MOVING FORWARD MONDAY
March 9
LEARNING TARGETS:
2) I can identify
background information
about the writer.
3) I can make inferences
about a piece of art.
TODAY IN-CLASS:
1) They Say, I Say:
Presentation Schedule
2) Golding Background
3) Cover analysis
4) Read aloud!
HOMEWORK DUE WEDNESDAY: Chapters 1-2 of The Lord of the Flies. Reading
check.
THEY SAY, I SAY PRESENTERS
PERIOD 2
TUESDAY: ALYSA
WEDNESDAY: CALEB
THURSDAY: JOHNNY
FRIDAY: TAYLOR
PERIOD 4
TUESDAY: BRODY
WEDNESAY: LILY
THURSDAY: YODER
FRIDAY: AMANDA
Reading and Assessment Paths
V
V+
I did not read my entire
reading assignment, so I
was not as successful on my
reading quiz. I can earn
back some credit by
completing THREE
annotations.
I read the book, so
I was successful on
my reading quiz.
Reading the
Book =
More Powerful
Student
(and less work)
VI did not read my reading
assignment. I will explain why I
did not read and what I plan to
do earn back some credit on
this quiz. I will earn back some
credit by completing a total of
SIX annotations.
THOUGHTFUL TUESDAY!
March 10
TODAY IN-CLASS:
LEARNING TARGETS:
I can define figurative
language.
I can identify figurative
language.
1)
They Say, I Say: Presenter
2) Review of Literary Elements:
Figurative Language
(simile, metaphor,
personification)
3) Super Silent Reading Time
4) Exit Slip
HOMEWORK DUE WEDNESDAY: Chapters 1-2 of The Lord of the Flies.
Reading quiz tomorrow!
WORKING OUR MINDS WEDNESDAY!
March 12
LEARNING TARGETS:
2) I can summarize the
text from a character’s
point-of-view
3) I can identify figurative
language.
TODAY IN-CLASS:
1) They Say, I Say: Presenter
2) Reading Quiz on Chapters
1-2
3) Partner Work: Simile,
Metaphor, Personification
Annotations
HOMEWORK DUE FRIDAY: Chapters 3-4 of The Lord of the Flies.
Reading quiz on Friday!
CHAPTERS 1-2 READING QUIZ:
Show what you know!
Learning Target: I can summarize the text from a
character’s point-of-view
You are Piggy and you are writing in
your diary (pretend that diaries are
available on the island). What have
you experienced since you landed on
the island? In your diary entry,
include an explanation of a conflict,
the significance of the conch, and
your (Piggy’s) opinion about some of
the boys.
(Minimum of 5 sentences)
THINKING THEMATICALLY THURSDAY!
March 12
TODAY IN-CLASS:
LEARNING TARGETS:
1)
They Say, I Say: Presenter
2) Four Corners Activity
I can identify and response to
an essential question for the
unit using my background
knowledge.
3) Journal #1: Based on one of the
statements we discussed today,
develop your opinion (claim) on the
topic and incorporate one piece of
specific evidence from your
background knowledge that
supports the claim.
4) Super Silent Reading & Finish
Vocab Chart (share vocab words)
HOMEWORK DUE FRIDAY: Chapters 3-4 of The Lord of the Flies.
Reading quiz on Friday!
IT IS HUMAN NATURE TO
HELP OTHERS
IT IS HUMAN NATURE TO
BULLY OTHERS.
LEADERS ARE BORN, NOT
MADE.
FREEING OUR MINDS FRIDAY!
March 13
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say: Presenter
I can define an allegory.
2) Finish Journal #1
3) Reading Quiz on Chapters
3-4
4) Background information on
leaders
HOMEWORK DUE MONDAY: Chapters 5-6 of The Lord of the Flies.
Reading quiz on Monday!
READING CHECK: PART II (Chapter 4)
Learning Target: I can develop a claim based on a
sentence.
What type of leader is Ralph or Jack?
Your response should include:
CLAIM
EVIDENCE
INTERPRETATION
COUNTERARGUMENT/REBUTTAL
EXIT
Journal #1: Based on one of the statements we
discussed today, develop your opinion (claim)
on the topic and incorporate one piece of
specific evidence from your background
knowledge that supports the claim.
IT IS HUMAN NATURE TO HELP OTHERS.
IT IS HUMAN NATURE TO BULLY OTHERS.
