January 29

Honors 9th Lit Feb. 2-5

9th Lit Honors                          February 1-5, 2016     

 

Planning Your Week:

T 2/2: Final, polished multimedia presentations of Where I’m From poem due (see Monday’s plan and the Where I’m From Assignment Rev S16); Extra Credit Opportunity: A Midsummer Night’s Dream performance tonight (9th Extra Credit Midsummer Nights Dream sp16).

W 2/3: Bring annotated LearningtoreadbyMalcolmX

F 2/5: Vocab Unit #3 assignment (see Monday’s plan/prompt); compare/contrast paragraph on Malcolm X with reflection due (typed, in MLA format)

Th 2/11: Portfolio Check #1

F 2/12: Nonfiction choice book analysis due (CCS bio autobio mem assignment)

 

Learning Goal: Use software tools to enhance your “Where I’m From” presentation with transitions, fonts, graphics, photos, sounds, and narration.

Focus Standards: ELAGSEL9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

 

Monday, February 1

  1. Introduce vocabulary unit 3; read the opening passage. Compose an answer to the following prompt: Compare and contrast the modern techniques of crime-scene investigation and explain which one you believe provides the most effective evidence for identifying and ultimately prosecuting criminals. Use at least two details (quotes) from the passage (in the vocab. book) and seven unit words to support your view.
  2. Computer Lab: Develop your “Where I’m From” multimedia presentation.
    • Arrange visual elements (photographs, images, words, fonts, colors, transitions)
    • Layer auditory elements (narration/voice-over; music)
  3. Continue composing & typing portfolio materials for Check #1 due Thurs. Feb. 11
    • Cover sheet and binder
    • 5 original pieces
    • 5 reflections on original pieces
    • 2 famous authors’ works (a poem or a passage from a book)
    • 3 reflections on famous authors’ works

HOMEWORK – DUE WEDNESDAY, FEB. 3: Read LearningtoreadbyMalcolmX; annotate the article (define unknown words, write questions about confusing parts, make connections), focusing on Malcolm X’s claim about life and the diction he uses to make his claim. Complete Malcolm X Graphic Organizer

 

Tuesday, February 2

  1. Computer Lab: “Where I’m From” multimedia presentation—verify all required elements on the rubric, and save as a movie file (portable from computer to computer; it should run by itself when you press play).
  2. Find and print an article to compare to your nonfiction book due Feb. 12.
  3. Continue composing and typing portfolio materials due for Check #1 Feb. 11

 

Wednesday, February 3

  1. Analyze “Learning to Read” by Malcolm X.  Groups of three complete a nonfiction analysis.
  2. Read excerpts from Rescuing Malcolm X From His Calculated Myths (Rescuing Malcolm X From His Calculated Myths); annotate the piece, noting similarities and differences to the “Learning to Read” biography.
  3. Compare and contrast the two articles using a point-by-point comparison graphic organizer (Malcolm X Point Comparison)

 

HOMEWORK DUE FRIDAY: Compose a compare/contrast paragraph response to the prompt from the graphic organizer (typed, in MLA format); add three vocabulary words; include a reflection on this original piece for your portfolio.

 

Thursday, February 4

  1. Present “Where I’m From” poems

 

Friday, February 5

  1. Turn in Malcolm X comparison assignment & Vocab. Unit 3 prompt (see Monday’s plan).
  2. Turn in A Midsummer Night’s Dream extra credit (optional)
  3. Present “Where I’m From” poems
January 29

AP Literature Feb. 1-5

WEEK 5 (Remember, all documents can be found in Schoology.)

 Monday, February 1

  1. Warm-up: Multiple Choice Monday
  2. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position. (Kahoots! Game and discussion)
  3. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play)

*Homework:

 Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Tuesday, February 2

  1. Warm-up: Creative Writing Tuesday
  2. Finish writing and perform introductory scenarios (see Monday’s plan).
  3. Distribute play map
  4. Complete a round-robin reading of 1.1.74-160 (Lesson 2 “Zounds, Sir, You’re Robbed”)—
    • students sit in a circle and read a complete thought, stopping at the period, question mark, exclamation mark, or semicolon
    • read part-by-part instead of sentence-by-sentence; jot down notes circling unfamiliar words and writing questions
    • discuss the action:
    • who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?
    • What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?
  5. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading.)
  6. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation.
  7. Finish reading 1.1; discuss the following questions:
    • Why do Iago, Roderigo, & Brabantio hate the man they are discussing?
    • What reasons does Iago give for continuing to follow his master?
    • What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

*Homework:   

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Wednesday, February 3

  1. FRQ Wednesday
  2. Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”)
  3. Introduce museum research projects and select novels.

