January 6, 2015
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16 - 21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
2. Keep in your binder – all papers related to TKMB, analysis
protocol instructions, Socratic seminar instructions, and analysis
sentence starter. All other materials can be left at home.
Vocabulary packets and tests from last semester can be recycled.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Journal: What does it mean to be persuasive?
Agenda
1. Journal
2. Argumentation
a. Page 594-595 in Literature Book – “Elements of an
Argument”
i. “Motorcycle Helmet Law”
b. Page 596 in Literature Book – “The Craft of Persuasion”
January 7, 2015
Homework Due:
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
2. Finish analysis protocol of Southern Women through green words
for next class if not done today.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Journal: “Creating Your Own Beliefs” – practicing claim and
counterclaim.
Agenda
1. Journal
2. Write claim and counterclaim for your topic you wrote the bias
essay on last quarter
3. Southern Women Speak Out Against Lynching
i. Teacher read aloud
ii. Complete analysis protocol through green words
January 8-9, 2015
Homework Due:
1. Analysis protocol of Southern Women.
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
2. Review the “Applied Practice” terms from the test questions we
practiced last quarter.
3. Corrections for “Emerging Theme” due Monday. Type the draft on
the template on the website and color code correctly.
Journal: What stands out to you the most from yesterday’s reading?
Why?
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. Journal
2. To Kill a Mockingbird
a. Pass back “emerging theme draft”
b. Show teacher model and allow students to make corrections
3. Southern Women Speak Out Against Lynching
i. Analysis of statement for argumentation and persuasion
techniques
ii. Overview of writing standard, sample prompt and thesis
statement and definition of terms
1. Point of View- Consider the following when
establishing the author’s point of view
a. What is the main idea?
b. What point is he/she trying to make?
c. What is his/her tone?
d. What is the author’s bias?
e. How does the author’s background or
position impact the message? (Race, class,
gender, age, region, occupation, values,
motives)
2. Purpose- The specific reason a person has for
writing: the goal of the writing. The main
purposes for writing are: to make a personal
connection by sharing experiences, sharing
information, arguing for or against something,
explaining a process or for entertainment. The
reader also has to consider the motives of the
writer.
a. Also consider why the source was produced.
3. Rhetoric- techniques writers use to enhance their
arguments and communicate more effectively.
Rhetorical devices include analogy, parallelism,
rhetorical questions and repetition.
January 12, 2015
Homework Due:
1. Completed corrections on theme “emergence” analysis for To Kill
a Mockingbird.
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
2. Review the “Applied Practice” terms from the test questions we
practiced last quarter. Quiz tomorrow!
Journal: What improvements did you make in your theme analysis?
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. Southern Women Speak Out Against Lynching
a. Break down writing prompt
b. Write thesis statement that addresses the requirements of the
prompt.
2. Introduction of Rhetorical Devices
a. Writers use rhetorical devices to emphasize, explain and
unify their ideas, and often to persuade.
i. Repetition and parallelism are rhetorical devices in
which repeated words and patterns provide rhythm,
enhance ideas, and organize complex passages.
ii. Analogies are another rhetorical device used to
introduce unfamiliar subjects by comparing them to
ones their audiences already know and accept.
1. Example “It’s like riding a bike.”
b. Define Academic Vocabulary – Repetition, Parallelism and
Analogy on handout.
3. Teaching Repetition and Parallelism
a. Review Steps 1 and 2 from “Rhetorical Devices” handout
i. Example: a couplet from Shakespeare’s Sonnet XVIII
1. So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
b. Partners Practice Analysis
i. Direction 1: Underline evidence of Repetition.
ii. Direction 2: Circle evidence of Parallelism.
iii. Answer the questions from “Here’s How” Steps 1 and 2
with your shoulder partner to analyze the effect of the
repetition and parallelism.
January 13, 2015
Homework Due:
1. Review the “Applied Practice” terms from the test questions we
practiced last quarter
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. To Kill a Mockingbird – applied practice quiz
2. Introduction of Rhetorical Devices
a. Writers use rhetorical devices to emphasize, explain and
unify their ideas, and often to persuade.
3. Teaching Repetition and Parallelism
a. Review Steps 1 and 2 from “Rhetorical Devices” handout
i. Example: a couplet from Shakespeare’s Sonnet XVIII
1. So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
b. Partners Practice Analysis
i. Answer the questions from “Here’s How” Steps 1 and 2
with your shoulder partner to analyze the effect of the
repetition and parallelism on the sonnet.