LEADERS ARE BORN, NOT MADE.
MOVING OUR MINDS MONDAY
March 16
LEARNING TARGETS:
I can identify figurative
language.
I can explain the effect of
figurative language for the
speaker’s purpose.
I can identify a speaker’s
claim, evidence,
interpretation.
TODAY IN-CLASS:
1) They Say, I Say Presentation
Order
2) Review Reading Check on
Chapters 3-4
3) Review figurative language
practice via visualization
4) Reading Check on Chapters 5-6
5) Collecting Evidence: “Banality of
Heroism” & Kid Nation
HOMEWORK DUE THURSDAY: Chapters 7-8 of The Lord of the Flies. Reading
check.
MOVING OUR MINDS MONDAY
March 16
TODAY IN-CLASS:
LEARNING TARGETS:
I can identify figurative
language.
I can explain the effect of
figurative language for the
speaker’s purpose.
I can identify a speaker’s
claim, evidence,
interpretation.
1)
They Say, I Say: Presentation
Schedule
2) Review figurative language
practice via visualization
3) Reading Check on Chapters 5-6
4) Collecting Evidence: “Banality of
Heroism”
HOMEWORK DUE THURSDAY: Chapters 7-8 of The Lord of the Flies. Reading
check.
ANALYZING FIGURATIVE LANGUAGE
STEP #1: Quote-Weave
STEP 2: Your interpretation will be
something like the following:
When __(background)___, the
narrator says, “__(quote)__”
(Golding #).
Simile: This simile is a comparison
between ____ and _____. The simile
helps the reader better
visualize/understand ________.
(or)
In the scene in which
(background)_, the narrator
describes _(IND)___:
“ ___(quote)______”
(Golding #).
Metaphor: This metaphor is a
comparison between ____ and _____.
The metaphor helps the reader better
visualize/understand ________.
Personification: ____ is being personified
as _____. The personification helps the
reader better visualize/understand __.
SIMILE:
HELPS THE READER VISUALIZE
STEP #1: (quote-weave)
“Piggy’s hair still lay in
wisps over his head as
though baldness were his
natural state and this
imperfect covering would
soon go, like the velvet on
a young stag’s antlers”
(Golding 64).
STEP #2: The narrator
talks about Piggy’s hair
and a young stag’s antlers.
SIMILE:
HELPS THE READER VISUALIZE
STEP #1: When the narrator
was describing Piggy’s body
after he has been on the
island for awhile with the
other boys, the narrator
says, “Piggy’s hair still lay in
wisps over his head as
though baldness were his
natural state and this
imperfect covering would
soon go, like the velvet on a
young stag’s antlers”
(Golding 64).
STEP #2: The narrator
compares Piggy’s hair to the
velvet on a young stag’s
antlers to help the reader
better visualize how Piggy’s
hair is already receding, like
the way the hair on a young
stag disappears as it gets
older.
PERSONIFICATION:
HELPS THE READER VISUALIZE
STEP #1: The narrator
describes Jake looking at
the forest “He passed his
tongue across dry lips and
scanned the
uncommunicative forest”
(Golding 48).
STEP #2: The narrator
gives the forest a human
quality.
- WHAT IS BEING
PERSONIFIED
- WHAT IS THE HUMAN
QUALITY
PERSONIFICATION:
HELPS THE READER VISUALIZE
STEP #1: The narrator
describes Jake looking at
the forest: “He passed his
tongue across dry lips and
scanned the
uncommunicative forest”
(Golding 48).
STEP #2: The narrator
personifies the forest as
“uncommunicative” to
help the reader visualize
how quiet the forest is in
this scene.
THINKING TOGETHER TUESDAY
March 17
TODAY IN-CLASS:
LEARNING TARGETS:
I can identify figurative
language.
I can explain the effect of
figurative language for the
speaker’s purpose.
I can identify a speaker’s
claim, evidence,
interpretation.
1)
They Say, I Say: Presenter
2) Review figurative language
practice via visualization
3) Vocabulary List: Options!
4) Collecting Evidence: Read and
annotate “Banality of Heroism” &
Kid Nation
HOMEWORK DUE THURSDAY: Chapters 7-8 of The Lord of the Flies. Reading
check.
WORKING WISELY WEDNESDAY
March 18
TODAY IN-CLASS:
LEARNING TARGETS:
I can define symbolism.
