Homework: Return Nigh t; exchange for To Kill a Mockingbird/bring Friday
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Transcript of Homework: Return Nigh t; exchange for To Kill a Mockingbird/bring Friday
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Date:February 6
Class: Honors English II
Objective: Understanding the historical context of To Kill a Mockingbird
Daily Lesson: AND JUSTICE FOR ALLTest completion/obtain To Kill…To Kill a Mockingbird-Web Quests: Fighting for Social Justice- Notes on Harper Lee
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Return Night; exchange
for To Kill a Mockingbird/bring Friday
2. Chapters 1-7 due by next Friday with all related assignments
3. Web Quests 20-24 WEDNESDAY
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Date:February 7
Class: Honors English II
Objective: Independent reading and annotation of chapters 1-7
Daily Lesson:
AND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in margin
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Chapters 1-7 due by next
Friday with annotation and dialectical journal
2. Web Quests continue WEDNESDAY upon return
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Date:February 12
Class: Honors English II
Objective: to synthesize Web-quests and understand historical connections
Daily Lesson:Paper flurry/questions
AND JUSTICE FOR ALLComplete Web-Quest Presentations-Poster Synthesis activity-Informal presentation
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Complete reading chapters
1-7 by Friday; complete with annotations and one dialectical journal to prepare for short essay test (Friday)
2. Sophomore counseling Thursday in class
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Date:February 14
Class: Honors English II
Objective: to understand historical connections; to assess your basic reading comprehension
Daily Lesson: Happy Valentine’s DayDue: dialectical journals and annotations
AND JUSTICE FOR ALLAssess reading for chapters 1-7 (basic objective test)-discuss annotations within small groups (periods 1-2 only)-turn in dialectical journals by end of period (periods 1-2 only)
Complete Web-Quest Presentations (period 4 only)
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Yellow registration
papers due by Tuesday2. Continue reading over
weekend, ten pages per day roughly
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Date:February 18
Class: Honors English II
Objective: to engage in analysis of chapters 1-7
Daily Lesson: Due: registration paperwork
AND JUSTICE FOR ALLAssess reading for chapters 1-7 (absentees)-respond to study guide questions using PEA
Complete Web-Quest Presentations (period 4 only)
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Be ready for
counseling appointments
2. Chapters 8-14 due by next Monday February 24
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Date:February 18
Class: Honors English II – period 4 only
Objective: to complete WebQuests
Daily Lesson: Due: registration paperworkAND JUSTICE FOR ALLAssess reading for chapters 1-7 (absentees)-respond to study guide questions using PEA
Complete Web-Quest Presentations (period 4 only)
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:
1. Respond to questions 3, 10 on study guide by Tuesday, plus two additional questions
2. Be ready for counseling appointments
3. Chapters 8-14 due by next Monday February 24
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Date:February 19
Class: Honors English II – period 4 only
Objective: Examine exposition of To Kill a Mockingbird
Daily Lesson: Due: PEA responses (4 total)AND JUSTICE FOR ALLJigsaw discussion of study guide responses-small team sharing-whole group sharingGroup activity: Boo Radley Character Study-sorting fact from fiction
Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:
1. Be ready for counseling appointments
2. Chapters 8-14 due by next Monday February 24; study guide on line
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Sorting Fact from Fiction
Fiction
Clues
Fact
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Date:February 20
Class: Honors English II – period 4 only
Objective: Examine the character of Boo Radley
Daily Lesson: Due: AND JUSTICE FOR ALLGroup activity: Boo Radley Character Study-discussion/sharing-stereotypingPaper flurry-return/share analysis and journaling-pass out Independent Reading activity/study guide
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:
1. Be ready for counseling appointments
2. Chapters 8-14 due by next Monday February 24; study guide and dialectical journal due Monday
3. Ashland parent/student meeting March 4th at 6:30
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Boo Radley How does Boo Radley get stereotyped in
the town? What other characters seem to get
stereotyped in the town? What message does the stereotyping send
to the children, and Scout in particular?
