRESENTATION AT LUNCH (C115)
WEEK TWELVE - 10/29 THROUGH 11/02
DETAILED SYNOPSIS OF ALAS, BABYLON
MONDAY:
1) Conclude: Thirteen Days
2) Daily Language Practice 2 – 4
HOMEWORK: BEGIN READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: COVER AND BRING TO CLASS TOMORROW ALAS, BABYLON
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS BABYLON – DUE 11-02
TUESDAY: BRING YOUR COVERED COPY OF ALAS, BABYLON TO CLASS
1) Book Check – Alas, Babylon – Must Be Covered (If you do not bring your book to class, you will be given an alternative assignment (that will count for a grade) plus you will get a zero on the book check.
2) Quiz: Thirteen Days
3) In Class: Read Alas, Babylon – Chapters 1 – 4
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE 11-02
WEDNESDAY: ALL HALLOWS EVE
1) Journal #19: When did you last yell at someone? Why? Did you later regret it? (If you say, I’ve never yelled at someone. I don’t believe you, but answer when was the last time you witnessed someone yelling at someone?
2) PowerPoint: Steps 7, 8, 9, 10, & 11
3) Fall-Out Shelter Problem
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE 11-02
THURSDAY:
1) Daily Language Practice 2 - 5
2) Film: Jericho
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE TOMORROW 11-02
FRIDAY:
1) Due: Study Guide: Chapters 1 – 4 – Alas, Babylon (Corrected, Recorded, and Returned)
2) Handout: (On Line) Study Guide – Chapters 5 – 8 – Alas, Babylon
HOMEWORK: STUDY FOR QUIZ ON 11/05 – CHAPTERS 1 – 4 – ALAS, BABYLON
1) Conclude: Thirteen Days
2) Daily Language Practice 2 – 4
HOMEWORK: BEGIN READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: COVER AND BRING TO CLASS TOMORROW ALAS, BABYLON
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS BABYLON – DUE 11-02
TUESDAY: BRING YOUR COVERED COPY OF ALAS, BABYLON TO CLASS
1) Book Check – Alas, Babylon – Must Be Covered (If you do not bring your book to class, you will be given an alternative assignment (that will count for a grade) plus you will get a zero on the book check.
2) Quiz: Thirteen Days
3) In Class: Read Alas, Babylon – Chapters 1 – 4
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE 11-02
WEDNESDAY: ALL HALLOWS EVE
1) Journal #19: When did you last yell at someone? Why? Did you later regret it? (If you say, I’ve never yelled at someone. I don’t believe you, but answer when was the last time you witnessed someone yelling at someone?
2) PowerPoint: Steps 7, 8, 9, 10, & 11
3) Fall-Out Shelter Problem
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE 11-02
THURSDAY:
1) Daily Language Practice 2 - 5
2) Film: Jericho
HOMEWORK: CONTINUE READING ALAS, BABYLON – CHAPTERS 1 – 4
HOMEWORK: STUDY GUIDE – CHAPTERS 1 – 4 – ALAS, BABYLON – DUE TOMORROW 11-02
FRIDAY:
1) Due: Study Guide: Chapters 1 – 4 – Alas, Babylon (Corrected, Recorded, and Returned)
2) Handout: (On Line) Study Guide – Chapters 5 – 8 – Alas, Babylon
HOMEWORK: STUDY FOR QUIZ ON 11/05 – CHAPTERS 1 – 4 – ALAS, BABYLON
ALAS, BABYLON - STUDY GUIDE - CHAPTERS 1 - 4 - DUE 11/02 | |
File Size: | 39 kb |
File Type: | doc |
STEPS 4 - 6
USE THE INSTRUCTIONS BELOW
FOR UP-TO-DATE MLA FORMAT
ESSAY DUE ON 10/22/12 - ONLY
WEEK ELEVEN - 10/22 THROUGH 10/26
CLICK HERE FOR SYNOPSIS OF THIRTEEN DAYS
MONDAY:
1) Due: Completed Outside Reading Project Essay - As per MLA Format - (Due Today or Never!)
2) Journal #18: Consider the world’s political situation, what worries you the most?