*Homework:  Complete the “Top 3 Novel Choices” survey in Schoology after researching the options for the museum project.

 Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

              

Thursday, February 4

  1. Warm-up: Review Schoology Post ideas
  2. Review Othello 1; complete discussion from Tuesday.

*Homework:  Complete the “Top 3 Novel Choices” survey in Schoology after researching the options for the museum project.

 Learning goal(s): Demonstrate mastery of standards on timed writing assessment.

 

Friday, February 5

  1. Warm-up: Fun Friday!
  2. Meet with research novel groups to select roles, exchange contact into, and plan a reading schedule.
  3. Present Venice/Cyprus and Moors/Turks dramaturgy.
  4. View the prologue from the BBC and Fishburne versions of the movie; compare & contrast the directors’ choices.
  5. Create hats for the major characters. (Lesson 3 “I Am Not What I Am”)

*Homework:  Read research novels; prepare for group meetings.

Learning Goal(s): Identify a range of interpretations of a play script.

 

January 22

Honors 9th Literature Jan. 25-29

9th Lit Honors                          January 25-29, 2016    

 

Planning Your Week:

M 1/25: Bring a rough draft of your Where I’m From poem

W 1/27: Final, labeled draft of your Where I’m From poem is due.

F 1/29: Vocab Unit #2 quiz

 

Monday, January 25

  1. Introduce Vocab. Unit 2
  2. DGP #21: Identify parts of speech, parts of sentence, clauses, and punctuation. Imitate the sentence.
  3. Review “Fiddler Jones/George Gray” paragraph and rubric; diagram the structure, labeling claims, evidence, and interpretation.
  4. Revise “Where I’m From” drafts to meet the requirements and include better figurative language.
  5. Introduce biography/autobiography/memoir choice book assignment; think about your interests (sports, politics, celebrities, history, scientific advancement, inventors, writers, artists, humanitarians, etc.). If you have a book at home (one you purchase or obtain from the public library), bring it to class so I can check it.

 

Tuesday, January 26

  1. Media Center Orientation
  2. Check out biography/autobiography/memoir choice book.
  3. Complete Vocab Unit 2 antonyms, synonyms, and completing the sentences.
  4. Revise and label your Where I’m From poem.

Wednesday, January 27

  1. Lab 113-Create Where I’m From presentation shells
  2. Revise “George Gray” and “Fiddler Jones” and draft portfolio reflections

 Thursday, January 28

  1. Read “The News” in your textbook on pp. 476-487.  Answer the Reading Check questions in the margins at the bottom of each odd page.  Answer parts a) and b) of “the BIG question” on p. 486:  Is knowledge the same as understanding?
  2. Compose a response to the EOC prompt for “The News.”
  3. Read “Learning to Read” by Malcolm X for tomorrow’s lesson.  Find the main claim. Complete for homework if necessary.

Friday, January 29

  1. Vocab Unit #2  Quiz
  2. Analyze “Learning to Read” by Malcolm X.  Groups of three complete a nonfiction analysis.
  3. Read excerpts from Rescuing Malcolm X From His Calculated Myths; annotate the piece, noting similarities and differences to the “Learning to Read” biography.
  4. Compare and contrast the two articles using a point-by-point comparison graphic organizer.

 

 

 

 

January 22

AP Literature Jan. 25-29

WEEK 4

 

Monday, January 25

    1.      Warm-up: Multiple Choice Monday

           2.      Review Streetcar/In the Lake essay with peers; plan revisions (submit to Turnitin.com and provide a clean, printed copy Friday).

           3.      “Criteria for a Classic” (activity); analyze pre-course reading selections and popular fiction based on a given criteria of a work of                   literary merit. 

*Homework: Revise/edit In the Lake/Streetcar, submit to Turnitin.com, print a clean copy to turn in Friday.

 

Learning goal(s): Demonstrate mastery of standards by revising and editing a timed writing assessment.

