Tuesday 9/3 & Wednesday 9/4
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 share my opinions and feelings about a topic.
I can get to know my teachers and classmates
Procedure:
1. Introduce ourselves to the class.
2. Give students 6 stickers and have them use them to respond at 6 posters in the hallway. Discuss results together.
3. Read "Attitude" excerpt and complete writing on assignment on lined paper:
- Paragraph 1 - Write your reaction to the excerpt - agree, disagree, does it remind you of anyone or anything? etc.
- Paragraph 2 - Write about a time when you changed your attitude, and it made the situation better, or write about a time when it would have been better if you had changed your attitude.
5. Share your answer with someone near you. Share together.
6. If time remains, complete the animal activity and discuss results.
7. Have students staple paragraphs to Attitude sheet and turn it in.
Homework:
- Bring your charged Chromebook next class!
Thursday 9/5 & Friday 9/6
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
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 understand the influence of British culture.
I can understand and use information from nonfiction materials.
I can write an effective journal entry.
Procedure:
1. Log into your Chromebook, go to our class in Schoology, and open the digital notebook assignment. Complete entry #1 - "Write a couple of sentences explaining what it means to reflect on something. What is reflection?" Discuss
2. Watch The Simple Secret to Happiness. Write a paragraph reflecting on the video (still Entry #1)
- Explain the E. and P. vow.
3. Distribute class expectations and discuss. Have students join the Remind.com group.
4. Go to Menti.com and answer this question: What do you think of when you think of British?
5. Distribute "British" English handout and complete. Go over
answers together.
6. Play "What is British?" Kahoot.
7. Play cheese rolling videos.
-Gloucestershire - What is Cheese Rolling
-Gloucestershire Cheese Rolling 2016
8. Take this British Quiz.
Homework:
- Bring in something "British" to share with the class.
Monday 9/9 & Tuesday 9/10
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 understand the influence of British culture.
I can write effectively for different audiences and purposes.
I can write a personal narrative essay with introduction, body of examples, and conclusion.
Procedure:
1. Collect class expectations signature page and distribute "Opt Out"
media sheets.
Have students share "British" items with the class. Complete Homecoming Nominations.
2. Distribute the SOL Writing Rubric and pre-test writing prompt.
- Discuss the rubric.
- Read through the prompt for clarity.
Homework:
- Finish two rows of British Bingo (if not completed in class) or finish entire page for bonus.
Wednesday 9/11 & Thursday 9/12
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can understand the influence of British culture.
I can use symbols and figurative language to represent myself.
Procedure:
1. Collect British Bingo homework, and have students share their British items.
2. Distribute the "All About Me" Quilt Square instructions.
3. Explain the instructions for Quilt Square Symbols and have students define the terms and choose their symbols.
4. Distribute quilt square card stock.
5. Get out magazines, markers, glue sticks and have students begin to decorate their quilt squares (including 3 symbols) to be presented next class.
6. Quilt squares will be finished next class and graded using the rubric on the assignment sheet.
Homework:
- Bring in any decorations that you want for your quilt square.
Friday 9/13 & Monday 9/16
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 understand the influence of British culture.
I can understand and use information from nonfiction materials.
I can write effectively for different audiences and purposes.
Procedure:
1. Distribute sticky note to each student. Students will write what is most important in how we treat each other in our class. Group sticky notes into common categories. Create a statement or statements that we can all agree to.
2.
3. Finish your All About Me quilt square. Be ready to present it next class.
Homework:
- If you are planning to apply to colleges, look at the application on their websites to see if they require an essay on a specific topic.
- Complete quilt square symbols and decorations to present for a grade (if it was not finished for class today).
Wednesday 9/18 & Thursday 9/19
OBJECTIVES:
The student will explore the skills needed to accomplish a variety of writing tasks.
The student will learn/use different types of development based on the nature of the material and the audience.
LEARNING TARGETS:
I can use a rubric to assess writing.
I can assess my grammar strengths and weaknesses.
Procedure:
1. Senior Guidance Visit.
HOMEWORK:
Complete quilt square symbols to present for a grade next class if you did not already finish it.
Tuesday 9/17 & Friday 9/20
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 understand the influence of British culture.
