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English Nine

In Class:


Homework:

 May 22 (blocks 2,3) and May 23 (block 4)

Finish police report by end of class and share with Ms. Chase

Upload your report into your writing portfolio and make sure portfolio is shared with Ms. Chase

Turn in evidence gathering sheet
Happy summer! 
 May 18

Work day on final report 
Last day to turn in late work will be Monday, May 21.

The rest of the year:
Final: Romeo and Juliet Police Report (50 points), Police Report Notes (20 points) and Writing Portfolio (30 points)—all due on the final day. Blocks 2 and 3: May 22; Block 4: May 23.
You will get a May discussion credit grade and there will be an OPTIONAL notebook check.

 
 May 16

Finish viewing the play: who is the are the possible suspects in the death of Romeo and Juliet?

Finalize evidence

Introduce two possible outlines for final project--get outline set up

Essay outline: bit.ly/2IEqXHN

or

Slides outline: bit.ly/2IkXL9q
Last day to turn in late work will be Monday, May 21.

The rest of the year:
Final: Romeo and Juliet Police Report (50 points), Police Report Notes (20 points) and Writing Portfolio (30 points)—all due on the final day. Blocks 2 and 3: May 22; Block 4: May 23.
You will get a May discussion credit grade and there will be an OPTIONAL notebook check.

 
 May 14

Perform and view scenes from Act III
Track evidence for final police report
 Last day to turn in late work will be Monday, May 21.
The rest of the year:
Final: Romeo and Juliet Police Report (50 points), Police Report Notes (20 points) and Writing Portfolio (30 points)—all due on the final day. Blocks 2 and 3: May 22; Block 4: May 23.
You will get a May discussion credit grade and there will be an OPTIONAL notebook check.

 May 10

Warm-up: Are Romeo and Juliet truly in love? Why or why not?
Why do Romeo and Juliet feel that they need to rush to marry? If you think you love someone, should you get married as soon as possible?
What direct evidence could you gather from Act II.ii for your report? Share with your partner. Make sure you have something for both R and J.


Perform Act II and into Act III--view scenes--track evidence for final police report


Last day to turn in late work will be Monday, May 21.
The rest of the year:
Final: Romeo and Juliet Police Report and Writing Portfolio—all due on the final day. Blocks 2 and 3: May 22; Block 4: May 23.
You will get a May discussion credit grade and there will be an OPTIONAL notebook check.
 
 May 8

Warm-up: Your evidence so far...
Get out your evidence gathering handout for our final police report.
Who could we have gathered evidence for so far? Review your hand out. What evidence can you add at this point?
If you had to make a decision TODAY about two possible suspects, who would you choose and why?

Perform Act I and into Act II--view scenes--track evidence for final police report

 If you did not finish MAP, you need to arrange a makeup time with me. It is a 15 point assignment.
Did you create your writing portfolio last class? Grab a handout from me and have this completed by next class if you did not.

 May 4

MAP
Create your writing portfolio

 
 May 2

Warm-up: Self-Assess your Knowledge
As I share the answers to the quiz, correct your quiz and assess your overall score. Write down the actual best answer for number.
What are the results? On the sheet I give you, make three lists with the following headings: literary devices I know really well, literary devices I need to review, literary devices I don’t know at all.

View scenes in Act I--make sure we understand plot and character development at this point

Final round of MAP testing on Friday. Worth 15 points.
Your editorial needs to be printed out, not simply shared with me.
April notebook checks on Friday.

 
 April 30

Warm-up: Is there such thing as love at first sight?
Figurative language pre-test
Small group reading of Act I
 Have you turned your editorial in?
 April 24

Warm-up: Translating Shakespeare
Prologue activity
Notes about sonnets
Perform Act I.i
 Printed out editorial due today
 April 20
 
Time to draft editorial
Romeo and Juliet themes debate
Editorial ex: bit.ly/2qHB2tF
Romeo and Juliet webquest due today
Editorial with rubric due Tuesday 4/24 
 April 18

Editorial work day--finish outline and start drafting.
Romeo and Juliet webquest due Friday 4/20 
 April 16

First half of class: Romeo and Juliet webquest--bit.ly/2JDG1mZ

Second half: Finish outline for editorial
Editorial timeline:
Finish outline by today
Type first rough draft next class
Finalize draft on Friday
Final copy with rubric is due Tuesday, April 24

 
 April 12

Continue researching--use research graphic organizer: bit.ly/2uTyj4I
Look through detailed outline--begin outlining
Outline: bit.ly/2IMt2Om
Monday 4/16: Outline complete
Wednesday 4/18: First draft started
Friday 4/20: First draft completed
Editorial due Tuesday 4/24. 
 April 6

Go to library classroom--research presentation--time to research

Write a rough draft claim for editorial
Many people are missing the plot diagram project. Please share it with me ASAP and turn in a rubric.