Tuesday, January 26

     1.      Creative Writing Tuesday

            2.      Discuss elements of style, comparing/contrasting film techniques with writing techniques: M. Night Shyamalan montage; Tim                     Burton montage, Hitchcock montage; Hitchcock opening scene and interview about Psycho.

            3.      Analyze images to preview reading “A Rose for Emily”; model analysis of the opening paragraphs of the short story.

*Homework: Finish reading/analyzing “A Rose for Emily”; Schoology post due midnight of Thursday; Streetcar/In the Lake

        revised paper due Friday.

 

               Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a short story, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

 

Wednesday, January 27

      1.      FRQ Wednesday

             2.      Review “A Rose for Emily,” focusing on elements of style and comparing with Hitchcock, Burton, and Poe.

             3.      Assign dramaturgy research projects (Lesson 3 “I Am Not What I Am”) 

  1. Distribute play map (Lesson 1 “Who Can Control His Fate?”)
  2. Anticipation guide strategy: Assess the given statements, asserting your opinion and persuading others to take your position.

*Homework: Schoology post due midnight of Thursday; Streetcar or In the Lake final draft due Friday.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.

 

Thursday, January 28

  1. Pondering Poetry Thursday
  2. Othello introductory scenarios (write, rehearse, & perform a skit to flesh out the given scenario connecting modern situations to themes/events in the play).

*Homework:  Schoology post due tonight; Streetcar/In the Lake essay final draft due tomorrow.

 

Learning goal(s): Understand a range of themes that will be addressed in Othello.

 

Friday, January 29

1. Fun Friday Logic Problem

2. Finish writing and perform introductory scenarios (see Wednesday’s plan).

3. Distribute play map

4. Complete a round-robin reading of 1.1.74-160 (Lesson 2 “Zounds, Sir, You’re Robbed”)

a. students sit in a circle and read a complete thought, stopping at the period, question mark, exclamation mark, or semicolon

b. read part-by-part instead of sentence-by-sentence; jot down notes circling unfamiliar words and writing questions

c. discuss the action:

i. who are Roderigo & Iago? What kind of people are they? What does each seem to want from the other? Who’s in control? What has just happened? Who is Brabantio? What sort of person do you think the Moor is? What about Brabantio’s daughter—how do you picture her? Why is it that neither Othello nor Desdemona is mentioned by name in this scene?

ii. What sort of language does Iago use to tell Brabantio of his daughter’s elopement? On what sort of fears and prejudices is Iago playing?

d. Divide the scene into three sections; cast a different set of actors for each section & have students read in succession. Discuss the differences between the readings & instruct them to try to imagine the voices as they continue reading.

e. Act the scene—cast characters; the rest of the class will serve as directors to suggest movement, inflection, & interpretation.

5. Finish reading 1.1; discuss the following questions:

a. Why do Iago, Roderigo, & Brabantio hate the man they are discussing?

b. What reasons does Iago give for continuing to follow his master?

c. What kind of person do you expect the man they discuss to be? How do you imagine him? Count the number of times the word Moor is used in 1.1. Can you draw any conclusions?

Learning goal(s): Understand a range of themes that will be addressed in Othello.

January 15

Honors 9th Lit. January 19-22

9th Lit Honors                          January 19-22, 2016    

 Planning Your Week:

**No new vocab. this week! We will use the unit 1 words in your writing.

W 1/20: Bring Poetry Out Loud (POL) poems to class to finish annotations and TPFASST analysis for both POL poems. You will also practice reciting one of the poems.
Th 1/21:  Poetry Out Loud (POL) recitation presentations

Focus Standard:  ELAGSE9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Learning Goals: Analyze and create figurative language; use connotative meanings of words for purposeful effect; demonstrate quality sentence and paragraph structure.

 

Monday, January 18

MLK, Jr. Holiday

 

Tuesday, January 19

  1. Review annotating poetry with the “How to Read Poetry” method and TPFASST.
  2. Compose tone paragraph for “When I Am Asked” or “Constantly Risking Absurdity”; incorporate three vocabulary words from unit 1.
  3. Annotate Poetry Out Loud poems and begin TPFASST analysis.
  4. Create parts of speech foldable.
  5. Introduce Daily Grammar Practice (DGP) method for reviewing 6th-8th grade language standards; identify parts of speech.