I can identify figurative
language.
1)
They Say, I Say: Presenter
2) Journal #2
3) What is symbolism?
I can explain the effect of
figurative language for the
speaker’s purpose.
4) Rereading Practice:
Chapters 3-6
Analyzing figurative language &
symbolism
HOMEWORK DUE THURSDAY: Chapters 7-8 of The Lord of the Flies. Reading
check.
THINKING TOGETHER THURSDAY
Period 1March 19
TODAY IN-CLASS:
LEARNING TARGETS:
1)
I can define and identify
symbolism.
I can define and identify
select character archetypes.
They Say, I Say: Presenter
2) Journal #2 &
Evidence for Journal #2
3) What is symbolism and
archetypes? Archetypes/Symbolism
Search!
5) Reading Check for
Chapters 7-8
HOMEWORK DUE MONDAY: CHAPTERS 9-10. Reading Check.
THINKING TOGETHER THURSDAY
March 19
LEARNING TARGETS:
TODAY IN-CLASS:
I can define and identify
symbolism.
1) They Say, I Say: Presenter
I can define and identify
select character
archetypes.
2) What is symbolism? What
are archetypes?
3) Reading Check for
Chapters 7-8
HOMEWORK DUE MONDAY: CHAPTERS 9-10. Reading Check.
FINDING SYMBOLS WITH FRIENDS FRIDAY!
March 19
LEARNING TARGETS:
Mike fkshskdj
I can define and identify
symbolism.
I can define and identify
select character
archetypes.
TODAY IN-CLASS:
1) Finish reading check for
chapters 7-8 or read for
Monday!
2) Archetype/Symbolism
Search and Draw!
3) Kid Nation! Collecting more
evidence.
HOMEWORK DUE MONDAY: CHAPTERS 9-10. Reading Check.
Journal Activity #2:
Let us think more deeply about the first
part of our first essential question for this
unit: Is it human nature to be good or bad?
What does it mean to be “good”?
How do you know what is good or
bad? Where did you get these ideas?
SYMBOL: Reserve half a page in your notebook
for this chart.
A word or object that stands for another word or
object. The object or word can be seen with the eye
or may not be visible.
SYMBOL
METAPHORIC SIGNIFICANCE
DOVE
Purity and love (weddings and Christmas); peace
(Bible – Noah’s Ark); friendship (turtle doves)…
WATER
Danger/Safety (nat. disaster or resource);
Purity (baptism); Serenity (religious); Health
(survival); Replenishment; Birth or Renewal
ARCHETYPES: Reserve a page in your
notebook for a big chart!
ARCHETYPE
Hero/Protagonist
Villian/Antagonist
Scapegoat
Outcast
Loyal Companions
Christ Figure
DEFINITION
EXAMPLES
EXAMPLES FROM
LOTF
HERO/PROTAGONIST
• Restores harmony and/or
justice to a community.
• The hero character is the one
who typically experiences an
initiation, who goes through
the community's ritual (s).
VILLIAN/ANTAGONIST
• Represents evil incarnate.
• He or she may offer
worldly goods, fame, or
knowledge to the
protagonist in exchange
for possession of the soul
or integrity.
• This figure's main aim is to
oppose the hero in his or
her quest.
SCAPEGOAT
An animal or more usually
a human whose death,
often in a public
ceremony, amends some
sin within the community.
OUTCAST
• This figure is banished
from a community for
some crime (real or
imagined).
• The outcast is usually
destined to become a
wanderer.
• Ex: Harry’s Uncle –
Sirius Black
LOYAL COMPANIONS
These individuals are like
the noble sidekicks to the
hero. Their duty is to
protect the hero. Often
the retainer reflects the
hero's nobility.’
CHRIST FIGURE
• Usually a character
who is in agony or
self-sacrificing.
• Performs “miracles”
in a general sense;
disappears in their
mid 3; spends time
alone in a wilderness;
forgiving
DO NOW UNDER JOURNAL #2
1) CLAIM: WHAT DEFINES COMPASSION? (or)
WHAT MAKES PEOPLE COMPASSIONATE?
2) LIST OF EVIDENCE FROM DIFFERENT
SOURCES. Must use The Lord of the Flies for one
piece of evidence.
MORE LEARNING MONDAY!
