Juniors- January 9-12
Weekly: Standards and Personal Objectives: 11R4- Students will apply knowledge of organizational structures. 11W18- Students will write a multi-paragraph essay, 11W21-26- Students will apply 6-traits of writing, 11R.1.5.1 Students will read a variety of genres. G11.3R.C1.P03 I can interpret the concepts and ideas non-fiction text. G11.3R.C1.P04 After reading texts on the same topic, I can explain how conclusions are drawn based on information presented within the work.
Monday- Students will write in their journal Students will write down the essential questions and take notes on teacher-prepared ppt.
Tuesday- Students will write in their journal about the following:
The teacher will provide students with 2 editorials addressing immigration reform. Students will create a graphic organizer sorting stats and data to support their position on the topic. Students will determine what can be considered personal bias in the author’s argument and explain how each author has used both fact and bias to build their case. Additionally, students will be asked to consider their own assumptions on the topic and relate their personal beliefs to the argument.
Wednesday- Essential Facts Quiz. Students will write a 5-paragraph essay regarding their personal bias on the reform issue.
Thursday- Take a quiz on essential questions and essential facts 50-54Students will read the literature excerpt, “from La Relacion” on pg. 62 and complete recognizing Bias questions on pg. 67, 1-4.
Honor Juniors- January 9-12
Weekly: Standards and Personal Objectives: 11R4- Students will apply knowledge of organizational structures. 11W18- Students will write a multi-paragraph essay, 11W21-26- Students will apply 6-traits of writing, 11R.1.5.1 Students will read a variety of genres. G11.3R.C1.P04 After reading texts on the same topic, I can explain how conclusions are drawn based on information presented within the work.
Monday- Students will write in their journa
Students will write down the essential questions and take notes on teacher-prepared ppt. Students will be assigned the novel, Complications and read the Introduction.
Tuesday- Students will write 200 words on the introduction of Complications and discuss their individual predictions and reasoning for the novel. The teacher will provide students with 2 editorials addressing immigration reform. Students will create a graphic organizer sorting stats and data to support their position on the topic. Students will determine what can be considered personal bias in the author’s argument and explain how each author has used both fact and bias to build their case. Additionally, students will be asked to consider their own assumptions on the topic and relate their personal beliefs to the argument. Students will read chapter 1.
Wednesday- Essential Facts Quiz. Students will write a 5-paragraph essay regarding their personal bias on the reform issue. Read Chapter 2.
Thursday- Quiz on essential questions and essential facts 50-54. Students will write 200 words summarizing chapters 1 and 2 of the novel and noting the things they have enjoyed most about the book thus far. Read chapters 3-5.
ALL Seniors January 9-12
Weekly: Standards and Personal Objectives: 12R3- Students will apply knowledge of organizational structures. 12W17- Students will write a multi-paragraph essay, 12W22-27- Students will apply 6-traits of writing, 12R.1.5.1 Students will read a variety of genres. G12.2R.C1.P01 I can determine the author’s purpose in using theme, point of view, and setting.
Monday- Students will write in their journal regarding:
Students will write down essential questions and take notes on PPT found at http://static.schoolrack.com/files/5255/81722/Authors_Purpose.ppt.
Tuesday- Students will write in their journal regarding:
The class will read the literature book essay entitled, “Letter to Her Daughter” on pg. 515. As the students read the selection they will make an outline of Lady Montagu’s argument. Once complete, students will identify which points are the strongest and weakest, which are facts, and which are opinion. Students will then break into cooperative groups and discuss and then present ways in which Lady Montagu might have strengthened her argument.
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