3) PowerPoint: Completion of Steps 4, 5, & 6
HOMEWORK: STUDY NOTES ON SEQUENCE OF GRAMMAR AND WRITING - STEPS 1 - 6
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) Quiz: Steps 1 - 6 (Steps 4, 5, & 6 ABOVE - Steps 1, 2, & 3 BELOW)
2) Daily Language Practice 2 - 5
WEDNESDAY: SUBSTITUTE -
1) Begin Film: Thirteen Days
THURSDAY: SUBSTITUTE -
1) Continue Film: Thirteen Days
FRIDAY:
1) Check Out Book: Alas Babylon
2) Conclude Film: Thirteen Days (Quiz on Monday)
3) Handout: (On Line) – Study Guide Alas Babylon Chapters 1 – 4 – Due 11/02
HOMEWORK: BEGIN READING ALAS, BABYLON
1) Due: Completed Outside Reading Project Essay - As per MLA Format - (Due Today or Never!)
2) Journal #18: Consider the world’s political situation, what worries you the most?
3) PowerPoint: Completion of Steps 4, 5, & 6
HOMEWORK: STUDY NOTES ON SEQUENCE OF GRAMMAR AND WRITING - STEPS 1 - 6
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) Quiz: Steps 1 - 6 (Steps 4, 5, & 6 ABOVE - Steps 1, 2, & 3 BELOW)
2) Daily Language Practice 2 - 5
WEDNESDAY: SUBSTITUTE -
1) Begin Film: Thirteen Days
THURSDAY: SUBSTITUTE -
1) Continue Film: Thirteen Days
FRIDAY:
1) Check Out Book: Alas Babylon
2) Conclude Film: Thirteen Days (Quiz on Monday)
3) Handout: (On Line) – Study Guide Alas Babylon Chapters 1 – 4 – Due 11/02
HOMEWORK: BEGIN READING ALAS, BABYLON
WEEK TEN - 10/15 THROUGH 10/19
MONDAY:
1) Check: Body Paragraph
2) Peer Review: Body Paragraph
3) PowerPoint: Review or Complete Step 3 - Steps 4, 5, & 6
HOMEWORK: COMPLETE BODY PARAGRAPHS TWO AND THREE
HOMEWORK: STUDY FOR STEPS QUIZ
TUESDAY:
1) PowerPoint: Concluding Paragraph
2) Due: Final Body Paragraphs
3) Journal #17: If you could wake up tomorrow having gained any one ability or quality, what would it be?
HOMEWORK: COMPLETE CONCLUDING PARAGRAPH
HOMEWORK: STUDY FOR STEPS QUIZ
WEDNESDAY: PSAT REVERSE MINIMUM DAY - SHORTENED PERIODS
1) Due: Concluding Paragraph
2) Peer Review: Concluding Paragraph
3) Quiz: Steps 1 through 6
HOMEWORK: COMPLETE ENTIRE ESSAY
HOMEWORK: ADDING MACBETH INTO THE ESSAY EQUALS 15 EXTRA CREDIT POINTS
THURSDAY: BRING MACBETH TO CLASS
1) Return Macbeth
2) Peer Review: Completed Essay
3) PowerPoint: Essentials of the Concluding Paragraph
HOMEWORK: REVISE COMPLETED ESSAY
HOMEWORK: DUE TOMORROW - TYPED, DOUBLED-SPACED REVISED ESSAY
FRIDAY:
1) Due: Outside Reading Book Essay
1) Check: Body Paragraph
2) Peer Review: Body Paragraph
3) PowerPoint: Review or Complete Step 3 - Steps 4, 5, & 6
HOMEWORK: COMPLETE BODY PARAGRAPHS TWO AND THREE
HOMEWORK: STUDY FOR STEPS QUIZ
TUESDAY:
1) PowerPoint: Concluding Paragraph
2) Due: Final Body Paragraphs
3) Journal #17: If you could wake up tomorrow having gained any one ability or quality, what would it be?
HOMEWORK: COMPLETE CONCLUDING PARAGRAPH
HOMEWORK: STUDY FOR STEPS QUIZ
WEDNESDAY: PSAT REVERSE MINIMUM DAY - SHORTENED PERIODS
1) Due: Concluding Paragraph
2) Peer Review: Concluding Paragraph
3) Quiz: Steps 1 through 6
HOMEWORK: COMPLETE ENTIRE ESSAY
HOMEWORK: ADDING MACBETH INTO THE ESSAY EQUALS 15 EXTRA CREDIT POINTS
THURSDAY: BRING MACBETH TO CLASS
1) Return Macbeth
2) Peer Review: Completed Essay
3) PowerPoint: Essentials of the Concluding Paragraph
HOMEWORK: REVISE COMPLETED ESSAY
HOMEWORK: DUE TOMORROW - TYPED, DOUBLED-SPACED REVISED ESSAY
FRIDAY:
1) Due: Outside Reading Book Essay
STEP 3
WEEK NINE - 10/08 THROUGH 10/12
I CAN'T THINK OF HOW TO START MY ESSAY.