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Date:February 21
Class: Honors English II – period 4 only
Objective: To consider the impact of stereotyping; dispel stereotypes
Daily Lesson: Due: AND JUSTICE FOR ALLStereotyping -pair share quick write-whole group discussion-poetry presentationsIndependent reading activity
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:
1. Be ready for counseling appointments
2. Chapters 8-14 due Monday February; study guide and dialectical journal due Monday; prepare for objective test (level one)
3. Ashland parent/student meeting March 4th at 6:30
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Date:February 24
Class: Honors English II – period 4 only
Objective: To engage in discussion and analysis of chapters 8-14
Daily Lesson: Due: dialectical journalAND JUSTICE FOR ALLReading Comprehension Quizlet- Final word protocol: Dialectical Journal- Whole group sharing/questioning- Responding with PEA to 1, 6 and two others
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:
1. PEA responses due Tuesday
2. Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30
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Date:February 25
Class: Honors English II – period 4 only
Objective: To engage in discussion and analysis of chapters 8-14
Daily Lesson: Due: PEA responsesAND JUSTICE FOR ALLShare PEA analysis- Small group/whole groupPreparing for mid-novel Seminar
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Seminar prep due Wednesday2. Ashland meeting after school today-
ten minutes3. Ashland attendees must turn in a
weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30
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Date:February 26
Class: Honors English II – period 4 only
Objective: Prepare for seminar; independent reading
Daily Lesson: Due: seminar prep sheets due at end of period
AND JUSTICE FOR ALLComplete seminar prepBegin reading chapters 15-21-annotate evidence for responses to study guide
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Seminar in Room 66
Thursday2. Ashland attendees must turn
in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30
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Date:February 27
Class: Honors English II
Objective: Engage in collaborative dialogue; become familiar with 3 basic stages of moral development
Daily Lesson: Due: seminar prep sheetsAND JUSTICE FOR ALLSeminar-leveled questions and zingers/whole group discussionExamining Moral DevelopmentWhy look at moral development? An Overview of Kohlberg’s theory Standard(s) :CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions; (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Media policy due
Friday2. Chapters 15-21 due
Wednesday March 5 with annotations in text
3. Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30
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Date:February 28
Class: Honors English II
Objective: become familiar with 3 basic stages of moral development; apply theory of moral development to characters
Daily Lesson: Due: media permission slipsAshland Go-ers weekly grade checks due by end of dayAND JUSTICE FOR ALLSeminar FeedbackExamining Moral DevelopmentWhy look at moral development? An Overview of Kohlberg’s theory Group presentation (informal) Standard(s) :CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions; (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Chapters 15-21 due
Wednesday March 5 with annotations in text
2. Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30
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Date:March 3
Class: Honors English II
Objective: Engage in close reading and re-reading of chapters 17-19 (trial scenes); drawing inferences about what really happened to Mayella Ewell
Daily Lesson: Due: extra mile web quest, per 2 onlyAND JUSTICE FOR ALLClose Reading-independent reading of chapters 17-19-re-read trial scenes above-complete analysis of key points using graphic organizer #1-6 only
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Study of chapters 17-19 due Tuesday,
#1-6 only2. Chapters 15-21 due Wednesday
March 5 with annotations in text, dialectical journal ; test Wednesday
3. Ashland attendees mandatory parent/student meeting March 4th at 6:30- tomorrow
4. Study skills calendar due Friday
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Date:March 4
Class: Honors English II
Objective: discussion and drawing inferences about what really happened to Mayella Ewell
Daily Lesson: Due: #1-6 on trial study Paper flurryAND JUSTICE FOR ALLUnderstanding the Trial-whole group discussion -independent reading of chapters 20-21 or beyond-prepare dialectical journalStandard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Chapters 15-21 due Wednesday
March 5 with annotations in text, dialectical journal ; test Wednesday; extra mile option due Wed.