March 23
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say Presentation
Order for the Week
I can identify and explain a
symbol or archetype.
2) Symbol/Archetype Search
Speed Share
3) Review Reading Check on
Chapters 7-8 and rereading
4) Reading Check for Chapters 910
HOMEWORK DUE WEDNESDAY: CHAPTERS 11-12. UNIT TEST ON
FRIDAY (INCLUDES THE READING CHECK FOR CH.11-12)
THEY SAY, I SAY
PERIOD 4
TUESDAY: BRANDON
WEDNESDAY: OMAR
THURSDAY: ELIZABETH
FRIDAY: CODY
SYMBOL/ARCHETYPE SEARCH!
Draw
Write
Find
Brainstorm
List at least 2
symbols or
archetypes
from the book.
Add these to
your chart in
your notebook.
Find a passage
from the book
that illustrates
the symbol or
archetype.
1) Use MLA
citation to
present the
passage.
2) Analyze the
significance of
the symbol or
archetype.
Draw the
symbol or
archetype to
show its
metaphoric
significance.
READING CHECK FOR CHAPTERS 9-10
You are Ralph. TWEET the
TWO most shocking events
that happened on the island in
chapters 9-10.
THINKING TOGETHER TUESDAY!
March 23
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say Presenter
I can annotate for a
speaker’s claim, evidence,
interpretation, exit.
2) Journal #3
3) Close rereading practice
with select passages from
chapters 7-9
HOMEWORK DUE WEDNESDAY: CHAPTERS 11-12.
SKILLS TEST ON FRIDAY (includes chapters 11-12 reading check).
Journal Activity #3
Let us consider the second essential question this week: How do social groups
impact human behavior?
What does it mean to conform? Give specific examples from your life or
background knowledge. In what situations can conformity be dangerous
and constructive?
-
TO CHANGE YOUR WAYS TO MEET STANDARD A LARGER GROUP
TO CHANGE TO FIT IN TO GROUP
ASSIMILATION*
TO SWITCH YOUR THOUGHTS
-
Communism (destructive
Democracy (constructive)
Assimilation of Native Americans
SOCIAL GROUPS
What does it mean to conform? Give specific examples
from your life or background knowledge. In what
situations can conformity be dangerous?
- To justify significant culture boundaries.
- Adjusting to what is social acceptable
- To change how you act pertaining to your
enviornment
- Come together for one or more purposes
- Change what you perceive is ok for a GROUP!
WORKING WISELY WEDNESDAY
March 23
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say Presenter
I can annotate for a
speaker’s claim, evidence,
interpretation, exit.
2) Do close-reading sections
and review for feedback.
HOMEWORK DUE FRIDAY: SKILLS TEST ON FRIDAY. ANY
ANNOTATIONS FOR MORE CREDIT ON READING CHECKS.
OUR GAME PLAN! BYSTANDER EFFECT!
ALI: Victim
LELE: Breaking the Cycle
(Wait 5 minutes)
CRISSY, ALLLIE: videotapers
SERENA, ELIZABETH:
Counters
REST OF CLASS: Observing.
Note that a girl is crying.
(Don’t tell people to help.
Just tell them you see her
crying.)
1) Ali sits on the empty
table and pretends to
cry.
2) Everyone else sit around
the perimeter of the
cafeteria. Everyone has a
role.
3) Three-Finger Symbol! Go
back to class.
4) YOU MUSTTTTT!!!!!
RETURN BACK TO
CLASS!!!!!
THEATRICAL THURSDAY!
March 25
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say Presenter
I can annotate for a
speaker’s claim, evidence,
interpretation, exit.
2) Scene Act Out and Viewing:
Simon’s Death & Piggy’s
Death
3) Review for Skills Test
Tomorrow!
HOMEWORK DUE FRIDAY: SKILLS TEST ON FRIDAY. ANY
ANNOTATIONS FOR MORE CREDIT ON READING CHECKS.
SKILLS TEST: LITERARY STUDY
PART I: COMPREHENSION QUESTIONS & IDENTIFY
SYMBOLS/ARCHETYPES
- Multiple-choice and Short Answer
PART II: IDENTIFY AND EXPLAIN FIGURATIVE LANGUAGE
& CONTEXT OF PASSAGES
- Short Answers (study your annotation guide)
PART III: DEVELOP A CLAIM FOR AN ESS. QUESTION
(evidence, counterargument/rebuttal)
FINISH STRONG FRIDAY!
