February 16


Choose one question and write a half page response: 

  • Many people say sports help build character in young people.  What do you think?


  • Do you think Male and Female Athletes should play on the same team?


  • Are Males and Female athletes treated differently?  Provide examples.


  • Should people with visual handicaps be allowed to play sports in public school? Provide reasons to back up your answer.
February 9

week of February 12th


This unit explores the idea of choices and consequences through a novel that focuses on one young man’s emerging realizations about himself, his family, and the society he lives in. Tangerine takes Paul Fisher, a visually impaired soccer player, on a personal journey of self-discovery. As Paul encounters environmental disasters small and large, he is able to face some personal disasters that plague his sense of self. His move into a new neighborhood and a new school allows him to unlock secrets about himself and to discover new self-confidence and strength to face the fears that have kept him a prisoner of the “zombie.”

In this unit, students interpret, analyze, and evaluate a novel in terms of point of view, character, structure, and other key literary elements that create a unique text. Students analyze the choices made by the characters in the novel and relate the concept of choices and consequences to their own lives and the lives of prominent leaders whose choices have made positive impacts on society and the world.

MONDAY – TUESDAY (Mock Writing extended HR)
  • Preview the big ideas and vocabulary for the unit.
  • Identify and analyze the skills and knowledge needed to complete Embedded Assessment 1 successfully.


  • Made inferences and predictions about novel.
  • Used sensory details to create imagery about a tangerine.


  • Anticipation Guide for Tangerine by Edward Bloor prior to reading the novel
  • Students picked one topic from guide that they felt was the most important to write about.
January 23

week of January 22nd


Quiz WEDNESDAY – focusing on claim and supporting evidence using the two texts read.


Learning Targets

  • Identifying and evaluating an author’s use of reasons and evidence to support a claim.
  • Conduct research to identify valid reasons and evidence to support a claim in an argumentative essay/debate (each class picked their own topic and wrote a claim – students need to research to come prepared for discussions)


  • Essay – America the Not-So-Beautiful on page 130
  • Informational Text – Another Study Highlights the Insanity of Selling Junk Food in School Vending Machines on page 142

After reading class discussed and identified claim and supporting evidence for claim based on the text read.


Learning Target

  • Identifying a writers/debaters use of counterclaim and rhetorical devices.
  • Reviewed rhetorical devices: ethos, pathos and logos (focusing on logos)


Speech – Ain’t I A Woman page 149

Speech – Remarks to the U.N. 4th World Conference on Women page 150

Text Dependent questions 1-6

Argument Essay Graphic Organizer-2lqvy25

Students graphic organizer for their Argumentative Essay was assessed.  They need to continue working on researching their topic and/completing page 1 of the organizer.

January 16

week of 1/16


  • Identify elements of argument in a text.
  • Analyze the thesis (or claim), audience, purpose and occasion in a text.
  • Identifying ad evaluating an author’s use of reasons to support a claim.
  1. As a class, in groups, the students will utilizing what they are learning to write their class argumentative model essay.
  2. Answer text-dependent questions.
  3. Come to class prepared to discuss topics and concepts learned.
January 11

3rd Quarter week of 1/2 & 1/8

Welcome back …  We are going to be working on the second part to Unit 2 in Springboard.


  • Identify the knowledge and skills needed to complete Embedded Assessment 2 – Write Argumentative Essay successfully and reflect on prior learning that supports the knowledge and skills needed.

  • Examine the essential components and organizational structure of a successful essay of argumentation.

    Argumentative ppt-2ad1rg6

    We will be embarking on writing a class argumentative essay:

    • š1st Period –  Magazine advertisements send unhealthy signals to young womenš2nd Period – I’m old enough to babysit

      š3rd Period – We shouldn’t have to pay for internet access

      š6th Period – School days should start later

      š7th Period –  Pets should be allowed in school

    • Your child should be researching their topic and come prepared to discuss / debate about their classroom topic.
  • Read Essay “America the Not-So-Beautiful” on page 130 in Springboard
    • Answer the text-dependent questions
December 13

Week of December 11th

This week we are focusing on the writing process for the Explanatory Essay.

  • Students will apply planning and organization to ensure the purpose and audience are addressed in their writing.

Scoring Criteria






The essay

  • presents a topic with a clearly stated and insightful controlling idea

  • supports the topic with specific and relevant facts, evidence, details, and examples to guide understanding of main ideas

  • skillfully combines ideas from several sources.