MONDAY: YOU MUST BRING OUTSIDE READING BOOK AND NOTES FROM YOUR OUTSIDE READING
1) Check: Outside Reading Book and Notes
2) PowerPoint: The Jane Schaffer Method (Introductory Paragraph)
3) Journal #15: You discover your wonderful one-year-old child is, because of a mix-up at the hospital, not yours. Would you want to exchange the child to try to correct the mistake?
4) In Class: Outside Reading/Writing Assignment – Introductory Paragraph
HOMEWORK: MAKE LIST OF CULTURAL REPRESENTATIONS FROM YOUR OUTSIDE READING BOOK AND LIST SIMILAR THINGS FROM YOUR OWN CULTURAL (LIST WILL BE USED TO BEGIN WRITING YOUR INTRODUCTION TOMORROW).
TUESDAY: PROFESSIONAL DEVELOPMENT – SHORT DAY SCHEDULE
1) Check: List of Culture (Your own and Outside Reading Book)
2) In Class: Complete Introduction
HOMEWORK: WRITE YOUR INTRODUCTORY PARAGRAPH (BRING TYPED-PREFERRED-, DOUBLE—SPACED PARAGRAPH TO CLASS
WEDNESDAY: BRING MACBETH (FINAL IN CLASS ASSIGNMENT)
1) Chart the Downfall of Macbeth
2) Daily Language Practice 2 - 3
HOMEWORK: TYPE YOUR INTRODUCTORY PARAGRAPH (BRING TYPED - PREFERRED-, DOUBLE—SPACED PARAGRAPH TO CLASS) - UNDERLINE YOUR DIVIDED THESIS
THURSDAY:
1) CHECK: Introductory Paragraph
2) Peer Review of Introductory Paragraph
3) Journal #16: If at birth you could select the profession your child would eventually pursue, would you do so? And, of course, what would it be and why?
4) PowerPoint: Steps 4, 5, and 6
FRIDAY:
1) PowerPoint: Jane Schaffer Continued – Parts of the Body Paragraph
2) In Class: Outside Reading/Writing Assignment – Body Paragraphs
HOMEWORK: ONE BODY PARAGRAPH DUE MONDAY
1) Check: Outside Reading Book and Notes
2) PowerPoint: The Jane Schaffer Method (Introductory Paragraph)
3) Journal #15: You discover your wonderful one-year-old child is, because of a mix-up at the hospital, not yours. Would you want to exchange the child to try to correct the mistake?
4) In Class: Outside Reading/Writing Assignment – Introductory Paragraph
HOMEWORK: MAKE LIST OF CULTURAL REPRESENTATIONS FROM YOUR OUTSIDE READING BOOK AND LIST SIMILAR THINGS FROM YOUR OWN CULTURAL (LIST WILL BE USED TO BEGIN WRITING YOUR INTRODUCTION TOMORROW).
TUESDAY: PROFESSIONAL DEVELOPMENT – SHORT DAY SCHEDULE
1) Check: List of Culture (Your own and Outside Reading Book)
2) In Class: Complete Introduction
HOMEWORK: WRITE YOUR INTRODUCTORY PARAGRAPH (BRING TYPED-PREFERRED-, DOUBLE—SPACED PARAGRAPH TO CLASS
WEDNESDAY: BRING MACBETH (FINAL IN CLASS ASSIGNMENT)
1) Chart the Downfall of Macbeth
2) Daily Language Practice 2 - 3
HOMEWORK: TYPE YOUR INTRODUCTORY PARAGRAPH (BRING TYPED - PREFERRED-, DOUBLE—SPACED PARAGRAPH TO CLASS) - UNDERLINE YOUR DIVIDED THESIS
THURSDAY:
1) CHECK: Introductory Paragraph
2) Peer Review of Introductory Paragraph
3) Journal #16: If at birth you could select the profession your child would eventually pursue, would you do so? And, of course, what would it be and why?
4) PowerPoint: Steps 4, 5, and 6
FRIDAY:
1) PowerPoint: Jane Schaffer Continued – Parts of the Body Paragraph
2) In Class: Outside Reading/Writing Assignment – Body Paragraphs
HOMEWORK: ONE BODY PARAGRAPH DUE MONDAY
WEEK EIGHT - 10/01 THROUGH 10/05
MONDAY:
1) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Two (If not completed)
2) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Three
3) Daily Language Practice 2 - 1
4) In Class: Read Macbeth Act V.i,ii,iii - Discussion
HOMEWORK: MACBETH - ACT FIVE - STUDY GUIDE + VOCABULARY DUE 10/03 - SEE BELOW
TUESDAY:
1) Read Macbeth - ActV.iv, v, vi, vii, viii - (End Macbeth) - Discussion
2) Journal #12: For a person you loved deeply, would you be willing to move to a distant country knowing there would be little chance of seeing your friends or family again? Explain your answer.