March 26
LEARNING TARGETS:
TODAY IN-CLASS:
1) Final Questions
Learning Targets on the
Skills Test
2) Skills Test
3) Kid Nation! Collecting More
Evidence
SPRING BREAK HOMEWORK: REST AND GET READY TO LEARN!
(Email Mrs. Delacruz Late Work, Please)
HAVE A SAFE BREAK!
COME BACK READY TO LEARN!
(Email Mrs. Delacruz Late Work)
MOTIVATIONAL MONDAY!
April 6
LEARNING TARGETS:
I can reflect on my learner
characteristics.
I can reflect on my learning
targets.
TODAY IN-CLASS:
1) They Say, I Say Presentation
Order
1) Learner Characteristics
1) Review of Unit Exam on Human
Nature: Corrections due
Wednesday
1) Reflection on Learning Targets
via Journaling
1) Pre-Seminar Preparation!
HOMEWORK DUE WEDNESDAY: Corrections on Human Nature
Exam. Staple corrections to original exam.
THINKING ABOUT YOUR
LEARNING PATH!
Take this time in your notebook to
reflect on the following learning
targets:
A)
B)
C)
D)
E)
F)
I can comprehend a literary text
(i.e. Lord of the Flies)
I can SOAPSTone a text.
I can identify the speaker’s
claim, evidence, interpretation.
I can identify a
counterargument and rebuttal.
I can identify archetypes in a
literary text.
I can identify symbols in a
literary text.
1) Rate your confidence with each
target as:
I’m Confident 
Need some reminders
Help
2) Pick TWO learning targets here
that you feel that you “need some
reminders” or “help” on and record
them in your notebook. Write down
what you know confuses you about
these two targets. Give an example,
if possible.
THINKING TOGETHER TUESDAY!
April 7
LEARNING TARGETS:
Learning Targets on
Seminar Rubric
TODAY IN-CLASS:
1) Pre-Seminar: Create
questions that relate to
our essential questions
and the evidence we have
collected.
2) Seminar!
HOMEWORK DUE WEDNESDAY: Skills Exam Corrections. Please
staple your corrections to your original exam.
WORKING WELL WEDNESDAY!
Period 2 on April 8
TODAY IN-CLASS:
LEARNING TARGETS:
1)
I can annotate a text for
SOAPSTone.
I can annotate for the speaker’s
claim, evidence, interpretation,
counterargument, rebuttal, and
exit.
Independent Work Time (10
mins):
- Finish responses for seminar
questions.
- Reading and annotating left hand
side of “A Decline of Violence”
2) Partner Work Time (10 mins):
- Check left hand side annotations
for “A Decline of Violence”
- Answer active reading questions.
3) Kid Nation: Episode 1
Look for evidence of good leadership.
HOMEWORK DUE FRIDAY: Annotations on the LEFT and RIGHT hand side pages
1-3 of “A Decline of Violence”. Finish active reading questions in notebook.
WORKING WELL WEDNESDAY!
Period 4 on April 8
TODAY IN-CLASS:
LEARNING TARGETS:
I can annotate a text for SOAPSTone.
I can annotate for the speaker’s
claim, evidence, interpretation,
counterargument, rebuttal, and exit.
1)
-
Independent Work Time (10 mins):
Reading and annotating left hand
side of “A Decline of Violence”
2) Small Group Work:
a) Check left hand side annotations
for “A Decline of Violence”
b) Answer active reading questions.
c) Create TWO discussion questions and
responses.
d) Record TWO class-generated
questions by visiting other groups.
HOMEWORK DUE FRIDAY: Annotations on the LEFT and RIGHT hand side pages
1-3 of “A Decline of Violence”. Finish active reading questions in notebook.
THOUGHTFUL DISCUSSION THURSDAY
April 9
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say
Learning Targets indicated
on rubric.
2) Seminar
3) Post-Seminar
HOMEWORK DUE FRIDAY: Annotations for “A Decline of
Violence”. Post-Seminar (if not completed in-class).
FUN WITH WRITING FRIDAY!
April 9
LEARNING TARGETS:
TODAY IN-CLASS:
1) They Say, I Say
I can reflect on my writing
skills.
2) Top 3 Not Yet! and
Sample Essay Analysis
HOMEWORK DUE MONDAY (end of class): Revision to “Joining the
Conversation” Essay uploaded to turnitin.com.