 

Wednesday, January 20

  1. Continue sentence analysis with DGP: identify parts of the sentence, including phrases and clauses and punctuate.
  2. Work with small groups to practice POL recitation delivery and revise annotations and TPFASST as needed.
  3. Introduce Where I’m From poem assignment; brainstorm people, places, and memories that can be potential sources for imagery and other figurative language. Model “My Town.”

 

Thursday, January 21

  1. Poetry Out Loud recitations
  2. Analyze autobiographical poetry using the 13 questions from How to Read Poetry:  “George Gray” and “Fiddler Jones” by Edgar Lee Masters

 

Friday, January 22

  1. Apply DGP concepts: Imitate the sentence.
  2. Review autobiographical poetry; write a paragraph to answer this question:  How do the figurative language devices and specific diction choices work to create the persona and mood in each poem?  Use at least three vocab unit 1 words and at least one sentence that imitates the DGP sentence structure.
  3. Continue writing Where I’m From poem, working to produce quality figures of speech and sound elements.

 

 

January 15

AP Literature January 19-22

WEEK 3

Monday, January 18 —MLK, Jr. Day Holiday

 Tuesday, January 19

1. Model using Foster’s How to Read Literature Like a Professor

2. Work in pop-up museum groups

3. View Streetcar film

*Homework: Read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by midnight of Thursday; In the Lake of the Woods artifacts/pop-up museum presentations due TOMORROW; Poetry Out Loud annotations and TPFASST charts for both poems and recitation of one of  your two poems Thursday.

 Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties.

Wednesday, January 20

1. Present In the Lake of the Woods pop-up museum research projects.

*Homework: Read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by midnight of Thursday; Poetry Out Loud annotations and TPFASST charts for both poems and recitation of one of  your two poems TOMORROW.

 Learning Goal(s): Evaluate presentations and use further research to enhance understanding of a literary text.

 

Thursday, January 21

E       1.      Perform Poetry Out Loud recitations.

_       2.      Complete Putting It All Together discussions in small groups.

*Homework: Read/analyze assigned chapters from Foster’s How to Read Literature Like a Professor; respond to discussion board on Schoology by midnight TONIGHT. Bring your novel or play (In the Lake or Streetcar to class tomorrow).

 Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Friday, January 22

_     1.      FRQ Wednesday on Friday – Compose a response to timed writing prompts on Streetcar or In the Lake of the Woods

_    2.      Evaluate your essay.

Learning goal(s): Demonstrate mastery of standards on timed writing assessment.

January 8

Honors 9th Literature January 11-15

9th Lit Honors                          January 11-15, 2016

 

Planning Your Week:

Monday, Jan. 11: Turn in “Making the Grade” timed writing (limit yourself to about 40 minutes of writing; this should not be a formal, polished paper).

Thursday, Jan. 14: Bring 2 poems printed from the Poetry Out Loud website

Friday, Jan. 15: Vocab Assessment Unit 1

 

Monday, January 11

LG: Analyze writing to improve skills with claims, evidence, and interpretation.

  1. Introduce Vocab. Unit 1.   (Complete book exercises and have questions ready about words by Wednesday.); demonstrate punctuation key and format of the book; review online access; read the passage at the beginning of the unit; and review etymology and connotations of words.
  2. Model exemplary discussion using peer review from last week’s timed writing.
  3. Introduce portfolio requirements (FAQ, Rubric, Due Date Checklist).

 

 Tuesday, January 12

LG: Review basic grammar skills and poetry terms.

  1. Continue Vocabulary Unit 1
  2. Create foldables for parts of speech review; assess phrases (pre-test)
  3. Compose a reflection for “Making the Grade” or Mini-me/Character Trait paragraph
  4. POL video   http://www.poetryoutloud.org/poems-and-performance/watch-video/why-pol 
  5. Intro how to find a poem for the Poetry Out Loud Assignment
  6. Hand out terms list and discuss most common literary devices/terms

HOMEWORK: Choose two poems from the www.poetryoutloud.org website. Print poems and bring to class this Thursday.

 

Wednesday, January 13

LG: Make and support a claim that demonstrates understanding of figurative language and meaning.

