Thursday - January 31, 2019 Standard(s) - ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL10: 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. By the end of grade 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? In what ways is America changing? How does our understanding of “what it means to be American” shift through our study of art, literature, and music? How can exploring multiple perspectives surrounding American identity help you to shape your own? How do you view your own identity as an American? How do you identify bias in a text? Warm-up - On your Q2 warm-up doc, write down the question and the answer for ONLY the vocab question. Work Session: https://www.commonlit.org/en/texts/serving-with-the-women-s-army-corps/related-media https://www.youtube.com/watch?v=oBMnZJD63I8&t=305s https://www.npr.org/2013/02/03/170979886/for-returning-vets-winning-the-moral-victory-just-as-difficult Students will continue to work on Reading Response #3 - due tomorrow @ 3 pm! Due Dates: You must have your copy of Code Talker by Friday, February 1st! 2 Part Quiz Tomorrow - Reading & Constructed Response Reading Response #3 due tomorrow @ 3 pm.
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Monday, January 28, 2019
There will be no warm-up today. Complete the following tasks in this order:
Tuesday, January 29, 2019
Wednesday, January 30, 2019
If and only if you finish early, read quietly, work on assignments for another class, or do vocab practice on freerice.com. Vocab/Grammar Quizzes will be made up on Thursday when I return! Wednesday - Thursday
Students practice the following in a grammar packet: - Parts of Speech - Main (Independent) & Subordinate (Dependent) Clauses - Types of clauses and the words they modify Friday Part 1: Grammar Quiz Part 2 Quiz: Rhetoric Project Tuesday - January 22, 2019
Standard(s) - ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. Essential Question(s) - How does my understanding of basic parts of speech help me to identify various clauses? Warm-up - Group MAD LIBS Activity Work Session - Students will practice identifying parts of speech, as well as various types of clauses. Closing - What parts of speech do you still need practice identifying? Due Dates - Be sure that you have your copy of Code Talker by February 1st! Quiz Friday on parts of speech, greek and latin roots and stems, and types of clauses. Wednesday - January 23, 2019 Monday - January 21, 2019
***Happy Martin Luther King Jr. Day*** Friday - January 18, 2019
Standard(s) - ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL10: 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. By the end of grade 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? In what ways is America changing? How does our understanding of “what it means to be American” shift through our study of art, literature, and music? How can exploring multiple perspectives surrounding American identity help you to shape your own? How do you view your own identity as an American? How do you identify bias in a text? Warm-up - No warm-up today. Work Session - Students will complete their Reading Response #2. Once RR#2 is complete, students have 3 options:
Due Dates - Don’t forget that you need to have a copy of Code Talker by Feb. 1st! Thursday - January 17, 2019
Standard(s) - ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL10: 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. By the end of grade 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? In what ways is America changing? How does our understanding of “what it means to be American” shift through our study of art, literature, and music? How can exploring multiple perspectives surrounding American identity help you to shape your own? How do you view your own identity as an American? How do you identify bias in a text? Warm-up - For today’s warm-up, write down the question and write out your answer choice for BOTH the QOD and the VOD. QUESTION OF THE DAY: Which of these sentences from a student's autobiography uses vivid language? A) As I picked up the telephone, my stomach flipped and my mouth dried like a desert. B)As I picked up the telephone, my stomach got sick and my mouth totally dried out. C)As I picked up the telephone, I felt my stomach throb and my mouth went dry. D)As I picked up the telephone, I felt my stomach turn and my mouth go dry. VOCAB OF THE DAY: Definition: To make changes to a piece of written work based on comments or new evidence Term: Write your one-word answer here. Work Session - Students will spend the work session completing their Reading Responses. If they finish early, they will complete their data charts and practice the standards for which they need the most improvement on USA Test Prep. Due Dates - Don’t forget that you need your copy of Code Talker by February 1st. Reading Response #2 due on Friday. Wednesday - January 16, 2019 Standard(s) - ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL10: 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. By the end of grade 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? In what ways is America changing? How does our understanding of “what it means to be American” shift through our study of art, literature, and music? How can exploring multiple perspectives surrounding American identity help you to shape your own? How do you view your own identity as an American? How do you identify bias in a text? Warm-up - Use your Q3 Warm-up doc for today’s warm-up. You don’t need to write down the QOS, but you do need to write down the VOD. QUESTION OF THE DAY: Which is correctly written? A)Sobbing, Jenny ran up to her father. “Daddy! Amelia is so mean. She said, Get away from me!” B)Sobbing, Jenny ran up to her father. “Daddy! Amelia is so mean. She said, ‘Get away from me!’ C)Sobbing, Jenny ran up to her father. “Daddy! Amelia is so mean. She said, ‘Get away from me!’” D)Sobbing, Jenny ran up to her father. “Daddy!” ‘Amelia is so mean. She said, Get away from me!’” Choose the correct answer and write it out. VOCAB OF THE DAY: Definition: This is a group of words used as a single part of speech. Example: on the counter Term: Write your one-word answer here. Work Session - Students will receive instruction/review on rhetoric and rhetorical strategies. Students continue working on Reading Response #2 Due Dates - Don’t forget that you need your copy of Code Talker by February 1st. Reading Response #2 due on Friday. Tuesday - January 15, 2019
Standard(s) - ELAGSE9-10RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. ELAGSE9-10RL10: 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. By the end of grade 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? In what ways is America changing? How does our understanding of “what it means to be American” shift through our study of art, literature, and music? How can exploring multiple perspectives surrounding American identity help you to shape your own? How do you view your own identity as an American? How do you identify bias in a text? Warm-up - On your Q2 warm-up copy the question and the answer for each of the questions below. QUESTION OF THE DAY: Choose the sentence that shows correct semicolon usage. A)I like; swimming, camping, andhiking. B)Swimming; my favorite form of exercise: it gives me energy. C)Swimming is my favorite form of exercise; it gives me energy. D)I am going swimming; and then I will lie in the sun and relax. Choose the correct answer and write it out. VOCAB OF THE DAY: Definition: This is the customer who purchases goods and services, not for resale, but for his or her own use. Term: Write your one-word answer here. Work Session -
Closing - What did you learn from your readings today? Due Dates - Don’t forget that you need your copy of Code Talker by February 1st. Reading Response #2 due on Friday. |
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