4. Teaching Analogy
a. Review Step 3 from “Rhetorical Devices” handout
i. Example
Gossip became like a poisonous haze that spread over
the village. It obscured the truth about some residents,
impeded the flow of life for others, soured everyone’s
mood, and caused friendships to wither and die.
b. Partners Practice Analysis
i. Question 1: What two things are compared in the
analogy?
ii. Question 2: In what ways are these subjects alike?
iii. Question 3: In what ways are these subjects different?
iv. Is the analogy’s purpose explanation or persuasion?
v. How effective is this analogy? Does it paint a clear
picture?
January 14, 2015
Homework Due:
New Homework Assigned:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt
are due Thursday, January 15th/Friday January 16th.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. Rhetorical Devices
a. Writers use rhetorical devices to emphasize, explain and
unify their ideas, and often to persuade.
b. Teaching Model Rhetorical Devices: Repetition and
Parallelism.
i. Guided Practice -excerpt taken from Winston
Churchill’s speech to the British House of Commons on
May 13, 1940.
a. Partners Practice Analysis
i. Give 1 paraphrase (pink) and 1
inference (yellow) for the passage.
ii. Underline all repeated words.
1. Questions: What effect does the
repetition of words in this speech
have on the audience? What is
the speaker’s point of view?
iii. Circle parallel structures
1. Question: What is the speaker’s
intent? How does the use of
parallel structure enhance the
meaning of this speech for the
audience? What is the speaker’s
purpose?
iv. Repetition to create rhythm
1. Churchill uses the repetition of
words and phrases (it is, to wage,
war, all, our policy, victory) for
emphasis and to add a decisive,
strident rhythm.
a. Decisive – crucial, putting
an end to a discussion
b. Strident - harsh
v. Question: Which sentences create the
rhythm most effectively?
2. To Kill a Mockingbird
a. Grade and review yesterday’s quiz
January 15-16, 2015
Homework Due:
1. To Kill a Mockingbird Chapters 16-21 (the trial) QQN and receipt.
New Homework Assigned:
1. Finish analysis protocol through green words of Atticus’ closing
arguments for Tuesday if you don’t finish in class today.
2. To Kill a Mockingbird Chapters 22-26 QQN and receipt are due
Monday, January 26th.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. To Kill a Mockingbird
a. Review yesterday’s quiz with discussion about answers
b. Reading quiz over chapters 16-21
c. Analysis Protocol of Atticus’ closing arguments
January 20, 2015
Homework Due:
1. Finished analysis protocol through green words of Atticus’ closing
arguments.
New Homework Assigned:
1. To Kill a Mockingbird Chapters 22-26 QQN and receipt are due
Monday, January 26th.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
Agenda
1. Journal
2. To Kill a Mockingbird
a. Video of “The Trial” with comparison/contrast activity
3. DBQ Analysis
a. Introduce academic terms
i. Valid- based on evidence or sound reasoning
ii. Relevant- relating to the matter under consideration
iii. Sufficient- as much as needed; enough
iv. Reasoning- good sense, an explanation of an act or
idea, to be logical
January 21, 2015
Homework Due:
New Homework Assigned:
1. Completed analysis of all documents for validity, relevancy,
sufficiency and reasoning and a thesis statement from each student
is due tomorrow for all classes.
2. To Kill a Mockingbird Chapters 22-26 QQN and receipt are due
Monday, January 26th.
3. Corrections for “emerging theme analysis” are due in correct
format on Monday, January 26th if you need to make them. This
draft will be your final score for this assignment.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
Agenda
1. DBQ Analysis
a. Introduce academic terms
i. Valid- based on evidence or sound reasoning
ii. Relevant- relating to the matter under consideration
iii. Sufficient- as much as needed; enough
iv. Reasoning- good sense, an explanation of an act or
idea, to be logical
b. Teacher model analysis of documents for the academic terms
requirements
i. Teacher model thesis statement – The abuse of power,
injustices suffered by the poor, and the deprivation of
the commoners were the most important causes of the
French Revolution.
c. Students work in pairs to analyze all documents
d. Each student will generate a thesis statement
January 22-23, 2015
Split Blocks
Homework Due:
1. Completed analysis of all documents for validity, relevancy,
sufficiency and reasoning and a thesis statement from each student
is due for all classes.