I can understand and use information from nonfiction materials.
I can write effectively for different audiences and purposes.
Procedure:
1. Play song - Good Old Days and have students pay attention to the lyrics in the first half of the song. Complete the "Hopes, Dreams, Goals" in the digital notebook as entry #2. Have students (who wish to) share with the class.
2. Have students present quilt squares and symbols.
3.
4. Place British pamplets, newspapers, postcards on each table. Have students look through them and find something that interests them. Complete the exit ticket about why it was interesting. Share together.
Homework:
- If you are planning to apply to colleges, look at the application on their websites to see if they require an essay on a specific topic.
- Complete quilt square symbols and decorations to present for a late grade (if it was not finished for class today).
Monday 9/23 & Tuesday 9/24
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can understand use my senses to create description.
I can write effectively for different audiences and purposes.
Procedure:
1. Collect late "All About Me" Quilt Squares
2. Open interactive notebooks and do Entry #3 -
Descriptive Writing: 3 - 2 - 1
- Describe your 3 favorite foods
- List your 2 favorite places and why you love them
- Explain 1 place that you would like to go and why you want
to go there.
3. Complete "rank the college essays" activity.
- Have students get into groups of three.
- Give each group the readings packet and an answer sheet.
- Have groups read the pieces and identify which is the
strongest and why to the weakest and why
- Discuss group's results together.
2. Place British pamplets, newspapers, postcards on each table. Have students look through them and find something that interests them. Complete the exit ticket about why it was interesting. Share together.
Homework: Finish any outstanding work and turn it in by Friday - last chance for quilt square and in-class essay.
Wednesday 9/25 & Thursday 9/26
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can write effectively for different audiences and purposes.
I can use creativity to enhance a story.
Procedure:
1. Collect late "All About Me" Quilt Squares
2. Place pictures on tables. Have each student get out a sheet of paper. Set timer for 7 minutes, and have students begin writing "the story" of that picture. After 7 minutes, have students draw a line under what they have written and write their name above the line. Pass papers and pictures to the right and continue until the paper comes back to the original writer. That person gets to finish the story and put a title on it.
3. Place British pamplets, newspapers, postcards on each table. Have students look through them and find something that interests them. Complete the exit ticket about why it was interesting. Share together.
Homework: Finish any outstanding work and turn it in by Friday - last chance for quilt square and in-class essay.
Friday 9/27 & Monday 9/30
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. Open digital notebook - write Entry #4 - "A Snapshot of Your Life" - Write 2 full paragraphs about a memory of an event that happened to you in the past and changed you forever.
2. In five groups, complete the sensory description activity on notebook paper.
- have students # 1-25. As they encounter each item, they will write down 3 or 4 words to describe that item. Discuss.
Homework: Finish any outstanding work and turn it in next class - last chance for quilt square and in-class essay.
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.
Thursday 10/3 & Friday 10/4
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
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.
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.
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 Schoology and pull up your personal narrative/college essay rough draft. Sensory imagery and figurative language guidance.
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.
Complete pages 1 and 2 of the Anglo-Saxon webquest.
Homework:
- Finish your essay on Google drive if you did not finish it in class.
- Finish pages 1-2 of the Anglo-Saxon webquest.
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
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.
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.
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 Schoology and pull up your personal narrative/college essay rough draft. Sensory imagery and figurative language guidance.
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.
Complete pages 1 and 2 of the Anglo-Saxon webquest.
Homework:
- Finish your essay on Google drive if you did not finish it in class.
- Finish pages 1-2 of the Anglo-Saxon webquest.
T
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. Collect final drafts from those who did not finish last class in this order -
final draft
peer edited draft
rough draft
peer edit sheet (blue)
2. Show 12th grade expectations power point.
3. 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.
6. Interactive Notebook Entry #3
3 - 2 - 1
On the left side of your notebook, answer these:
1. Three favorite foods
2. Top two favorite places to be
3. List one favorite high school memory
4. List two things in your life that you have accomplished or are
proud of.
5. List one item in your purse or wallet.
6. Describe the last time you laughed really hard.
On the right side of your notebook, draw a picture to represent each one.
Homework:
- Take a picture of (or write down)the accession # in the back of your English 12 textbook.