MOVING OUT MONDAY!
April 13
LEARNING TARGETS:
TODAY IN-CLASS:
1) Overview of the Week
I can reflect on my writing
skills.
2) Review of Works Cited
Requirements
3) Lab Time to Work on
Works Cited and upload
Final Draft to turnitin.com.
HOMEWORK DUE MONDAY (end of class): Revision to “Joining the
Conversation” Essay uploaded to turnitin.com.
THINKING TIMELY TUESDAY!
April 14
LEARNING TARGETS:
I can reflect on my writing
skills.
TODAY IN-CLASS:
1) Review of Essential
Question Essay Timed
Writing Requirements
2) Lab Time to finish timed
writing for essential
question
HOMEWORK DUE FRIDAY (end of class): Completed outline via notes
in your outline packet or typed notes.
OUR GOALS FOR LAB TIME TODAY!
In your packet: while
computer loads…
1) Writing Goal
2) Essential Question
(any question related
to human nature)
On a word document:
1) Macro-claim (based
on essential question)
2) First body paragraph:
Finish as much as you
can!
3) Print and give to Mrs.
Delacruz before you
leave!
WORKING WISELY WEDNESDAY
April 15
LEARNING TARGETS:
I can reflect on my writing
skills.
TODAY IN-CLASS:
1) Writing Review #1:
Strong macro-claim
versus micro-claim.
2) Grammar Bootcamp
Daily #1.
2) Writing Conferences &
Class Film: Pay It Forward
HOMEWORK DUE FRIDAY (end of class): Completed outline via notes
in your outline packet or typed notes.
ARE LEADERS BORN OR MADE?
MACRO:
In most situations, leaders
develop their skills and are
not naturally born with skills
to be an effective leader for
social groups.
MICRO #1:
In literature, it is clear that
the best leaders develop
because of their situations.
MICRO #2:
In real-life situations, it is
also arguable that effective
leaders develop based on
their contexts.
ARE LEADERS BORN OR MADE?
MACRO:
In some situations, leaders
clearly have natural skills to be
effective; however, in
situations when a group is in
danger, leaders can also
develop without natural skills.
MICRO #1:
In some situations, it is clear
that leaders have natural skills
that make that effective for
their social groups.
MICRO #2: However, there are
situations in which people
might be in danger that
compels a leader to develop,
even if he or she does not
have previous experience
being a leader.
HOW DOES SOCIETY IMPACT HUMAN
BEHAVIOR
MACRO:
Society has a significant
impact on people’s behavior,
especially in situations in
which a group pressures an
individual to act just like
everyone else.
MICRO #1:
Society does have a
significant impact on
people’s behavior.
MICRO #2:
Especially in groups, an
individual will act according
to group norms, just so that
he or she can fit in.
Part I: Identify Independent Clauses
STEP #1: What is an
independent clause?
STEP #2: Identify if the
following are INDs or DCWs
1) Knowing I had to read
carefully.
2)
Bradbury is a sciencefiction writer.
3) Because we are good
students.
4) Whenever we read.
5) The burned books.
6) The best students read.
PART II: Make corrections to each of
the following sentences.
1) Mrs. Delacruz loves learning with sophomores and
sophomores secretly like learning too.
2) The Lord of the Flies a tragedy has a dark message
about human nature.
3) The class film will be a counterargument, to
Goldings novel.
4) As we watch the film we should look for archetypes.
5) When we watch the film we should record major
plot developments.
CLASS FILM: Evidence for Human
Nature Essential Questions
CHARACTERS/ARCHETYPES
PLOT DEVELOPMENT
ESSENTIAL QUESTION
THINKING THROUGH FILM THURSDAY
April 15
LEARNING TARGETS:
I can reflect on my writing
skills.
TODAY IN-CLASS:
1) Writing Outline:
Corrections for Labels
(claim, evidence,
interpretation, exit)
2) Grammar Bootcamp
Daily!
3) Class Film: Pay It Forward
HOMEWORK DUE FRIDAY (end of class): Completed outline
GRAMMAR BOOTCAMP DAILY #2
1) What are the two parts that make an
IND?
2) IND, fanboys IND
3) DCW, IND.
4) IND1 – DCW – IND1
5) IND fanboys DCW.
