Tuesday, September 29, 2015

Junior and Senior Assignments for the Week of October 5-7, 2015



Seniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will write new second quarter objectives and essential questions.  Students will use technology to answer questions in cooperative groups.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  The teacher will briefly review the rhetorical and literary features of theme, mood, tone, figurative language, irony, and allusion @ https://www.youtube.com/watch?v=nIhFJWVnsNw and https://www.youtube.com/watch?v=eaTOR5bEq00 . The students will take notes accordingly. Then students will annotate, “Letter to John Bright” for theme, mood, tone, figurative language, irony, and allusion, and rhetoric. Students will then answer questions that correspond with the text with a minimum of three sentences and the incorporation of in-text citations.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words. The students will annotate Jefferson Davis “African Church Speech” for theme, mood, tone, figurative language, irony, and allusion, and rhetoric. Students will then answer questions that correspond with the text with a minimum of three sentences and the incorporation of in-text citations.


Thursday- Students will be given 10-15 minutes silent reading time for pleasure. Students will take a formative assessment requiring the analysis of US seminal text for theme, purpose, rhetoric, and literary elements.
Juniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will write new second quarter objectives and essential questions.  Students will use technology to answer questions in cooperative groups.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure. The teacher will play a short video explain determining word meanings at Figuring Out What A Word Means by Shmoop https://www.youtube.com/watch?v=ccr28gxk35Y. Students will annotate Federalist Papers No. 10 for textual evidence that will help you explain Madison’s use of the word “Faction.” Students must find at least three separate pieces of textual evidence to support their claim/thesis.


Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will utilize the annotation from the previous day to construct a five paragraph essay noting the definition of the word “Faction” in the Federalist Papers No. 10, and incorporating textual evidence to support their claim.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will take a formative assessment in which they determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term, or terms, over the course of a text.

Monday, September 28, 2015

Junior and Senior Assignments for the week of September 28-October 1, 2015



Seniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will select one of the provided prompts and write a five-paragraph essay regarding their selected topic.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will take a formative assessment evaluating the reasoning in US Seminal Text. After the test, students will be allowed to work on their essay or makeup work.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words. Students will complete Activity 1 of the Preamble lesson, “Questions to form a Government” in order to establish a better understanding as to the difficult position Americans found themselves in after the American Revolution.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure. Students will complete Activity 2, “What the Preamble Says” in cooperative learning pairs.

Juniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will finish reading Macbeth in class play format. The teacher will guide the reading with introspects and discussion questions the students must write responses to and turn in.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure. Students will take a test on Macbeth and then be allowed to work on their essay or makeup work.


Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will select one of the Macbeth essay prompts and construct a five-paragraph essay with evidentiary support.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will complete their essays and conference with the teacher regarding their work.

Wednesday, September 16, 2015

Junior and Senior Assignments for the week of September 21, 2015



Seniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will then watch a short Abraham Lincoln Biography YouTube video at https://www.youtube.com/watch?v=6SrG3xYRxKY.  Then the class will read Background information regarding Abraham Lincoln’s second inaugural speech and discuss the historical context surrounding the speech. The teacher will then play a reading of Lincoln’s Second Inaugural Speech via YouTube @ https://www.youtube.com/watch?v=YhteaxrdmKo.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure.  Individually, students will read Lincoln’s Second Inaugural Speech and annotate for rhetoric, tone, and word choice, and then write a paragraph providing textual evidence for each.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words. Students will answer the comprehension questions regarding Lincoln’s Second Inaugural Speech with textual evidence from Lincoln’s Second Inaugural Speech.

Thursday- Students will be given 10-15 minutes silent reading time for pleasure. Students will select one of the provided prompts and write a five-paragraph essay regarding their selected topic.
Juniors
Monday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will then continue reading Macbeth in class play format. The teacher will guide the reading with introspects and discussion questions the students must write responses to and turn in.

Tuesday- Students will be given 10-15 minutes silent reading time for pleasure. Students will then continue reading Macbeth in class play format. The teacher will guide the reading with introspects and discussion questions the students must write responses to and turn in.

Wednesday- Students will respond to the journal prompt by writing a minimum of 200 words.  Students will then continue reading Macbeth in class play format. The teacher will guide the reading with introspects and discussion questions the students must write responses to and turn in.


Thursday- Students will be given 10-15 minutes silent reading time for pleasure.  Students will then continue reading Macbeth in class play format. The teacher will guide the reading with introspects and discussion questions the students must write responses to and turn in.

Senior Handouts

At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention, and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured.
On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it--all sought to avert it. While the inaugeral [sic] address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war--seeking to dissole [sic] the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.
One eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war, the magnitude, or the duration, which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces; but let us judge not that we be not judged. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has his own purposes. "Woe unto the world because of offences! for it must needs be that offences come; but woe to that man by whom the offence cometh!" If we shall suppose that American Slavery is one of those offences which, in the providence of God, must needs come, but which, having continued through His appointed time, He now wills to remove, and that He gives to both North and South, this terrible war, as the woe due to those by whom the offence came, shall we discern therein any departure from those divine attributes which the believers in a Living God always ascribe to Him? Fondly do we hope--fervently do we pray--that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue, until all the wealth piled by the bond-man's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said "the judgments of the Lord, are true and righteous altogether"
With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan--to do all which may achieve and cherish a just and lasting peace, among ourselves, and with all nations.
Answer the following questions with textual evidence from Lincoln’s Second Inaugural Address.
  • Why do you think Lincoln devotes most of his Second Inaugural Address to a recollection of the how the war came about and how the war transformed the nation? In what way does his interpretation of the Civil War (paragraph 3) prepare the nation for his concluding exhortation (paragraph 4)?
  • Should Lincoln have been more specific about his recommendations for Reconstruction, or does he achieve his purposes better by stressing important themes instead of policy proposals?
  • Given the death of Lincoln, should Congress have done more to aid freed blacks after the Civil War? Was any particular omission during the Reconstruction Era responsible for the injustices of the Gilded Era and the first half of the 20th century toward black Americans?
  • Do you think Lincoln's wishes for the future can be fulfilled if Americans remain divided about the meaning of the war? Explain.
·         How did Lincoln seek to restore the American union as the Civil War drew to a close?
·         What can you discern about Lincoln's character on the basis of what he wrote?
·         Evaluate Lincoln's Second Inaugural Address. What were its strengths? Do you see any weaknesses?
"For Further Thought" Essay Questions (Select one to compose your five-paragraph essay about. Make sure to use the Secret Recipe.
  • In recent years, some Americans have called for a national apology for the slavery practiced for so long in the United States. Does Lincoln's Second Inaugural Address qualify as an apology? Explain.
  • Could a president today use the same religious rhetoric that Lincoln did to explain national policy? Was Lincoln wrong to do so? (Note: Is it significant that Lincoln presents his providential interpretation of the war as a supposition and not as a demonstrable fact?)