The essay

  • presents a topic with a controlling idea

  • supports the topic with facts, evidence, details, and examples that guide the reader’s understanding of the main ideas

  • combines ideas accurately from several sources.

The essay

  • presents a topic with an unfocused controlling idea

  • contains insufficient or vague facts, evidence, details, and examples that confuse the reader’s understanding of the main ideas

  • uses ideas from limited sources.

The essay

  • presents an unclear or vague topic with no controlling idea

  • contains few facts, evidence, details, or examples

  • cites few or no sources or misstates ideas from sources.


The essay

  • leads with an effective, engaging introduction

  • effectively sequences ideas and uses meaningful transitions to create cohesion and clarify relationships

  • provides an insightful conclusion that follows from and supports the explanation presented.

The essay

  • presents a clear and focused introduction

  • sequences ideas and uses transitions to create coherence

  • provides a conclusion that connects the larger ideas presented in the essay.

The essay

  • contains an underdeveloped and/or unfocused introduction

  • presents disconnected ideas and limited use of transitions

  • contains an underdeveloped or unfocused conclusion.

The essay

  • contains a vague, unfocused introduction

  • presents little, if any, commentary and no use of transitions

  • contains a vague and/or no conclusion.

Use of Language

The essay

  • uses precise diction deliberately chosen to inform or explain the topic

  • uses a variety of sentence structures to enhance the explanation

  • demonstrates technical command of the conventions of standard English.

The essay

  • uses appropriate diction to inform or explain

  • uses a variety of sentence structures

  • demonstrates general command of conventions; minor errors do not interfere with meaning.

The essay

  • uses informal diction that is not appropriate to inform or explain

  • shows little or no variety in sentence structure

  • demonstrates limited command of conventions; errors interfere with meaning.

The essay

  • uses informal diction that is inappropriate for the purpose

  • shows no variety in sentence structure

  • demonstrates limited command of conventions; errors interfere with meaning.

They must correct mistakes on initial quiz and practice utilizing the links in my grammar section below!
December 5

Week of December 4th

We are presently working on the Summative Assessment  – Explanatory Essay (IN CLASS)

  1. The students have received a handout on 5 Great Hooks – to assist with writing their introductory paragraph.
  2. The students must utilize their Springboard textbook as a source of evidence from the informational text read (those pages are listed on prior posts).
  3. The students are also required to have one (1) additional outside individual research source to cite in their essay.

GRAMMAR FOCUS – Quiz on Friday!

Simple, Compound, Complex sentences will be the grammar focus.

Notes have been taken – additional help can be located on blog in Grammar Section.

Handouts have been given as practice for quiz.

November 27

Week of November 27th


Evaluating Sources: How Credible Are They?

Students viewed ppt on:

as well as reliable_unreliable soures-2b5axqb Reliable vs Unreliable Sources

Students used this information to analyze text already read in Springboard.


Students evaluated Informational Text on page 108 – Governmental document

Utilizing the R.A.F.T graphic organizer to make inferences and conclusions based on details in the text.


Analyzed film to access its purpose and credibility.

Took notes to assist in writing the Explanatory Essay – the middle box of their Media Choice Board.


Gathering evidence from a news article on page 116.

Students read and analyzed a news article ti make a connection between information presented in the text and information presented in a film.

Students annotated the text with questions or AH HA moments!

Complete the text dependent comprehension questions using R.A.C.E

Write a paragraph comparing and contrasting information presented in different texts.



media choice board-16vu899

November 13

week of 11/13 – 11/17


Students explored how to improve their essay writing clarity and cohesion through using the TLQ format. TLQ_-zlfrjr

T = transition

L = lead in

Q = quotes

Stunts were given a handout and practiced identifying in a variety of paragraphs.

Students WARM UP was to write a paragraph regarding their comprehension of advertisements.  Afterwards, they revised their initial paragraph to incorporate TLQ, in order to show understanding of the new concept.  If the revision was not completed in class, it is to be completed for homework.


Students analyzed the purpose, claims ad techniques used in advertisements.

Students analyzed and discussed advertisements of commonly used products and  how it affects consumers.

Students viewed advertisements featuring celebrities, and then discussed how they affect consumers.

Afterwards, on page 105, in Springboard they had to write a well-developed paragraph answering the question:  Why can celebrities have a significant influence on consumer choices?


Students will be reviewing how to write an effective paragraph, to include:

  • topic sentences
  • detail sentences
  • conclusion sentences


1st project due NOVEMBER 27th