March Notebook Checks
How persuasive is your ad? 3/22

Rhetorical appeals notes-- 3/20

Chapter four PEAL paragraph--this is already in the gradebook--Monday 3/12


 
 April 4

Warm-up: What about Kairos?
Part one: Get out the two editorials we looked at last class. The Parkland editorial was published in February of 2018, and the “Using the R Word” editorial was published in August 2008.

Explain how KAIROS applies to these two editorials.

Part two: Grab a copy of the Pitbull editorial when you are ready. Read the editorial on your own. Jot down a direct quote that you think exemplifies each of the appeals: ethos, pathos, logos.

Editorial Organization Notes--get hand out from me

Brainstorming: 

Step one: What issues affect you locally, statewide, nationwide? What current topic have you expressed an opinion about lately? For the next five minutes, make a list of as many controversial topics you can think of. If you feel stuck, get on your phone and search editorials on The New York Times, Denver Post, Washington Post, etc. websites.

Step two: Quietly get up and add two topic ideas to the back board--write your name by the ideas you add for credit.

Step three: Look at your list and the class list. Write for another ten minutes: which topics are you passionate about? Why? What is your SPECIFIC stance/position on these topics? Why? Choose a topic. What is your stance/opinion about that specific topic?







 Many people are missing the plot diagram project. Please share it with me ASAP and turn in a rubric.

March Notebook Checks
How persuasive is your ad? 3/22

Rhetorical appeals notes-- 3/20

Chapter four PEAL paragraph--this is already in the gradebook--Monday 3/12



 April 2

Warm-up: Review of Rhetorical Triangle
Commercial #1 Commercial #2

Take a quick minute or two to review your notes about the rhetorical triangle from before break.

You will be assigned either commercial one or commercial two. We will watch both. Write about at least two rhetorical appeals you see the advertisers using, and specific examples that show how the advertisers create those appeals.

Find someone on the other side of the room who analyzed the opposite commercial as you. It will be your job to explain to your partner what you noticed in your commercial. Be ready to share with the class.


Read and annotate two examples of editorials--look for writers use of ethos/pathos/logos--see me for examples



Many people are missing the plot diagram project. Please share it with me ASAP and turn in a rubric.

March Notebook Checks
How persuasive is your ad? 3/22

Rhetorical appeals notes-- 3/20

Chapter four PEAL paragraph--this is already in the gradebook--Monday 3/12


 
March 22 
Warm-up: Warm-up: How persuasive is your ad? 3/22/18
Step one: What is the main persuasive appeal you see your ad using? Describe what the ad uses to create that appeal. Do you think it is persuasive? Why or why not?

Does your ad use a second, even a third appeal? If so, describe how it’s used. If not, why do you think the ed relies so heavily on one appeal?

Step two: Find a partner. Share your ad but don’t share any of your thoughts about the appeals it uses. Quiz your partner: What do you think the primary appeal is and why? After they have answered, share your thinking. Did you match up? Do you disagree? Who is right?

Notes about KAIROS

Read and annotate first example of editorial 


No homework over spring break 
March 20

First half of class: work time on final plot diagram project--turn in rubric and share electronic copy with me

Editorial and persuasive appeal notes
Identify persuasive appeals at work in The Office episode
 Find an advertisement that uses at least ONE of the persuasive appeals we learn about today. Either print it off, or have it ready on your phone for the beginning of next class.
 March 16

Finish reading the novel

Work time on plot diagram project

Plot diagram project due on Tuesday 3/20 
 March 14

Warm-up: Curley's Wife
Why do you think most students sympathized with Curley’s wife the least? Explain your thinking.
Does your opinion of her change at all after her death?
Why do you think Steinbeck characterizes our only female character the way he does?


Finish chapter five and read as much of chapter six as possible

Work time on plot diagram project
 Plot diagram project due on Tuesday 3/20
 March 12
Warm-up: Chapter Four PEAL paragraph--students turned this in!
Prompt--Which character (Curley’s wife, Crooks, Candy, Lennie) are you the most sympathetic towards at this point in the story and why? (as of chapter 4)

Use a direct quote to write a PEAL paragraph where you make a case for the character you feel the most sympathy for.

