Learning Target:
- Identify counterarguments and the author's rebuttal in an argument
Work Collected:
- Note card: counterargument formative assessment
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for lit circle discussion #3 (Wed. 5/11)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Final exam notes: grammar
- Counterarguments
- Look at Martin Luther King, Jr.'s "I Have a Dream" speech, including how he addresses counterarguments
- Look at student example argument
- Note card: identify counterargument (Q: What objection do they bring up?) and rebuttal (Q: How do they refute it?)
Learning Target:
- Participate in a group discussion using questions and specific passages to discuss a text
Work Collected:
- Group discussion sheet #2
- Lit circle discussion reflection (form in email)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for next week's discussion #3
Summary of Class:
- Directions
- Lit circle discussion #2 (turn in discussion #2 sheet to Mrs. Boyden)
- Read
- Check in to your reading progress spreadsheet
- Reminder: next week's discussion is one day earlier (Wednesday 5/11)
Learning Target:
- Organize notes for studying/review
- Identify the purposes for using specific devices in writing
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for tomorrow's lit circle discussion (row 2 + "The Envelope, Please")
Summary of Class:
- Library: return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet (week 7)
- Final exam review: citations
- Argument devices: notes on purpose
Learning Target:
- Organize notes for studying/review
- Recognize elements of an argument
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for Thursday's lit circle discussion #2 (row 2 + "The Envelope, Please" worksheet)
- Handout: argument notes
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Note: NO weekly reading due this week, so you do not need to fill out the orange box.
- Announcements about Adventureland, recognition ceremony, etc.
- Final exam: begin creating study guide for review
- Choose outline notes or two-column notes
- See pictures of both examples to the right
- We will review for 5 minutes each day from now until the exam (Wed. 5/25)
- Argument
- Brainstorming in notebook: convince your parents of something
- Notes on argument (yellow sheet)
Learning Target:
- Find specific passages in the text to support your ideas
Work Collected:
- Lit circle discussion worksheet (all 4 parts completed)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Prepare for lit. circle discussion #2 (this Thursday): row 2 + "The Envelope, Please"
- Handout: blue slip for pictures and 6 words for slideshow
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet (note: no weekly reading due tomorrow)
- Handout: blue slip for pictures and 6 words for slideshow
- Lit circle groups: work on part 3
- Be sure to cite specific passages with page numbers
- On your own: complete part 4 + totals for part 2 and turn in worksheet to Mrs. Boyden
- Finish watching "I Have a Dream" speech + summarize in your packet
Learning Target:
- Determine possible themes for poems
- Use Google to find information
Work Collected:
- Group worksheets: Langston Hughes poems
- Article of the week (submitted via Google Classroom)
Work Assigned/Handed Out:
- Optional: extra credit for 3rd quarter due Mon. 3/21 (Insert 5 devices in your "Where I'm From" poem); directions are in Google Classroom
Summary of Class:
- Read for ten minutes
- Email: Complete survey about publishing "Where I'm From" poems
- Group work: Finish working with Langston Hughes poems (group worksheet)
- Individual practice: Try either "The Negro Speaks of Rivers" (p. 10) or "I, Too, Sing America" (p. 11)
- Article of the week
- Make sure this is turned in via Google Classroom
- Class discussion: Why is the year in space important? What are our endeavors (goals) in space? What might the space program look like in 50 years?
- Look at Scott Kelly's Twitter page (pictures from the past year)
- Searching for information
Learning Target:
- Use figurative devices (simile, metaphor), attention to language, and historical background knowledge to determine possible themes of poems
Work Collected:
- Group sheet: Langston Hughes poems
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due tomorrow (quiz + 3-part written response)
Summary of Class:
- Read for ten minutes
- Group work: Langston Hughes poems
- See directions on your group's sheet
- Work on AoW (due tomorrow)