HOMEWORK: MACBETH - ACT FIVE - STUDY GUIDE + VOCABULARY DUE 10/03
WEDNESDAY:
1) Due: Study Guide + Vocabulary - Macbeth - Act V (Corrected, Graded, and Returned)
2) Journal #13: If you could spend one year in perfect happiness but afterward would remember nothing of the experience would you do so? If not, why not?
3) Daily Language Guide 2 - 2
HOMEWORK: STUDY FOR MACBETH EXAM - ACT V - ON FRIDAY 10/05
THURSDAY: I WILL BE ADMINISTERING THE CELDT EXAM - THERE WILL BE A SUBSTITUTE
1) Conclude - Macbeth Film
HOMEWORK: STUDY FOR MACBETH EXAM - ACT V - ON FRIDAY 10/05
FRIDAY:
1) Quiz: Macbeth Act V
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Three
3) Daily Language Practice 2 - 2
4) Journal #14: If a new medicine were developed that would cure arthritis but cause a fatal reaction in one percent of those who took it, would you want it to be released to the public? Why, or why not?
1) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Two (If not completed)
2) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Three
3) Daily Language Practice 2 - 1
4) In Class: Read Macbeth Act V.i,ii,iii - Discussion
HOMEWORK: MACBETH - ACT FIVE - STUDY GUIDE + VOCABULARY DUE 10/03 - SEE BELOW
TUESDAY:
1) Read Macbeth - ActV.iv, v, vi, vii, viii - (End Macbeth) - Discussion
2) Journal #12: For a person you loved deeply, would you be willing to move to a distant country knowing there would be little chance of seeing your friends or family again? Explain your answer.
HOMEWORK: MACBETH - ACT FIVE - STUDY GUIDE + VOCABULARY DUE 10/03
WEDNESDAY:
1) Due: Study Guide + Vocabulary - Macbeth - Act V (Corrected, Graded, and Returned)
2) Journal #13: If you could spend one year in perfect happiness but afterward would remember nothing of the experience would you do so? If not, why not?
3) Daily Language Guide 2 - 2
HOMEWORK: STUDY FOR MACBETH EXAM - ACT V - ON FRIDAY 10/05
THURSDAY: I WILL BE ADMINISTERING THE CELDT EXAM - THERE WILL BE A SUBSTITUTE
1) Conclude - Macbeth Film
HOMEWORK: STUDY FOR MACBETH EXAM - ACT V - ON FRIDAY 10/05
FRIDAY:
1) Quiz: Macbeth Act V
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Three
3) Daily Language Practice 2 - 2
4) Journal #14: If a new medicine were developed that would cure arthritis but cause a fatal reaction in one percent of those who took it, would you want it to be released to the public? Why, or why not?
HELP TAFT OUT - COMPLETE MEAL TICKET APPLICATIONS - DEADLINE IS THURSDAY 09/27
MACBETH - STUDY GUIDE - ACT V - DUE 10/03 | |
File Size: | 46 kb |
File Type: | doc |
WEEK SEVEN - 09/24 THROUGH 09/28
MONDAY:
1) In Class: Conclude Macbeth Act IV.iii
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: MACBETH - STUDY GUIDE - DUE TOMORROW
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) Due: Macbeth - Study Guide - Act IV (Graded, Recorded, and Returned) - Quiz on Thursday 09/27
2) Journal #11: If you were to die this evening with no opportunity to communicate with anyone, what would you most regret not having told someone? Why haven't you told them yet?
3) Conclude: Macbeth Film - Act IV
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT IV
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
WEDNESDAY: UNASSIGNED DAY - NO SCHOOL
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT IV
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
THURSDAY:
1) Quiz: Macbeth - Act IV
2) Handout: (On Line) Macbeth - Study Guide - Act V - Due 10/03
3) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
4) Journal #12: If a new medicine were developed that would cure arthritis but cause a fatal reaction in one percent of those who took it, would you want it to be released to the public? Why, or why not?