  1. Vocabulary Unit 1: Exploring connotation and denotation
  2. Assess sentence modeling. *Differentiation: students are grouped homogeneously based on phrases pre-test
  3. Poetry Analysis: “How to Read Poetry” handout
  4. Imagery Lesson: Groups will analyze passages for different types of imagery.
  5. Students will work in pairs to analyze the one of the following poems according to “How to Read Poetry.”
    • “When I Am Asked” by Lisa Mueler  (Diff: on-target students)
    • “Constantly Risking Absurdity” by Lawrence Ferlinghetti (Diff: challenge-ready students)

 

Thursday, January 14

LG:  Make and support a claim that demonstrates understanding of figurative language and meaning.

  1. Check Poetry Out Loud poems (two poems printed from the website)
  2. Introduce Killgallon method of sentence chunking (unscramble, combine, imitate)
  3. Continue discussion of Ferlinghetti and Mueller poems
  4. Using your “How To Read Poetry” analysis, write a paragraph that makes a claim about the poem.
    • Title, Author, Genre (TAG) sentence
    • Claim sentence
    • Evidence of claim

Friday, January 15

LG: Write an autobiographical poem using figurative language and a variety of word relationships.

  1. Vocab Unit #1 Assessment
  2. Introduce “Where I’m From”
  3. View several examples of previous “Where I’m From” projects.
  4. Teacher model of “My Town” for Where I’m From Brainstorm

 

January 8

AP Literature Jan. 11-15

WEEK 2

Monday, January 11

1. Prepare for seminar with small group discussion-in-a-cup.

2. Participate in Socratic discussion of Streetcar.

*Homework:  Review In the Lake of the Woods.

 Learning Goal(s): Use verbal interaction and collaboration with peers enhance your understanding of a literary text; refine your verbal collaboration skills.

 

Tuesday, January 12

1. Read aloud “Dulce Et Decorum Est”; introduce “horse” and “cart” metaphor for AP essays; compose theme statement using template; share within the group and combine into one quality statement for the group.

2. Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est”

3. Complete TPFASTT Poetry Out Loud poems

*Homework: continue to work on Poetry Out Loud TPFASTT; finish reading In the Lake of the Woods as needed

Learning Goal:  Use textual evidence to support your analysis of the explicit and inferred meanings of a poem, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Wednesday, January 13

1. Review “Dulce Et Decorum Est”

2. Discuss AP exam design & scoring; “Mastering the Multiple Choice” handout. (AP Lit Exam Strategies)

3. Review multiple choice answers, justifying responses and analyzing your thinking. Identify strengths and weaknesses.

4. Read/analyze “Now Goes Under” by Millay (from pretest); complete TPFASTT chart/organizer; compose theme statement using template

5. Review Millay poem and HOD passage from ½ length multiple choice exam (annotation strategy with punctuation, nouns/verbs/adj.&adv, stanza and line breaks); label levels of questions. Justify responses and analyze your thinking; identify strengths and weaknesses.

6.  Review levels of multiple choice questions and label the pretest questions for the Millay poem

7. Introduce In the Lake of the Woods pop-up museum research.

*Homework: Continue to work on Poetry Out Loud TPFASTT for both poems due Jan. 21; finish reading In the Lake of the Woods if needed

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications.

 

Thursday, January 14

      1. Computer Lab Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Tues. Jan. 19).

*Homework:In the Lake of the Woods presentations due Tues. Jan. 19.

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

 

Friday, January 15

      1. Computer Lab Visit: Research for In the Lake of the Woods;collaborate and create apresentation of findings (present Tues. Jan. 19).

*Homework:In the Lake of the Woods presentations due Tues. Jan. 19.

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

January 4

AP Literature Jan. 5-8

WEEK 1

Monday, January 4—Student Holiday (Teacher Workday)

Tuesday, January 5

  1. Poker Night—A Streetcar Named Desire;simulate Mitch and Stanley’s poker night with Spit in the Ocean, Seven-card Stud, lemonade, and 40s music, including “Paper Moon”
  2. Welcome & introductions;read & discuss classroom management plan & syllabus.
  3. Answer questions onPre-Course Reading assignment (Streetcar and In the Lake due Monday, January 11).
  4. Introduce Schoology
  5. Introduce sun-shadow mandala dueThursday, January 7.

*Homework:  Sign & return syllabus; work on mandala and Required Reading assignment.

Learning Goal(s): Introduce yourself clearly and distinctly by providing organized evidence in a style appropriate to your peers.