New Homework Assigned:
1. To Kill a Mockingbird Chapters 22-26 QQN and receipt are due
Monday, January 26th.
2. Corrections for “emerging theme analysis” are due in correct
format on Monday, January 26th if you need to make them. This
draft will be your final score for this assignment.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
Agenda
1. To Kill a Mockingbird
a. Grade Chapters 16-21 quiz
b. “Atticus’ Closing Arguments” analysis
i. Claim and evidence
ii. Rhetorical devices
c. Socratic Seminar of Chapters 16-21
January 26, 2015
Homework Due:
1. Corrections for “emerging theme analysis” are due in correct
format if you needed to make them. This draft will be your final
score for this assignment.
2. To Kill a Mockingbird Chapters 22-26 QQN and receipt are due.
New Homework Assigned:
1. “Shaping theme analysis” evidence and analysis paragraph is due
Thursday/ Friday. Use the format on the website. Remember all
criteria from the “emerging theme” and implement the same skills
in the “shaping theme” analysis.
2. Students can come after school Thursday for quiz question analysis
for chapters 16-21 to earn some points back on their quiz score.
3. To Kill a Mockingbird Chapters 27-31 QQN and receipt are due
Monday, February 2nd.
Journal: Complete the second reflection for the “Theme Analysis” goal
and scale.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is
relevant and sufficient; identify false statements and fallacious
reasoning.
Agenda
1. Journal
2. To Kill a Mockingbird
a. Chapters 22-26 quiz
b. Theme Analysis
i. “Shaping” – to adapt or mold
ii. Find evidence of when your chosen theme is being
“shaped”
iii. Write your analysis paragraph with the same criteria as
your “emerging theme” paragraph
1. Paraphrased evidence in your analysis with page
number.
2. Inferences
3. Green/Theme word
4. Academic vocabulary for the section
5. Address the importance of the evidence to your
theme
January 27, 2015
Homework Due:
New Homework Assigned:
1. Finish the “Atticus’ Closing Argument – Repetition and Parallel
Structure” writing responses for tomorrow if you don’t finish them
in class today.
2. “Shaping theme analysis” evidence and analysis paragraph is due
Thursday/ Friday. Use the format on the website. Remember all
criteria from the “emerging theme” and implement the same skills
in the “shaping theme” analysis.
3. Students can come after school Thursday for quiz question analysis
for chapters 16-21 to earn some points back on their quiz score.
4. To Kill a Mockingbird Chapters 27-31 QQN and receipt are due
Monday, February 2nd.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
Agenda
1. To Kill a Mockingbird
a. Finish “Atticus’ Closing Arguments” analysis
i. Rhetorical devices – repetition and parallel structure
1. Mark written responses
a. Red pen – academic vocabulary
b. Pink – evidence
c. Yellow- inference and answer to prompt
January 27, 2015
Homework Due:
1. The “Atticus’ Closing Argument – Repetition and Parallel
Structure” writing responses.
New Homework Assigned:
1. “Shaping theme analysis” evidence and analysis paragraph is due
Thursday/ Friday. Use the format on the website. Remember all
criteria from the “emerging theme” and implement the same skills
in the “shaping theme” analysis.
2. Students can come after school Thursday for quiz question analysis
for chapters 16-21 to earn some points back on their quiz score.
3. To Kill a Mockingbird Chapters 27-31 QQN and receipt are due
Monday, February 2nd.
Journal: What is your controlling topic sentence for your parallel
structure response? Why is it a successful sentence for your paragraph?
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Journal
2. To Kill a Mockingbird
a. Grade Ch 22-26 quiz and Socratic Seminar Ch 16-26
January 28-29, 2015
Homework Due:
1. “Shaping theme analysis” evidence and analysis paragraph is due.
New Homework Assigned:
1. To Kill a Mockingbird Chapters 27-31 QQN and receipt are due
Monday, February 2nd.
2. Final draft of “Shaping theme analysis” evidence and analysis
paragraph is due Tuesday. Use the format on the website.
