Tuesday 10/1 & Wednesday 10/2
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
1. Have students choose one of the items from the sensory list from last class; open digital notebook and expand your descriptive list to 10-12 items.
- read Mrs. P's sample about BACON
2. Next, put the description into a context and write a full paragraph to describe it using sensory imagery.
- read Mrs. E's paragraph from Mrs. P's BACON list.
3. Share 2 sample personal narrative/college essays with the class
4. Show Hooks slideshow and discuss what type of hook the 2 sample essays used.
Homework:
1. Look at college applications and bring in the required essay topics of any schools to which you want to apply.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
1. Have students choose one of the items from the sensory list from last class; open digital notebook and expand your descriptive list to 10-12 items.
- read Mrs. P's sample about BACON
2. Next, put the description into a context and write a full paragraph to describe it using sensory imagery.
- read Mrs. E's paragraph from Mrs. P's BACON list.
3. Share 2 sample personal narrative/college essays with the class
4. Show Hooks slideshow and discuss what type of hook the 2 sample essays used.
Homework:
1. Look at college applications and bring in the required essay topics of any schools to which you want to apply.
- Princeton Review (Common App & Choice topics)
- 35 College Essay Prompts
- How to Come Up with Great College Essay Ideas
- Best AND WORST College Essay Topics
Monday 10/7 & Tuesday 10/8
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
1. Distribute hook flipbooks.
2. Complete "hook" flipbook and show it to one of us for classwork grade and pick up College/Personal Essay Assignment sheet.
3. Open Personal Narrative/College Essay assignment in Schoology.
4. Brainstorm and begin writing rough draft of personal narrative/college essay.
Homework: Work on personal narrative/college essay
Wednesday 10/9 & Thursday 10/10
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
Procedure:
1. Open your Personal Narrative/College Essay in Schoology.
2. Show a sample introduction. Together, identify the hook, bridge and thesis. Highlight hook in yellow, bridge in blue, and thesis in pink.
3. Read your introduction and verify that you also have a hook, bridge and thesis.Highlight hook in yellow, bridge in blue, and thesis in pink in your essay.
4. Show body paragraphs from a college essay. Together, identify the topic sentence and highlight it in green. Highlight the explanation/examples in orange, and highlight the transition to the next paragraph in purple.
- Do the same to your body paragraphs
5. Show Writing a Conclusion video.
6. Look at conclusion from a college essay. How did the writer restate the thesis without using the same wording as in the introduction? Highlight it in red. Look at how the writer sums up the piece and brings it to closure. Highlight that in aqua. Highlight how the writer ties the closing back to the hook in yellow.
- Check your conclusion and highlight appropriately.
Homework:
- No homework if you finished and highlighted all parts of your persona narrative/college essay in class. Otherwise, finish your essay draft in Schoology.
Friday 10/11 & Tuesday 10/15
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
Procedure:
1. Open Schoology and pull up your personal narrative/college essay rough draft. Sensory imagery and figurative language guidance.
2. Add one example of figurative language and one sensory image.
2. Pick a partner and use Google Share to share the rough draft with your partner (or trade Chromebooks).
3. Distribute peer review sheet. Follow the directions on the peer review sheet to give your partner feedback about the rough draft.
4. Complete the peer review and "share" the essay back with the writer.
5. Make revisions, do spell-check.
6. Double space your essay and check that it is a 12 simple font (Times New Roman, Ariel, etc.). Select all and remove highlights.
Homework:
- Finish your essay in Schoology if you did not finish it in class.
-
Monday 10/14 -A day virtual learning day
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
Procedure:
1. Read "A Hanging"
2. Complete the quiz in Schoology.
Homework:
- Finish personal narrative/college essay in Schoology.
Wednesday 10/16 and Thursday 10/17
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
1. Go to Schoology and open Anglo-Saxon Webquest. Complete your assigned section using the links in the document. Submit webquest when finished.
Homework:
- Finish your section of the Anglo-Saxon webquest.
Friday 10/18 & Monday 10/21
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can determine what to put on an activity resume
1. Remind students to complete 2 sections of the Anglo-Saxon Webquest and submit it in Schoology for a classwork grade.
- Bonus point opportunity: Complete the entire Webquest for
20 bonus points
2. Have students log into Schoology and open Activity Resume assignment. Click on "How to Create an Activities Resume" PDF and discuss it together.
4. Distribute activities brainstorm sheet for students to gather their information. Then students will open the Google Doc Activity Resume template in Schoology and compose their activity resume. Submit it when complete.
Homework:
- Complete activity resume and submit if not finished in class today.
- Complete personal narrative and submit if you have not already done so (VERY late at this point).
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can determine what to put on an activity resume
1. Remind students to complete 2 sections of the Anglo-Saxon Webquest and submit it in Schoology for a classwork grade.
- Bonus point opportunity: Complete the entire Webquest for
20 bonus points
2. Have students log into Schoology and open Activity Resume assignment. Click on "How to Create an Activities Resume" PDF and discuss it together.
4. Distribute activities brainstorm sheet for students to gather their information. Then students will open the Google Doc Activity Resume template in Schoology and compose their activity resume. Submit it when complete.
Homework:
- Complete activity resume and submit if not finished in class today.
- Complete personal narrative and submit if you have not already done so (VERY late at this point).
Tuesday 10/22 & Wednesday 10/23
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. In your digital notebook, write Entry #6 - Describe the worst job you have ever had to perform.