HOMEWORK: ON LINE HANDOUT - MACBETH - ACT IV - STUDY GUIDE
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
FRIDAY:
1) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Three
2) Daily Language Practice 2 - 1
3) Handout: (Provided) Finding Nouns and Verbs in Sentences
4) In Class: Read Macbeth Act V.i,ii,iii
HOMEWORK: ON LINE HANDOUT - MACBETH - ACT IV - STUDY GUIDE
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
1) In Class: Conclude Macbeth Act IV.iii
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: MACBETH - STUDY GUIDE - DUE TOMORROW
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORTENED DAY
1) Due: Macbeth - Study Guide - Act IV (Graded, Recorded, and Returned) - Quiz on Thursday 09/27
2) Journal #11: If you were to die this evening with no opportunity to communicate with anyone, what would you most regret not having told someone? Why haven't you told them yet?
3) Conclude: Macbeth Film - Act IV
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT IV
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
WEDNESDAY: UNASSIGNED DAY - NO SCHOOL
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT IV
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
THURSDAY:
1) Quiz: Macbeth - Act IV
2) Handout: (On Line) Macbeth - Study Guide - Act V - Due 10/03
3) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
4) Journal #12: If a new medicine were developed that would cure arthritis but cause a fatal reaction in one percent of those who took it, would you want it to be released to the public? Why, or why not?
HOMEWORK: ON LINE HANDOUT - MACBETH - ACT IV - STUDY GUIDE
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
FRIDAY:
1) Powerpoint: “The Sequence of Teaching Writing and Grammar - Step Three
2) Daily Language Practice 2 - 1
3) Handout: (Provided) Finding Nouns and Verbs in Sentences
4) In Class: Read Macbeth Act V.i,ii,iii
HOMEWORK: ON LINE HANDOUT - MACBETH - ACT IV - STUDY GUIDE
HOMEWORK: READ OUTSIDE READING BOOK - TAKE NOTES ON THINGS OF CULTURAL SIGNIFICANCE
MACBETH - ACT IV - STUDY GUIDE - DUE 09/25 | |
File Size: | 26 kb |
File Type: | doc |
STEP 2
WEEK SIX - 09/17 THOUGH 09/21
DID YOU DO YOUR HOMEWORK?
MONDAY: UNASSIGNED DAY - NO SCHOOL
HOMEWORK: STUDY FOR QUIZ - MACBETH ACT III - TOMORROW
TUESDAY:
1) Quiz: Macbeth - Act III
2) Conclude: Macbeth film - Act III
3) Handout: (On Line) Macbeth - Act IV - Study Guide - DUE 09/26
HOMEWORK: LIBRARY VISIT TOMORROW (BRING I.D.) - IF YOU WANT TO CHOOSE YOUR OWN BOOK, BRING IT FOR MY APPROVAL TOMORROW!
WEDNESDAY: LIBRARY VISIT
1) 2nd Outside Reading Project - Pick Book - A book brought from home must have my approval TODAY!
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
THURSDAY:
1) Journal #10: E. M. Forster wrote, "If I had to choose between betraying my country and betraying my friend , I hope I should have the guts to betray my country." Please comment upon this statement.
2) Daily Language 1 - 5
3) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
HOMEWORK: AFTER TODAY'S JOURNAL - JOURNALS ARE COLLECTABLE AT ANY TIME - BE CAUGHT UP!
FRIDAY:
1) In Class: Begin Reading - Macbeth Act IV.i,ii,iii
2) Conclude if necessary: Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
HOMEWORK: AFTER TODAY'S JOURNAL - JOURNALS ARE COLLECTABLE AT ANY TIME - BE CAUGHT UP!
HOMEWORK: STUDY FOR QUIZ - MACBETH ACT III - TOMORROW
TUESDAY:
1) Quiz: Macbeth - Act III
2) Conclude: Macbeth film - Act III
3) Handout: (On Line) Macbeth - Act IV - Study Guide - DUE 09/26
HOMEWORK: LIBRARY VISIT TOMORROW (BRING I.D.) - IF YOU WANT TO CHOOSE YOUR OWN BOOK, BRING IT FOR MY APPROVAL TOMORROW!
WEDNESDAY: LIBRARY VISIT
1) 2nd Outside Reading Project - Pick Book - A book brought from home must have my approval TODAY!
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
THURSDAY:
1) Journal #10: E. M. Forster wrote, "If I had to choose between betraying my country and betraying my friend , I hope I should have the guts to betray my country." Please comment upon this statement.
2) Daily Language 1 - 5
3) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
HOMEWORK: AFTER TODAY'S JOURNAL - JOURNALS ARE COLLECTABLE AT ANY TIME - BE CAUGHT UP!
FRIDAY:
1) In Class: Begin Reading - Macbeth Act IV.i,ii,iii
2) Conclude if necessary: Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step Two
HOMEWORK: STUDY GUIDE - MACBETH ACT IV - DUE 09/25
HOMEWORK: AFTER TODAY'S JOURNAL - JOURNALS ARE COLLECTABLE AT ANY TIME - BE CAUGHT UP!