Remember all criteria from the “emerging theme” and implement
the same skills in the “shaping theme” analysis.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. To Kill a Mockingbird/MLK’s Detroit I have a Dream Speech
a. Introduce writing assignment directions and rubric for
Atticus’ Closing Argument and MLK”s Detroit I Have a
Dream Speech
1. Break down directions with red pen
2. Review allusions present in MLK speech
3. Students will complete analysis protocol of the
speech through green word
2. Students conferences for “shaping theme” analysis
February 2, 2015
Homework Due:
1. To Kill a Mockingbird Chapters 27-31 QQN and receipt are due.
New Homework Assigned:
1. Final draft of “Shaping theme analysis” evidence and analysis
paragraph is due Tuesday. Use the format on the website.
Remember all criteria from the “emerging theme” and implement
the same skills in the “shaping theme” analysis.
2. DBQ list, documents and outline will be handed back today. Use
these to remind yourself of all the requirements needed in your
Industrial Revolution DBQ. Also, remember all criteria you
learned with the French Revolution DBQ and implement the same
skills in the Industrial Revolution DBQ.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. To Kill a Mockingbird
a. Chapters 27-31 reading quiz
b. Socratic Seminar
c. Collect Chapters 16-31 QQNs
February 3, 2015
Homework Due:
1. Final draft of “Shaping theme analysis” evidence and analysis
paragraph is due.
New Homework Assigned:
1. Finish Literary Graffiti for tomorrow if not done today.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. To Kill a Mockingbird
a. Video of the end of the story with Venn diagram
compare/contrast activity
b. Literary Graffiti theme analysis
i. Choose your evidence of when your theme is in its
“refined” state for your graffiti
ii. Definition of “Refined” – in its purest form
February 4, 2015
Homework Due:
1. Literary Graffiti
New Homework Assigned:
2. Final typed draft of the “Refined” theme analysis is due next
Tuesday. Use the template on the website for the correct format.
3. TKMB books will be collected next Tuesday.
Journal: Complete the final reflection on the theme analysis goal and
scale sheet
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Journal
2. To Kill a Mockingbird
a. Literary Graffiti theme analysis
i. Definition of “Refined” – in its purest form
ii. Present graffiti to the class
b. Answer the Essential Question in the context of the novel
c. Grade Chapters 27-31 quiz and discuss chapters
February 5-6, 2015
Split Blocks
Homework Due:
New Homework Assigned:
1. Typed rough draft of Atticus/MLK informative essay is due
Monday.
2. Final typed draft of the “Refined” theme analysis is due next
Tuesday. Use the template on the website for the correct format.
3. TKMB books will be collected next Tuesday.
4. We will be blocking next Wednesday and Thursday. Make sure
you know your computer log in.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Journal
2. Informative essay
a. Teacher model of informative response to rhetoric question.
b. Discuss format options and number of paragraphs
1. Introduction
a. Orient the reader to the topic
b. Controlling thesis grounded in the
prompt/directions
2. Body
a. Topic sentences
b. Paraphrased evidence with citation
c. Inferences and answer the prompt
d. Use of academic vocabulary from the
prompt
3. Conclusion
a. Discuss why this matters and what effect it
has.
c. Give students time to compose their essay
February 9, 2015
Homework Due:
1. Typed rough draft of Atticus/MLK informative essay. The hand
written draft will be collected today.
New Homework Assigned:
1. Typed final draft of Atticus/MLK informative essay is due
Wednesday for Day 1 and Thursday for Day 2. Bring all related
papers and turnitin.com receipt.
2. Get your progress report signed for tomorrow.
3. Final typed draft of the “Refined” theme analysis is due tomorrow.
Use the template on the website for the correct format.
4. TKMB books will be collected tomorrow.
5. We will be blocking Wednesday and Thursday. Make sure you
know your computer log in.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine a theme or central idea of the text and analyze in detail
its development over the course of the text, including how it
emerges and is shaped and refined by specific details.
3. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
4. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Informative essay
a. Color code typed rough draft
b. Edit and revise using the Informative Essay Rubric
February 10, 2015
Homework Due:
1. Final typed draft of the “Refined” theme analysis. All papers
related to the assignment will be collected.
2. TKMB books will be collected
New Homework Assigned:
1. Typed final draft of Atticus/MLK informative essay is due
Wednesday for Day 1 and Thursday for Day 2. Bring all related
papers and turnitin.com receipt.