2. View the Powerpoint: Anglo-Saxon lecture.
3. Take the Anglo-Saxon practice quiz on Quizlet Live.
4. Show the following videos about the Anglo-Saxon period:
- The Anglo-Saxons in Britain
- The Worst Jobs in Anglo-Saxon Roman History
- BBC - Anglo-Saxon Invaders
5. Distribute the Beowulf key words and characters sheet. Discuss.
Homework:
- None
Thursday 10/24 & Friday 10/25
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Sign into Schoology and take the Anglo-Saxon quiz.
2. Then open your digital notebook. For Journal #7 - Answer two of the Beowulf introduction questions below in a paragraph for each:
- One does not need the love of his people to be a great leader. Agree or disagree? Explain.
- What modern day “monsters” scare you? Explain
- Where does evil originate? Is it intrinsic in people, animals, monsters or is it learned?
- What makes seemingly or otherwise “normal” people commit terrible, violent crimes?
- Have you ever been someone’s hero? Explain.
- Describe your worst nightmare.
4. Distribute Beowulf study questions #1-24 while students get textbooks from the bookshelf.
5. Turn to page 42 and begin reading. Fill in study questions as we read.
Homework:
- - None -
Monday 10/28 & Tuesday 10/29
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get textbooks and finish reading through "The Battle with Grendel"
2. Show Beowulf Thug Notes.
3. Collect study guide questions for a classwork grade.
4. Distribute kennings handout for students to complete in pairs.
5. Introduce Beowulf boast activity.
5. Complete Beowulf Boast and submit it in Schoology.
Homework:
- Check Schoology for the journal topics and make sure your digital journal is up to date.
Wednesday 10/31 & Thursday 11/1
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute Beowulf slips. Have students put them in the order that the events happened in the story.
2. Distribute Beowulf Boast assignment. Explain the assignment and share samples.
3. Return student's kenning handouts
4. Have students create boast in assignment in Schoology.
5. Entry #9 - Write a paragraph in your digital notebook: Who is your hero? Explain your answer.
Homework: Finish your Beowulf Boast if you did not finish it in class.
Friday 11/2 & Monday 11/5
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Distribute student's Beowulf Boasts. Have students number lines and highlight kennings and alliteration lines. Share boasts and recollect them.
2. Entry #9 - Write a paragraph in your digital notebook: Who is your hero? Explain your answer.
3. Talk about courage.
- view and discuss "The Six Attributes of Courage."
4. Read the 4 articles, and decide which person is the best example of courage.
5. Complete Exit Tickets: Write a paragraph to defend your position regarding who is the best example of courage from the articles.
- Courage articles
Homework: None
We
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1.
2. Discuss the right to have differing opinions. Distribute one set of articles to each group. Groups will browse the titles and topics and decide which two articles the group wants to read.
4. After article copies are distributed, silent reading time to read the two articles.
5. Distribute a comparison chart to each group. Groups will complete the front and back of the chart. Discuss together and collect work.
Homework:
- None
Fri
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Ask students who wants an English textbook for at home.
2. Interactive Notebook Entry #6
On the left side of your notebook, respond to each of the following questions:
1. Voltaire wrote, "It is better to risk saving a guilty person
than to condemn an innocent one." What is your reaction
to the statement?
2. Have you ever been punished unjustly? Describe the
situation.
3. Have you ever blamed someone unjustly? Explain.
4. Have you ever done something wrong and not gotten
caught for it? Explain.
3.
5. Interactive Notebook Entry #6 continued - On the right side of your interactive notebook, make a list of what crimes deserve capital punishment (in your opinion). Discuss.
Homework:
- No homework.
Tuesday 10/17
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Administer quiz on "A Hanging."
2. Get a laptop. Pair up with someone. Go to Google Classroom and click on the Anglo-Saxon Webquest assignment. Use one laptop to visit the links; use the second laptop to type on the form.
3. Complete the Anglo-Saxon Webquest and turn it in (Google Classroom). Go to ErskineEnglish.weebly.com to use the links below -
Links to webquest sites:
Homes and Halls
Food and Drink
Food - recipes
Social Structure - A lord's life
Social Structure - slave rights
Daily Life - #s 19-24
Daily life - #s 25 -26
Medicine
Games and Entertainment
Lookin' Good #s 35-40 and #s 46-48
Lookin' Good #s 41-45
Religion #49
Religion #50
Homework:
- No homework if you finished in class. If not, finish the remainder of the web quest.
On the right-hand page of entry #10: What do you want to be remembered by? Write it down. This is the man / the woman who _______________. Take your time.
5. Watch Finding Your Life's Purpose video.
Mo
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Finish Worst Jobs video and Journal entry #8 from last class
2. Distribute the Beowulf key words and characters sheet. Discuss.
3. Display rune alphabet and have students spell out their names using the rune alphabet on the left side of their entry #8 (under your Anglo-Saxon pictures). Give each student a jar of play-doh; have students create the rune name in 3-D using play-doh.
4. Get your interactive notebook. Turn to the next two blank pages for entry #9. On the two pages, answer three of the Beowulf introduction questions in one paragraph each.
Homework:
- None
Fr
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Get your interactive notebook. Turn to the next two blank pages for entry #10. On the left hand page, answer the following question: - Would you rather live an exciting, extraordinary life and die at 40, or would you rather live an "ordinary" life and die at 80? Explain your answer.
2. Distribute Beowulf study questions #1-24 while students get textbooks from the bookshelf.
3. Turn to page 42 and begin reading. Fill in study questions as we read.
4. On the right-hand page of entry #10: What do you want to be remembered by? Write it down. This is the man / the woman who _______________. Take your time.
5. Watch Finding Your Life's Purpose video.
Homework:
- - None - Have a fun (and safe) Homecoming weekend!
Homework:
- None