FEELING LIKE LEARNING FIRDAY!
April 17
LEARNING TARGETS:
TODAY IN-CLASS:
1) Writing: Evaluate claim
statement.
I can reflect on my writing
skills.
2) Grammar Bootcamp
Daily #3 = Mini-Quiz
3) Writing Conferences &
Class Film: Moonrise
Kingdom
HOMEWORK DUE MONDAY: Find ONE credible source. Email to
self to print at school.
Grammar Daily #3 and Quiz!
DIAGRAM SENTENCES
STEP #1: Diagram each of the sentences on your
partner’s paper.
UNDERLINE the INDs.
CIRCLE the DCWs.
STEP #2: Give them a score out of 4 points.
¼
2/4
¾
100%
MOVING TO THE LIBRARY MONDAY!
April 20
LEARNING TARGETS:
I can select an
independent reading
book.
TODAY IN-CLASS:
1) Overview of
Independent Reading
Project
2) LLC Presentation by
Mrs. Pigoni
HOMEWORK DUE WEDNESDAY: First body paragraph. Bring
printed version to class. No turnitin.com submission needed.
THINKING TOGETHER TUESDAY!
April 21
LEARNING TARGETS:
1) Jam out to some sick
music
I can identify the
requirements of a body
paragraph.
TODAY IN-CLASS:
1) Writing: Review body
paragraph organization.
2) Grammar Bootcamp
Daily #4
3) Writing Conferences &
Class Film: Moonrise
Kingdom
HOMEWORK DUE WEDNESDAY: First body paragraph. Bring
printed version to class. No turnitin.com submission needed.
GRAMMAR DAILY #4
1) We are studying Chicago history, and we are learning how to be good
readers and writers.
a) IND, fanboys (coordinating conjunction) IND
b) IND, DCW
c) IND1, DCW, IND1
d) DCW, IND
e) IND fanboys DCW
2) Even though I am not a Sox fan, I appreciate U.S. Cellular field.
a) IND, fanboys (coordinating conjunction) IND
b) IND, DCW
c) IND1, DCW, IND1
d) DCW, IND
e) IND fanboys DCW
GRAMMAR DAILY #4
3) Chicago, often known as the Windy City, is one of the most diverse
cities in the United States.
a) IND, fanboys (coordinating conjunction) IND
b) IND, DCW
c) IND1, DCW, IND1
d) DCW, IND
e) IND fanboys DCW
4) Our class worked hard and survived grammar boot camp!
a) IND, fanboys (coordinating conjunction) IND
b) IND, DCW
c) IND1, DCW, IND1
d) DCW, IND
e) IND fanboys DCW
GRAMMAR DAILY #4
5) I reviewed my grammar bootcamp rules,
knowing it would help me become a better writer.
a) IND, fanboys (coordinating conjunction) IND
b) IND, DCW
c) IND1, DCW, IND1
d) DCW, IND
e) IND fanboys DCW
WORKING WELL WEDNESDAY!
April 22
LEARNING TARGETS:
TODAY IN-CLASS:
1) Writing: First Body
Paragraph Revisions
I can reflect on my writing
skills.
3) Writing Conferences &
Class Film: Pay It Forward
HOMEWORK DUE FRIDAY: Revise first body paragraph and write
second body paragraph.
STEP #1: EVALUATE CLAIM
GRADE THE CLAIM BASED ON THE FOLLOWING CRITERIA:
1) The claim answers ONE of the essential questions.
2) The claim does not use the word “I”.
3) The claim is an opinion that can be supported by evidence from specific
sources and background knowledge.
A = You answered yes to all three criteria
B = You answered yes to two out of three of the criteria
C = You answered yes to one out of three of the criteria
D/F = There is no claim.
THE GRADE: __________
YOUR EXPLANATION FOR THE GRADE BASED ON THE CRITERIA:
_______________________________________________________________
_______________________________________________________________
STEP #2: ANNOTATE FOR…
(Body Paragraphs)
SUBCLAIM
EVIDENCE #1
INTERPRETATION #1
TRANSITION WORD
EVIDENCE #2
INTERPRETATION #2
COUNTERARGUMENT
REBUTTAL
EXIT
STEP #3: PARAPHRASE, SUMMARIZE
& MLA IN-TEXT CITATION
CHECK THAT IF THE WRITER PARAPHRASED OR
SUMMARIZED, CITATIONS WERE PROVIDED.