2. We will be blocking Wednesday and Thursday. Make sure you
know your computer log in.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
3. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. To Kill a Mockingbird
a. Portfolio Reflection
b. Theme Analysis – write final thesis statement
c. Answer the Essential Question in the context of the novel
d. Collect all books
February 11-12, 2015
Block Schedule
Homework Due:
1. Typed final draft of Atticus/MLK informative essay is due
Wednesday for Day 1 and Thursday for Day 2. Bring all related
papers and turnitin.com receipt.
New Homework Assigned:
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance a point of view or
purpose.
3. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Atticus/MLK Informative Essay
a. Portfolio Reflection
b. Collection of all papers
2. The Artist’s Toolkit – teaches skill of art analysis
February 13, 2015
Homework Due:
New Homework Assigned:
1. Vocabulary Unit 7 packet due Wednesday.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Analysis of DBQ documents
a. Do analysis protocol and HIPPO for all documents
b. Write thesis statement
2. Vocabulary Unit 7 packet
February 17, 2015
Homework Due:
New Homework Assigned:
1. Vocabulary Unit 7 packet due Wednesday.
Journal: What are your thoughts on war? Why do you feel this way?
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Journal
2. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Number the stanzas of the poem.
c. Student independent reading with two focus questions.
i. Describe the men in stanzas one and two.
ii. What else do you notice about the piece?
d. Student processing- give a short written response to the two
focus questions and share with your shoulder partner.
3. Simple Sentences
a. Give handout and review the sentence structure
February 18, 2015
Homework Due:
1. Vocabulary Unit 7 packet
New Homework Assigned:
2. The Vocabulary Unit 7 test will be next Tuesday with a section
that tests simple sentences. We will not do accents, but you will
have a reading passage related to the vocabulary with questions.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Journal
2. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Number the stanzas of the poem.
c. Student independent reading with two focus questions.
i. Describe the men in stanzas one and two.
ii. What else do you notice about the piece?
d. Teacher modeling for questions.
e. Listen to an audio recording of the poem.
f. Student independent reading with one focus question.
i. How does the use of simile advance the speaker’s
purpose?
1. Highlight all similes in the poem in pink
highlighter.
g. Student processing- give a short written response to the focus
question and share with your shoulder partner.
February 19-20, 2015
Homework Due:
New Homework Assigned:
1. The Vocabulary Unit 7 test will be next Tuesday with a section
that tests simple sentences. We will not do accents, but you will
have a reading passage related to the vocabulary with questions.
2. You can make corrections on your “refined” theme analysis and
the scores will be averaged together. Corrected assignments are
due next Tuesday.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Teacher modeling for questions.
i. What else do you notice about the piece?
c. Listen to an audio recording of the poem.
d. Student independent reading with one focus question.
ii. How does the use of simile advance the speaker’s
purpose?
1. Highlight all similes in the poem in pink
highlighter.
e. Student processing- give a short written response to the focus
question and share with your shoulder partner.
f. Student independent reading with one focus question.
i. Who is the speaker addressing in the poem? How do
you know?
2. Review Simple Sentences
3. Paper pass back
February 23, 2015
Homework Due:
New Homework Assigned:
1. The Vocabulary Unit 7 test will be Tuesday with a section that
tests simple sentences. We will not do accents, but you will have a
reading passage related to the vocabulary with questions.
2. You can make corrections on your “refined” theme analysis and
the scores will be averaged together. Corrected assignments are
due Tuesday.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Student independent reading with focus questions.
iii. What effect does the switch from the use of “I” to
“you” have?
iv. What words and phrases are used to evoke strong
images about the reality of war?
1. Highlight all imagery with yellow highlighter
c. Student processing- give a short written response to the focus
question and share with your shoulder partner.
2. Review Simple Sentences
February 24, 2015
Homework Due:
1. The Vocabulary Unit 7 packet will be collected today.
2. Corrections on your “refined” theme analysis are due.
New Homework Assigned:
1. The Vocabulary Unit 8 packet is due Thursday for day 1 and
Friday for day 2. The test will be next Wednesday with a section
that tests compound sentences. We will not do accents, but you
will have a reading passage related to the vocabulary with
questions.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Vocabulary Unit 7 Test with simple sentences and reading passage
2. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Student independent reading with focus questions – wrap up
from yesterday if needed.
v. What effect does the switch from the use of “I” to
“you” have?
vi. What words and phrases are used to evoke strong
images about the reality of war?
1. Highlight all imagery with yellow highlighter
c. Student processing- give a short written response to the focus
question and share with your shoulder partner.