2. Ashland attendees mandatory parent/student meeting March 4th at 6:30- TONIGHT
3. Study skills calendar due Friday4. Exit Exam March 18-19 (Tues.-Wed.)5. Chapters 22-31 due by March 20
(Thurs. after Exit Exam)
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Date:March 5
Class: Honors English II
Objective: Assess reading comprehension of trial chapters and discuss their significance
Daily Lesson: Due: complete trial study; dialectical journalAND JUSTICE FOR ALLUnderstanding the Trial-Assessment with (closed book) short essay-(4) Discussion of trial study and study guide -Extra mile optional “confessions”-PEA responses 7 or 8; 1 or 6
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. 2 PEA responses due
Thursday2. Study skills calendar due
Friday3. Exit Exam March 18-19
(Tues.-Wed.)4. Chapters 22-31 due by
March 20 (Thurs. after Exit Exam)
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Date:March 6
Class: Honors English II
Objective: engage in collaborative analysis and dialogue; independent reading and annotating
Daily Lesson: Due: PEA responsesPaper flurryAND JUSTICE FOR ALLCollaborative Analysis and Dialogue-team PEA discussions-whole group sharingIndependent reading-final study guide questions will help aid your annotation
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Study skills calendar due
Friday2. Exit Exam March 18-19 (Tues.-
Wed.); Friday we will discuss what to expect on the exam
3. Chapters 22-31 due by March 20 (Thurs. after Exit Exam)
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Date:March 7
Class: Honors English II
Objective: Independent reading and annotation of chapters 22-31
Daily Lesson: Due: calendarsAND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in marginDiscuss HIGH SCHOOL EXIT EXAMStandard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Study skills calendar
due Friday2. Exit Exam March 18-19
(Tues.-Wed.); Friday we will discuss what to expect on the exam
3. Chapters 22-31 due by March 20 (Thurs. after Exit Exam)
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Date:March 17
Class: Honors English II
Objective: Engage in aesthetic analysis of filmWhat adjustments are made to the novel to create the film version?
Daily Lesson: Go over exit exam reminders (see attached slide)“What do I do on the day of the tests?AND JUSTICE FOR ALLTo Kill a Mockingbird-watch film-make notes on film analysis as you watch
Standard(s) (FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums(FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Exit Exam March 18-19
(Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel
2. Chapters 22-31 due by March 20 (Thurs. after Exit Exam)
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Date:March 18-19
Class: Honors English II
Objective: Independent reading and annotation of chapters 22-31
Daily Lesson: AND JUSTICE FOR ALLTo Kill a Mockingbird-engage in independent reading-annotate a minimum of 2 pieces of textual evidence per study guide question-make analytical notes in margin-prepare dialectical journal
Standard(s) :(FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Exit Exam March 18-19
(Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel
2. Chapters 22-31 due by March 20; reading quiz; dialectical journal due
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Date:March 20
Class: Honors English II
Objective: Engage in aesthetic analysis of filmWhat adjustments are made to the novel to create the film version?
Daily Lesson: Due: dialectical journal moved to FridayAND JUSTICE FOR ALLTo Kill a Mockingbird-discuss and continue film-make notes on film analysis as you watch
Standard(s) (FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums(FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Chapters 22-31 due
Friday w/dialectical journal
2. Select essay prompt and begin to gather textual evidence on PEA outline
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Date:March 21
Class: Honors English II
Objective: Assess reading comprehension; engage in collaborative discussion
Daily Lesson: Due: dialectical journalAND JUSTICE FOR ALLTo Kill a Mockingbird-quiz and short essay-process essay prompt-final word protocol and whole group discussion
Standard(s)CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Thesis statement drafts
due Monday, March 242. Intro due Tuesday3. Body paragraph #1-2 due
Wednesday; #3 and conclusion due Thursday
4. Draft due to TURNITIN by midnight next Friday
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Date:March 24
Class: Honors English II
Objective: Prepare for Socratic Seminar; begin to formulate ideas for end-of-unit process paper
Daily Lesson: Due: thesis statement (end of per)AND JUSTICE FOR ALLTo Kill a Mockingbird-prepare seminar prep sheet/independent generate an analysis statement in response to each prompt (you may find a thesis statement evolves from this); find evidence where applicable-turn in thesis statement by end of periodStandard(s)CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Seminar prep sheet due
Tuesday for seminar2. Intro due Wednesday3. Body paragraph #1-2 due
Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)
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Date:March 25
Class: Honors English II
Objective: Engage in collaborative dialogue to deepen understanding of novel and gain multiple perspectives on each writing prompt
Daily Lesson: Due: seminar prep sheetPaper flurryAND JUSTICE FOR ALLTo Kill a Mockingbird-Socratic Seminar-Thesis
Standard(s)CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Intro due Wednesday2. Body paragraph #1-2 due
Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)
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Date:March 26
Class: Honors English II
Objective: Strength-test your thesis and revise; draft and develop your introductory paragraph
Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-evaluate partner’s thesis statement and give meaningful feedback-refresher lesson on introductory paragraphs
Standard(s)CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Intro due Wednesday by
end of class2. Body paragraph #1-2 due
Thursday and of class; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)
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Date:March 27
Class: Honors English II
Objective: Develop a strong claim, followed by relevant textual evidence and coherent analysis
Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-continue the process of creating your first draft
Standard(s) CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts; CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Complete draft due to TURNITIN by one
minute before midnight Friday night March 28
2. PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2
3. Revised Essay due Sunday, April 6 one minute before midnight
4. STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50
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Date:March 28
Class: Honors English II
Objective: Engage in aesthetic analysis of film version of To Kill a Mockingbird; turn in complete analysis of film on Monday
Daily Lesson: Due: AND JUSTICE FOR ALLTo Kill a Mockingbird-complete film; begin immediately as there are 48 minutes left of the film to view and 51 minutes per class due to rally schedule
Standard(s) CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts; CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Complete draft due to TURNITIN by one
minute before midnight Friady night March 28
2. PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2
3. Revised Essay due Sunday, April 6 one minute before midnight
4. STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50
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Date:March 31
Class: Honors English II
Objective: Examine whether or not race actually exists
Daily Lesson: Due: aesthetic analysis of film return novels at end of periodAND JUSTICE FOR ALLRadio Lab/Listening Guide www.wnyc.org to get to www.radiolab.org Does Race Exist? Complete all evidence to prove/disprove for first five points
Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. PeerMark responses (3 reviews total)
due to TURNITIN by Wednesday, April 22. Revised Essay due Sunday, April 6 one
minute before midnight3. STAR testing for 10th grade science
Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50
4. Neil Simon Festival $7.00; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm
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Date:April 1
Class: Honors English II
Objective: Examine the relationship between race and medicine and whether or not race can really be seen
Daily Lesson: Due: return novels at end of periodAND JUSTICE FOR ALLReview “Does Race Exist?”“Really?” a related news articleRadio Lab/Listening Guide www.wnyc.org to get to www.radiolab.org Complete all evidence to prove/disprove each pointRADIO LAB ANALYSIS DUE TOMORROW
Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. PeerMark responses (3 reviews
total) due to TURNITIN by Wednesday, April 2
2. Revised Essay due Sunday, April 6 one minute before midnight
3. STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50
4. Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm
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Unit Closure: Central Questions• Does race exist?• What is the root cause of prejudice, if race
is not a factor?• What is the impact of discrimination in our
contemporary society?
Now… for an anonymous survey…Please (in pencil) write A or D to record whether you agree or disagree with each statement on the Listening Guide
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Radio Lab• Does race exist?
• Integrate multiple sources of information and multiple perspectives on a complex topic - race
• Evaluate credibility of (each) source• Evaluate point of view, reasoning, and use of evidence
and rhetoric• Identify fallacious reasoning or exaggerated or distorted
evidence • Be open-minded and willing to shift your perspective
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Radio Lab Hosts
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Wayne Joseph, Chino Hills High School Superintendent
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Post-Radio Lab COMPLETE all boxes on your listening guide by filling in
evidence to prove/disprove each statement (you may have to re-listen to www.radiolab.org
ADD questions you had/still have about each statement REFLECT on each statement and your original belief
statements (attach your original survey) Based on the evidence that proves/disproves each
statementRECORD any SHIFTS in thought you have about race, and record any part of the program you feel will stick with you…
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Date:April 2
Class: Honors English II
Objective: examine shifts in perception about the concept of race; consider the impact of labeling people based on “race”
Daily Lesson: Due: Radio Lab analysis AND JUSTICE FOR ALLRADIO LAB- at home and on own Review evidence to prove/disprove each statement Examine fallacious reasoning Re-think initial perceptions; examine own shifts Write a (brief) response describing your shifts CLOSE READING: “Black Like I Thought I Was” by E.A. Kaplan Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Review Listening Lab Key 14 on
line to evaluate evidence to prove and disprove each theory; we will follow up with a full discussion tomorrow
2. PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2
3. Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm
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Date:April 3
Class: Honors English II
Objective: discuss the impact of labeling people based on “race”; examine the structures of institutionalized racism
Daily Lesson: Due: AND JUSTICE FOR ALLCLOSE READING: Discuss key concept analysis of “White Supremacist Takes DNA Test” and “Black Like I Thought I Was” by E.A. Kaplan Read “Unpacking the White Knapsack”
Standard(s) CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source; CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management
Homework:1. Revised Essay due Sunday, April 6
one minute before midnight2. STAR testing for 10th grade science
Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50
3. Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm
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Peer to Peer Paired DiscussionFocus• Focused on one
response to study guide question selected by teacher
• Discussions are text-based
• Pairs are determined by teacher
• Works best when student generates an extended written response (P.E.A.) to the study guide questions
CORE Skill Set• Students engage in text-based