MACBETH - STUDY GUIDE - ACT III - DUE 09/14 | |
File Size: | 50 kb |
File Type: | doc |
WEEK FIVE - 09/10 THROUGH 09/14
OUTSIDE READING PROJECTS ARE DUE
MONDAY: PROJECTS DUE!
1) Due: Outside Reading Project (Due As Class Starts)
2) Gallery Walk (Examine Projects and Discuss Books)
3) Continue Act II - Macbeth Film
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORT DAY
1) Conclude Act II - Macbeth Film
2) Begin Reading: Macbeth Act III.i,ii,iii,iv
3) Handout: (On Line) Macbeth - Act III - Study Guide
HOMEWORK: BEGIN WORKING ON STUDY GUIDE - MACBETH ACT III
WEDNESDAY:
1) Conclude Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – Second Half
2) Journal #8: Describe a time in which you let your fears get the better of you, and you changed your behavior or attitude because of it.
3) Daily Language Practice 1 - 4
HOMEWORK: CONTINUE WORKING ON STUDY GUIDE - MACBETH ACT III
THURSDAY: BACK TO SCHOOL NIGHT
1) Quiz: Step One - "The Sequence of Teaching Writing and Grammar"
2) Read Aloud: Macbeth Act III.v,vi
HOMEWORK: FINISH WORKING ON STUDY GUIDE - MACBETH ACT III (DUE TOMORROW)
FRIDAY: SHORTENED DAY
1) Due: Macbeth - Study Guide - Act III
2) Journal #9: Do you believe in ghosts? Why or why not?
3) Begin Act III - Macbeth Film
1) Due: Outside Reading Project (Due As Class Starts)
2) Gallery Walk (Examine Projects and Discuss Books)
3) Continue Act II - Macbeth Film
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORT DAY
1) Conclude Act II - Macbeth Film
2) Begin Reading: Macbeth Act III.i,ii,iii,iv
3) Handout: (On Line) Macbeth - Act III - Study Guide
HOMEWORK: BEGIN WORKING ON STUDY GUIDE - MACBETH ACT III
WEDNESDAY:
1) Conclude Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – Second Half
2) Journal #8: Describe a time in which you let your fears get the better of you, and you changed your behavior or attitude because of it.
3) Daily Language Practice 1 - 4
HOMEWORK: CONTINUE WORKING ON STUDY GUIDE - MACBETH ACT III
THURSDAY: BACK TO SCHOOL NIGHT
1) Quiz: Step One - "The Sequence of Teaching Writing and Grammar"
2) Read Aloud: Macbeth Act III.v,vi
HOMEWORK: FINISH WORKING ON STUDY GUIDE - MACBETH ACT III (DUE TOMORROW)
FRIDAY: SHORTENED DAY
1) Due: Macbeth - Study Guide - Act III
2) Journal #9: Do you believe in ghosts? Why or why not?
3) Begin Act III - Macbeth Film
STEP 1
WEEK FOUR - 09/03 THROUGH 09/07
MONDAY: NO SCHOOL
TUESDAY:
1) Return all paperwork
2) Daily Language Practice – 1 - 5
3) Read Aloud: Macbeth - Act II - Scenes iii, iv – Conclude Act II
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: WORK ON MACBETH - STUDY GUIDE - ACT II - DUE 09/07 (SEE BELOW)
WEDNESDAY:
1) Journal# 6 - How important is sleep to you, and what happens if you don't get enough of it?
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – First Half
3) In Class Work: Study Guide – Act II – Macbeth
4) In Class Handout: (Find Verbs in a Sentence)
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: STUDY GUIDE – ACT II – MACBETH - DUE THURSDAY
THURSDAY:
1) Due: Study Guide – Act II – Macbeth (Grade, Record, and Return)
2) Journal #7: Are you good at judging people’s feelings. Can you tell what a person is thinking by how they look or react?
3) Continue Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – First Half
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT II - TOMORROW
FRIDAY:
1) Quiz: Macbeth - Act II
2) Continue Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – Second Half
3) Handout: (On Line) – Study Guide – Act III – Macbeth
4) Read Aloud: Macbeth - Act III
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
TUESDAY:
1) Return all paperwork
2) Daily Language Practice – 1 - 5
3) Read Aloud: Macbeth - Act II - Scenes iii, iv – Conclude Act II
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: WORK ON MACBETH - STUDY GUIDE - ACT II - DUE 09/07 (SEE BELOW)
WEDNESDAY:
1) Journal# 6 - How important is sleep to you, and what happens if you don't get enough of it?
2) Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – First Half
3) In Class Work: Study Guide – Act II – Macbeth
4) In Class Handout: (Find Verbs in a Sentence)
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: STUDY GUIDE – ACT II – MACBETH - DUE THURSDAY
THURSDAY:
1) Due: Study Guide – Act II – Macbeth (Grade, Record, and Return)
2) Journal #7: Are you good at judging people’s feelings. Can you tell what a person is thinking by how they look or react?
3) Continue Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – First Half
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
HOMEWORK: STUDY FOR QUIZ - MACBETH - ACT II - TOMORROW
FRIDAY:
1) Quiz: Macbeth - Act II
2) Continue Powerpoint: “The Sequence of Teaching Writing and Grammar.” – Step One – Second Half
3) Handout: (On Line) – Study Guide – Act III – Macbeth
4) Read Aloud: Macbeth - Act III
HOMEWORK: OUTSIDE READING PROJECT DUE MONDAY 09/10
WEEK THREE - O8/27 THROUGH 08/31
MONDAY:
1) Quiz: Act I – Macbeth
2) Handout: (On Line) – Study Guide – Act II – Macbeth
3) Continue: Act I - Great Performances - Macbeth
HOMEWORK - STUDY GUIDE - ACT II - MACBETH
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORT DAY
1) Read Aloud: Macbeth II.i, ii
2) Daily Language 1 - 4
HOMEWORK: BRING YOUR COMPLETED JOURNALS TO CLASS TOMORROW
HOMEWORK: CONTINUE WORKING ON MACBETH - STUDY GUIDE - ACT II
WEDNESDAY: JOURNAL CHECK
1) In Class Writing Assignment: Rewrite either Journal 4 or Journal 5 - 100 words
2) Peer Review of Journal Rewrite
HOMEWORK: TYPE YOUR PEER REVIEWED. REWRITTEN JOURNAL
HOMEWORK: STUDY GUIDE - ACT II - MACBETH
THURSDAY:
1) Due: Journal #4 Typed Rewrite
2) Journal #5: How important is birth order in determining one's inheritance and fate?
3) Daily Language Practice – 1 - 5
4) Read Aloud: Macbeth - Act I - Scenes 1 and 2
FRIDAY: NO SCHOOL
1) Quiz: Act I – Macbeth
2) Handout: (On Line) – Study Guide – Act II – Macbeth
3) Continue: Act I - Great Performances - Macbeth
HOMEWORK - STUDY GUIDE - ACT II - MACBETH
TUESDAY: PROFESSIONAL DEVELOPMENT - SHORT DAY
1) Read Aloud: Macbeth II.i, ii
2) Daily Language 1 - 4
HOMEWORK: BRING YOUR COMPLETED JOURNALS TO CLASS TOMORROW
HOMEWORK: CONTINUE WORKING ON MACBETH - STUDY GUIDE - ACT II
WEDNESDAY: JOURNAL CHECK
1) In Class Writing Assignment: Rewrite either Journal 4 or Journal 5 - 100 words
2) Peer Review of Journal Rewrite
HOMEWORK: TYPE YOUR PEER REVIEWED. REWRITTEN JOURNAL
HOMEWORK: STUDY GUIDE - ACT II - MACBETH
THURSDAY:
1) Due: Journal #4 Typed Rewrite
2) Journal #5: How important is birth order in determining one's inheritance and fate?
3) Daily Language Practice – 1 - 5
4) Read Aloud: Macbeth - Act I - Scenes 1 and 2
FRIDAY: NO SCHOOL
Outside Reading Project or Fifty Alternatives to the Book Report - Due 09/10 | |
File Size: | 56 kb |
File Type: | doc |
Macbeth - Act II - Study Guide + Vocabulary - Due 09/06 | |
File Size: | 24 kb |
File Type: | doc |
WEEK TWO - 08/20 THROUGH 08/24
DATA -- WHERE IS WESLEY?
MONDAY:
COMPOSITION JOURNAL CHECK
BRING TO CLASS - HANDOUT: (ON LINE) STUDY GUIDE ACT I - MACBETH
BRING TO CLASS OUTSIDE READING BOOK
1) Journal #2: Do you think your present way of living would change if you, with absolute certainty, knew the future?