February 25, 2015
Homework Due:
New Homework Assigned:
1. The Vocabulary Unit 8 packet is due Thursday for day 1 and
Friday for day 2. The test will be next Wednesday with a section
that tests compound sentences. We will not do accents, but you
will have a reading passage related to the vocabulary with
questions.
2. Finish poetry questions 7 and 8 if you don’t finish them in class
today. They will be collected the next class period.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Dulce Et Decorum Est
a. “Dulce et decorum est pro patria mori” is a Latin phrase that
means “it is sweet and right to die for your country".
b. Student independent reading with focus questions
vii. How is the subject of war being represented in this
poem?
viii. Does this poem cause you as a reader to have a strong
opinion about the realities of war? Why?
c. Student processing- give a short written response to the focus
question and share with your shoulder partner.
2. Grade Vocabulary Unit 7 test
February 26-27, 2015
Homework Due:
1. Poetry questions 7 and 8.
2. Vocabulary Unit 8 packet
New Homework Assigned:
1. The Vocabulary Unit 8 test will be next Wednesday with a section
that tests compound sentences. We will not do accents, but you
will have a reading passage related to the vocabulary with
questions.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Gassed by John Singer Sargent
a. What are the men wearing over their eyes?
b. What else do you notice about the piece?
i. Student processing- give a written response to the focus
question and share with your shoulder partner.
ii. Teacher modeling for questions.
2. Review of Compound Sentences
3. Check Vocabulary Unit 8 packet
March 2, 2015
Homework Due:
New Homework Assigned:
1. Finish Art Analysis Question 1 for tomorrow if you don’t finish it
today. It will be collected tomorrow.
2. The Vocabulary Unit 8 test will be Wednesday with a section that
tests compound sentences. We will not do accents, but you will
have a reading passage related to the vocabulary with questions.
3. Have your final draft of the Atticus/MLK essay on google drive or
your flash drive, so you can make corrections during the block day
and re submit them for grading.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Gassed by John Singer Sargent
a. What visual elements are present in the piece? How does the
use of these advance the artist’s purpose?
i. Student processing- give a written response to the focus
question and share with your shoulder partner.
ii. Teacher modeling for questions.
2. Review of Compound Sentences
March 3, 2015
Homework Due:
1. Art Analysis Question 1
New Homework Assigned:
1. Finish Art Analysis Question 2 for tomorrow if you don’t finish it
today. It will be collected tomorrow.
2. The Vocabulary Unit 8 test will be Wednesday with a section that
tests compound sentences. We will not do accents, but you will
have a reading passage related to the vocabulary with questions.
3. Have your final draft of the Atticus/MLK essay on google drive or
your flash drive, so you can make corrections during the block day
and re submit them for grading.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Gassed by John Singer Sargent
a. What visual principles are present in the piece?
b. How are they created?
c. How does the use of these advance the artist’s purpose?
i. Student processing- give a written response to the focus
question and share with your shoulder partner.
ii. Teacher modeling for questions.
2. Review of Compound Sentences
March 4, 2015
Homework Due:
1. Art Analysis Question 2
2. Vocabulary Unit 8 packet
New Homework Assigned:
1. Finish Art Analysis Question 3 for tomorrow if you don’t finish it
today. It will be collected tomorrow for all classes.
2. Have your final draft of the Atticus/MLK essay on google drive or
your flash drive, so you can make corrections during the block day
and re submit them for grading.
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Gassed by John Singer Sargent
a. Does this piece of art cause you as viewer to have a strong
opinion about the realities of war? Why? Give evidence
from the art with documentation to support your response.
2. Vocabulary Unit 8 test
March 5-6, 2015
Homework Due:
1. Art Analysis Question 3
2. Your final draft of the Atticus/MLK essay on google drive or your
flash drive, so you can make corrections during the block day and
re submit them for grading.
New Homework Assigned:
1. Have a wonderful spring break!!
Learning Goals:
1. Essential Question: What are enduring questions/conflicts that
individuals and their cultures grappled with through history that
are still relevant today?
2. Analyze the representation of a subject in two different texts,
including what is emphasized or absent in each treatment.
Agenda
1. Grade the Vocabulary Unit 8 test
2. Make corrections on the MLK/Atticus essay and submit it to
turnitin.com by the end of the class period.