collaborative dialogue• Students build analytical skills• Students are encouraged to
expand their own ideas band improve their written response(s)
• Encourages clarity in both spoken and written communications
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Peer to Peer Discussion Procedure• Partner A share/read your response to the question as directed by
your teacher• Partner B will listen without interjecting their opinion
• Partner A share your thought process in composing your response; explain how you came to the conclusion you did based on your reading
• Partner B will (silently) evaluate if your writing fully captured your thought process • Repeat the process above, with Partner B sharing and A
listening/evaluating• Analyze your partner’s written response using the short answer
rubric• Label the point P• Label the evidence E• Label the analysis A• Next to the response, score your partner’s response using the 5-point rubric• Initial your response• Explain your feedback to your partner
• If you are missing P.E. or A. or if you have less than a 5, you will revise your responses
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3-2-1 reflection 3 things I learned 2 things I can improve 1 thing I plan to revise
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Web Quest Posters Poster Title (of your choice) in Bold Four Quadrants Three bullet points per quadrant Colorful, clear writing One image or graphic to tie the ideas together
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Moral Development Skits Your team will receive 1 of the 7 stages of moral
development- do not share what stage you get! Your task is to create a skit that portrays the
behavior or characteristics of the stage (improvisational, no written script needed)
The skit must feature one or more of the characters from the novel To Kill a Mockingbird
Develop a skit for your stage of moral development and the rest of the class will guess what stage your skit represents
The skits will be presented at the end of class
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Timed Writing Tips (CAHSEE) DO include a brief
introduction DO make a clear,
defendable thesis DO follow with body
paragraphs that follow the structure in the thesis
Do use a three part structure (intro, body, conclusion) and hit 4-5 paragraphs
DO indent each paragraph
DO start paragraphs with topic sentences that relate to thesis
DO prove each point with specific examples and analysis
DO create a concluding statement that leads back to thesis
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Timed Writing Tips DON’T use I, me or
you in literary analysis DON’T be sloppy DON’T forget to read
the prompt carefully DON’T skip out on
organizing your thoughts before you begin
Avoid plot summary
DON’T over-generalize DON’T be afraid to
pick a fight and boldly state your argument
DON’T write about sensitive topics that may offend or alienate your reader(s)
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Quick Write: Prejudice Prejudice is responsible for much social injustice.
How would you define prejudice? What is the effect of prejudice on those to whom it is directed? On those who exercise it?
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CORE Reading Fiction (FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. (FICTION) CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
(FICTION) CCSS.ELA-Literacy.RL.9-10.4 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.
(FICTION) CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time such effects as mystery, tension etc…
(FICTION) CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
(FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic (FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific
work (FICTION) CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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CORE Reading Non-Fiction (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an objective sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning
(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the
high end of the grades 9–10 text complexity band independently and proficiently.
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CORE Writing and Research CCSS.ELA-Literacy 9-10.1 WHST.9-10.1 Write arguments focused on discipline-specific content with valid reasoning and
relevant and sufficient evidence CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes CCSS.ELA-Literacy 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience CCSS.ELA-Literacy 9-10.5 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. CCSS.ELA-Literacy 9-10.6 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.
CCSS.ELA-Literacy.WHST.9-10.7 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.
CCSS.ELA-Literacy 9-10.8 WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy 9-10. 9 WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research
CCSS.ELA-Literacy 9-10. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
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CORE Public Speaking CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative
discussions CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source
CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 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.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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CORE Language Convention CCSS.ELA-Literacy. LS 9-10.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. CCSS.ELA-Literacy. LS 9-10.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.LS 9-10.3 Apply knowledge of language to understand how language
functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.LS 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.LS.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.LS.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Theatre classes PERIOD 5
Meet in room 66 Draft at least 2 full pages of hand written character analysis, using question
guide Read sample character analysis from previous years; note depth Meet in lab Monday-Tuesday Final draft of character analysis must be a minimum of 2 pages typed, MLA
format One analysis per character
ALL LINE MUST BE FULLY MEMORIZED BY APRIL 10 OR YOUR ROLE WILL BE RE-CAST; THERE WILL BE A LINE TEST ON APRIL 10
SHOW IS MAY 1 AT 6PM AND MAY 2 AT 7PM