Wednesday, August 26, 2015

Junior and Senior Assignments for the Week of August 31-September 3, 2015




Seniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  In pairs, Students will find, highlight, and label appeal and then write a paragraph citing examples.  A minimum of 10 sentences and 2 different pieces of textual evidence are required.


Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will respond to the following prompt in 8 sentences, using proper analysis form, “The Declaration of Independence was always our vision of who we wanted to be, our ideal of freedom and justice, how we were going to be different, and what the American experiment was going to be about.” –Marian Wright Edelman.  The class will have a discussion regarding this topic focusing on connotation, idealism, and our current state of freedom.  The teacher will then play a short video showcasing effective argumentative strategies utilizing the media clip https://www.youtube.com/watch?v=LesGw274Kjo.  In groups of four, students will silently read through excerpt from The Declaration of Independence, without marking on the text. Next, the teacher will allow the groups time to discuss any concepts/words they find confusing.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words. The teacher will resume the previous day’s lesson by reading the excerpt from The Declaration of Independence  to the students, allowing them to highlight unfamiliar words as the teacher reads.  The students will then read the piece a third time and underline words or clues to help them determine the meaning of unfamiliar words. When the reading is complete, the students will work within their groups to define the unfamiliar words and record their definitions on their copy. The students will work together to determine what idea is developed throughout the text utilizing justified textual evidence, recording their answers individually. The students will then work together to determine how the points of the argument are presented within the piece. Again, student responses must be justified with appropriate textual evidence.  Responses will be recorded individually.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure. Students will be given a copy of Dr. Taylor’s Secret Recipe and shown how to incorporate and cite textual evidence.  The students will then be assigned a five-paragraph essay regarding the following prompt:  How does the excerpt from The Declaration of Independence relate to the themes of freedom and justice? Textual evidence must be incorporated as prescribed by The Secret Recipe.

Juniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will watch the Twilight Zone episode of the short story, “An Occurrence at Owl Creek Bridge” and answer comprehension questions citing evidence from the selection.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure. The teacher will show the students 6 different renditions of Macbeth’s Act I Scene 1 and take notes on the similarities and differences on each video. Students will then read through the Scene again, utilizing notes and write an analysis of the Scene depicting differences in each and how the change altered the scene in any way.  Students will then complete corresponding handout. 

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  As a class, students will read, “The Cipher in Room 214,” and answer comprehension questions with textual evidence.  

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will be given 10-15 minutes silent reading time for pleasure. Students will be given a copy of Dr. Taylor’s Secret Recipe and shown how to incorporate and cite textual evidence.  The students will then be assigned a five-paragraph essay regarding the following prompt:  Who was Mary Anderson and why did she die? Students must utilize evidence from the selection to support their thesis.

Tuesday, August 18, 2015

Senior and Junior Assignments for the week of August 24-27th 2015



Seniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Teacher will administer the pretest on Monday via IPADS.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  The teacher have the students write the objectives and essential questions in their journal, allowing room for a response. Question will be due the following Monday. Students will watch the Diction video created by Schmoop to create a greater understanding https://www.youtube.com/watch?v=iqzZy2Y9-Lw. Students will then read and analyze “Bless Me” with teacher modeling, concentrating on diction.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  The teacher will play a video regarding rhetoric https://www.youtube.com/watch?v=gf81d0YS58E.  Students will take notes on Aristotle’s Rhetoric triangle. Students will then watch a couple commercials, classifying them in the different rhetoric faucets.  Students will then read, “Ain’t I a Woman” and annotate.  Students will discuss the readings rhetorical appeal in a class setting.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  In pairs, Students will find, highlight, and label appeal and then write a paragraph citing examples.  A minimum of 10 sentences and 2 different pieces of textual evidence are required.


Juniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Teacher will administer the pretest on Monday via IPADS.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  The teacher have the students write the objectives and essential questions in their journal, allowing room for a response. Question will be due the following Monday. Students will watch a Plot PPT and take necessary notes. 

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will read, “An Occurrence at Owl Creek Bridge” in their literature book.  Teacher will Guide reading, utilizing teacher text and materials.  Students will then complete a plot diagram for the story.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will watch the Twilight Zone episode of the short story, “An Occurrence at Owl Creek Bridge” and answer comprehension questions citing evidence from the selection.

Thursday, August 13, 2015

Junior and Senior English Assignments for the week of August 17th-20th



Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Teacher will present grammar PPT, play multimedia clips to assist in the comprehension of subject matter, and have students take notes in their journal.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  The teacher will continue presenting the grammar PPT, playing multimedia clips to assist in the comprehension of subject matter, and have students take notes in their journal.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  The teacher will finish presenting the grammar PPT, playing multimedia clips to assist in the comprehension of subject matter, and have students take notes in their journal.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will then take a grammar test utilizing the notes they took throughout the week.