• PARAPHRASE: Rephrase statements using your own words.
- MUST STILL USE MLA IN-TEXT CITATION.
• SUMMARY: 5 W’s of a passage
- MUST STILL USE MLA IN-TEXT CITATION.
* IF THERE IS NO PAGE NUMBER, JUST USE THE SOURCE
NAME*
STEP #4: QUOTE-WEAVING & MLA INTEXT CITATON
• Option 1: Speaker’s Tag: When
_______(background)_________, he says,
“___________” (Golding #).
• Option 2: Complete Thought:
________(IND)___________: “____________”
(Golding #).
• Option 3: Incomplete Thought:
___________(DCW) ________ “___________”
(Golding #).
STEP #5: CONTRACTIONS
NO CONTRACTIONS
ISN’T = IS NOT
CAN’T = CANNOT
HE’S = HE IS
STEP #6: PARALLEL STRUCTURE
• SAME VERB TENSE
THROUGHOUT
• SAME TO-, TO-, TOPATTERN
• KEEP A PATTERN!
THINKING TIMELY THURSDAY!
April 23
LEARNING TARGETS:
I can use a semi-colon
correctly.
TODAY IN-CLASS:
1) Writing: Requirements
for intro paragraphs and
conclusion paragraphs.
2) Grammar Daily #5
3) Writing Conferences &
Class Film: Moonrise
Kingdom
HOMEWORK DUE FRIDAY: Revise first body paragraph and write
second body paragraph. Bring an ELECTRONIC COPY TO CLASS
GOLDEN RULE: SEPARATE IND vs DCW
THE SEMI-COLON
Rule #1: IND1;IND2.
Trevor struggles to challenge the bullies; this is an
example of his attempt to be compassionate.
Rule #2: IND1; DCW,IND2.
NEW IND
We have been working hard; however, we still have
much to learn.
Practice #5: Semi-Colons
Directions: First, underline all the IND and circle all the DCW, if there are
any. Some of these sentences need semi-colons. Add semi-colons as
necessary. For sentences with no mistakes, write NO CHANGE.
1) We learned about MLA format however, we can still practice.
2) Montag’s attempts to break the cycle of his society he knows
there will be grave consequences.
3) We will be writing perfect paragraphs; our claims will focus on
how characters demonstrate human nature.
4) Katniss in The Hunger Games is the protagonist; Aibeleen is the
protagonist of The Help.
Practice #5: Semi-Colons
1) We learned about MLA format; however, we can still
practice.
2) Montag’s attempts to break the cycle of his society;
he knows there will be grave consequences.
3) We will be writing perfect paragraphs; our claims
will focus on how characters demonstrate human
nature.
4) Katniss in The Hunger Games is the protagonist;
Aibeleen is the protagonist of The Help.
CLASS FILM: Evidence for Human
Nature Essential Questions
CHARACTERS/ARCHETYPES
• 3 ARCHETYPES
PLOT DEVELOPMENT
• 5 EVENTS
ESSENTIAL QUESTION
• 2 QUESTIONS +
CORRESPONDING
RESPONSES
THINKING TIMELY THURSDAY!
April 23
LEARNING TARGETS:
I can use a semi-colon
correctly.
TODAY IN-CLASS:
1) Writing: Requirements
for intro paragraphs and
conclusion paragraphs.
2) Grammar Daily #5
3) Writing Conferences &
Class Film: Moonrise
Kingdom
HOMEWORK DUE FRIDAY: Revise first body paragraph and write
second body paragraph. Bring an ELECTRONIC COPY TO CLASS
FUN FOR THE MIND FRIDAY!
April 23
LEARNING TARGETS:
I can write an
introduction and
conclusion to my essay.
TODAY IN-CLASS:
1) Review writing
requirements and
Monday Due Date!
2) Work Time!
HOMEWORK DUE MONDAY:
FINAL COPY OF ESSAY WITH WORKS CITED. UPLOAD TO TURNITIN.COM
IN THE LAB TODAY…
READING & ANNOTATING
1) Print your credible
source.
2) Read and annotate for
SOAPSTone.
WRITING
3) Use your credible source
as a possible attentiongetter or extra piece of
evidence within your essay.
4) Write the introduction
and conclusion of your
essay.
5) Write the Works Cited for
your essay.