2) Daily Language Practice – 1 - 2
3) PowerPoint: Conclude history and the superstitions of Macbeth
4) Final Outside Reading Book Check
3) Begin Reading – Act I - Macbeth
TUESDAY: Professional Development - Shortened Day
1) Continue Reading - Act I - Macbeth
2) Discussion of Outside Reading Projects
3) Handout: (On Line) Outside Reading Projects - (Fifty Alternatives to the Book Report)
WEDNESDAY:
1) Journal #3: Write based on picture—from Macbeth
2) Continue Reading - Act I - Macbeth
3) In Class: Study Guide – Act I - Macbeth
HOMEWORK: COMPLETE STUDY GUIDE FOR ACT 1 - MACBETH
THURSDAY:
1) Conclude Reading: Act I - Macbeth
2) In Class: Complete Study Guide - Act I - Macbeth
HOMEWORK: STUDY GUIDE FOR ACT I - MACBETH - DUE TOMORROW
FRIDAY:
1) Due: Study Guide – Act I – Macbeth (Grade, Record, and Return)
2) Journal #4: What three things would you want to know about your future, and what would you do if you had that information?
3) Handout: (On Line) – Study Guide – Act II – Macbeth (WILL BE ADDED ON FRIDAY)
HOMEWORK: STUDY FROM QUIZ - ACT I - MACBETH ON MONDAY
COMPOSITION JOURNAL CHECK
BRING TO CLASS - HANDOUT: (ON LINE) STUDY GUIDE ACT I - MACBETH
BRING TO CLASS OUTSIDE READING BOOK
1) Journal #2: Do you think your present way of living would change if you, with absolute certainty, knew the future?
2) Daily Language Practice – 1 - 2
3) PowerPoint: Conclude history and the superstitions of Macbeth
4) Final Outside Reading Book Check
3) Begin Reading – Act I - Macbeth
TUESDAY: Professional Development - Shortened Day
1) Continue Reading - Act I - Macbeth
2) Discussion of Outside Reading Projects
3) Handout: (On Line) Outside Reading Projects - (Fifty Alternatives to the Book Report)
WEDNESDAY:
1) Journal #3: Write based on picture—from Macbeth
2) Continue Reading - Act I - Macbeth
3) In Class: Study Guide – Act I - Macbeth
HOMEWORK: COMPLETE STUDY GUIDE FOR ACT 1 - MACBETH
THURSDAY:
1) Conclude Reading: Act I - Macbeth
2) In Class: Complete Study Guide - Act I - Macbeth
HOMEWORK: STUDY GUIDE FOR ACT I - MACBETH - DUE TOMORROW
FRIDAY:
1) Due: Study Guide – Act I – Macbeth (Grade, Record, and Return)
2) Journal #4: What three things would you want to know about your future, and what would you do if you had that information?
3) Handout: (On Line) – Study Guide – Act II – Macbeth (WILL BE ADDED ON FRIDAY)
HOMEWORK: STUDY FROM QUIZ - ACT I - MACBETH ON MONDAY
Macbeth - Study Guide + Vocabulary - Act I - Due 08/24 | |
File Size: | 24 kb |
File Type: | doc |
WEEK ONE - 8/13 THOUGH 8/17
MONDAY: PUPIL FREE DAY
TUESDAY: IST DAY OF INSTRUCTION
1) Check in – introduction – rules – materials (Composition Books)
2) Email Addresses
3) Show: How to locate web site and download needed materials
4) About Me - From A to Z
WEDNESDAY:
1) Check Out: Macbeth (Must have ID)
2) Daily Language Practice 1 -1
3) PowerPoint: The History behind Macbeth
HOMEWORK: HAVE A SEPARATE COMPOSITION NOTEBOOK FOR JOURNAL (AS PER EXAMPLE SHOWN)
THURSDAY:
1) Separate Journal Check
2) Journal #1: Who has the capacity for greater evil, men or women?
3) Daily Language Practice 1 -2
4) The Scottish Play – The Superstitions of Macbeth
FRIDAY: LIBRARY
1) Library - Outside Reading Assignment
TUESDAY: IST DAY OF INSTRUCTION
1) Check in – introduction – rules – materials (Composition Books)
2) Email Addresses
3) Show: How to locate web site and download needed materials
4) About Me - From A to Z
WEDNESDAY:
1) Check Out: Macbeth (Must have ID)
2) Daily Language Practice 1 -1
3) PowerPoint: The History behind Macbeth
HOMEWORK: HAVE A SEPARATE COMPOSITION NOTEBOOK FOR JOURNAL (AS PER EXAMPLE SHOWN)
THURSDAY:
1) Separate Journal Check
2) Journal #1: Who has the capacity for greater evil, men or women?
3) Daily Language Practice 1 -2
4) The Scottish Play – The Superstitions of Macbeth
FRIDAY: LIBRARY
1) Library - Outside Reading Assignment