              

Wednesday, January 6

  1. Collect signed syllabi.
  2. Review Streetcarre-read assignment due Monday, January 11 w/critical article from HHS Database
  3. Review Cobb Digital Library
  4. Completemultiple choice 1/2 length test (Five Steps to a Five—only 2 passages) 
  5. Workon sun-shadow mandalas

*Homework:  Sign & return syllabus; work on Streetcar re-read assignment due Monday, January 11.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties.

 

Thursday, January 7

  1. Collect signed syllabi.
  2. Introduce Poetry Out Loud assignment and deadlines
  3. Presentsunshadow mandalas.
  4. ViewA Streetcar Named Desire; compare and contrast directors’ choices with the text.  

*Homework:  Sign & return syllabus; work on Streetcar re-read assignment due Monday, January 11.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a play, including uncertainties.

 

Friday, January 8

  1. Computer lab visit:Research Streetcar article for annotated bibliography; summarize and assess the validity of the article’s argument. 
  2. Select two poems from Poetry Out Loud.

*Homework: Streetcar article with annotated bib and re-read assignment due for Socratic discussion Monday.

Learning Goal(s): Conduct further research to enhance your understanding of a literary text, realizing that different perspectives with a range of support exist.

January 4

Honors 9th January 5-8

9th Lit Honors /January 5-8, 2016       

 

Planning Your Week:

W-F 1/6-8—Return signed syllabus.  Bring $12 for vocabulary book.

Th 1/7—Mini-me due

 

Monday, January 4

Student Holiday/Teacher Workday

 

Tuesday, January 5

Learning Goal: Learn how to be successful in this class. Reflect on personal qualities and characteristics that will guide study habits.

  1. Distribute syllabus.  HOMEWORK: Read the syllabus, write down questions you have about the course for discussion tomorrow.
  2. View The Science of Character video https://www.youtube.com/watch?v=BdQRECe37K0
  3. Bring a sheet of paper and pencil to computer lab 113; log in with student number (lunch number).
  4. Set up Google Docs Google Drive Instructions
  5. Teacher will review TRSS sheets while students are taking the survey.
  6. Take the VIA Character Strengths survey http://www.viacharacter.org/www/The-Survey
    1. Register (choose NOT to receive emails) (it’s free)
    2. Take the YOUTH survey
    3. 120 questions (about 10 minutes)
    4. Supply personal demographic info
    5. Write down top five strengths
  7. Mini-Me assignment (Due Thursday). Mini Me Character Strength
    1. Introduce Assignment
    2. Brainstorm personal strengths and character traits. Relate to the top three results from the survey VIA Character Strengths
    3. Begin working on your mini-me. You MUST finish it for homework to participate in Thursday’s activity.

 

Wednesday, January 6

Learning Goal: Reflect on personal qualities and characteristics that will guide study habits.

  1. Gather signed syllabi. Receipt payments for vocab books.
  2. Students will fill out Welcome sheet and teacher will facilitate data gathering—see ppt. (We will use this as a spring board to the Mini-Me discussion and later for Open House.)
  3. Discuss questions related to syllabus and course.
  4. Review PSAT results and extra credit opportunity PSAT Score Report Review
  5. Review the video from yesterday. Discuss perceived character strengths, weaknesses, and differences. Work on Mini-Me due tomorrow.

  

Thursday, January 7

Learning Goal: Reflect on personal qualities and characteristics that will guide study habits.

  1. Gather signed syllabi. Receipt payments for vocab books.
  2. Hang up Mini mes in your group. Divide into groups based on the main virtue your top strength falls under (Wisdom/Knowledge, Courage, Humanity, Justice, Temperance, Transcendence).
  3. Narrative Argument Lesson:
    1. Review Thesis/Primary Claim
    2. Topic sentences/Reasons
    3. Details/Evidence
    4. Analysis of connections among details/evidence and claim
  1. Write an argument paragraph that defends why you belong in the character strength category you chose: If you do not finish in class, you will complete this for homework due Friday.

 

Friday, January 8

Learning Goal: Write an argument using reasons and evidence.

  1. Review the argument writing process: Introduction, Claims, Reasons, Evidence, Analysis, Conclusion
  2. Read “Making the Grade” article MAKING THE GRADE From NEWSWEEK JUNE 17
  3. Timed-writing: Timed Writing Prompt for Making the Grade
  4. Peer Review:  9th Timed Writing Peer Review Checklist