Debate stance on characters
Read chapter five--stopped at page 92

 Plot diagram project due Tuesday 3/20
 March 8
Go through plot diagram rubric
Write up project proposal/plan
Read chapter four--gather evidence for rising action for plot diagra mproject
Finish reading chapter four if you don't finish in class.
Plot diagram project due Tuesday 3/20 
 March 6

Warm-up: Plot diagram evidence gathering

Finish reading chapter three

View scenes if time
 
 March 2
Reflection on definition essay--See Ms. Chase for this handout

Check notebooks

Readers' theater--continue in chapter three
February Notebook Checks
1 and 2.) Entire Multi-Day warm-up: 2/15, 2/20, 2/26
3.) Choice--notes/warm-up/activity

 
February 28 

Imagery Field trip warm-up: 
You need your notebook, your imagery word list, and maybe a sweatshirt…
We will make an indoor and an outdoor stop. In each place, we will just write for a total of five minutes. In those five minutes, take in the sights, sounds, tastes, smells, and feels (sure, that’s a word). Write a description of your surroundings that incorporates all five senses. Remember, taste and smell are deeply connected. Description should be at least five sentences long.

Start reading chapter three

February Notebook Checks
1 and 2.) Entire Multi-Day warm-up: 2/15, 2/20, 2/26
3.) Choice--notes/warm-up/activity

 
 February 26
Finish multi-day warm-up--please see Ms. Chase for this warm-up--I have copies in my room

Share out chapter two work with class.
View scenes from the film
February Notebook Checks
1 and 2.) Entire Multi-Day warm-up: 2/15, 2/20, 2/26
3.) Choice--notes/warm-up/activity

 
 February 22
Warm-up: Steinbeck’s use of Imagery 2/22/18
What is imagery?
As we view, jot down two important ideas that will help us understand the definition of imagery.

Excerpt from “ I Wandered Lonely as a Cloud” by William Wordsworth *Choose one of the stanzas below to illustrate on the small sheet I give you. Quote the line(s) that you illustrate beneath your drawing.

I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

Read in chapter two

February Notebook Checks
1 and 2.) Entire Multi-Day warm-up: 2/15, 2/20, 2/26
3.) Choice--notes/warm-up/activity

 February 20

Warm-up: Background Activity
Listen: “The Hobo’s Lullaby”
How do the lyrics in “The Hobo’s Lullaby” compare and contrast to what we know about George and Lennie so far? Find ONE direct quote that you think links Lennie and George to this historical song. Explain how it connects.

Plot diagram contest

Start reading in chapter two of OMaM

Copy of full OMaM text for absent students--read the first half of chapter two. 
 February 15

Warm-up: Article activity--see Ms. Chase for the article and the prompt

Discuss cover art--writing activity in your notebook: Look closely at the art on the cover of Steinbeck’s novella. Describe what you notice, what parts of the artwork might offer clues about what to expect from the story, and what you notice about the two characters featured on the cover.

Read chapter one in OMaM--discuss characterization, setting, imagery
Check the gradebook--are you missing anything important we have turned in over the past week? 
 February 13

Registration for first part of class
Anticipation guide and debate for second half of class

 Check the gradebook--are you missing important assignments?
 February 9

Culminating The Odyssey--finish reading the last two books

Final group Odyssey project
Final copy of definition essay turned in today in paper form and on Turnitin.com 
 February 7

In library classroom--editing/revision activity

Create Turnitin.com account

Submit definition essay on Turnitin and on paper
Odyssey packet due Friday--30 points

Final Odyssey discussion on Friday--15 points. 
 February 5

Draft definition essay

Read books 21-22

Final copy of definition essay will be submitted electronically and on paper next class

Planning packet due next class

The Odyssey packet will be due Friday 2/9

Final Odyssey discussion on Friday 2/9--15 points 
February 1 

Look at more model paragraphs for definition essay

Discuss MLA style

Time to draft

Complete draft in Google docs due next class 
January 30 

Quickest warm-up ever: Take two quick minutes: re-read your warm-up from January 8.
Then decide: Agree or Disagree--Odysseus is the definition of a hero.

Read books 18-20--make sure plot and motif/idea tracking is completed up through book 20

Discuss the purpose of conclusions and look at a model conclusion

Time to map out conclusion

Complete planning for next class. Be ready to draft on the Chromebooks.
Change in policy—if you think you missed work that was passed back, instead of checking the basket, please come see me individually.
 
 January 26

Review books 8-12
Group read books 13-17
Work on body paragraphs 2 and 3

Finish mapping out body paragraphs 2 and 3 for Tuesday 
 January 24

Review epic similes
Warm-up: Return to practice from last class...
Review your definition and example of epic simile in your notes.
Grab a highlighter and highlight the exact lines that contain the example epic simile. What two things are being compared?
Re-read lines 123-126. Then read your paraphrasing. Did you put Homer’s words into your own? Revise your response.

Work on body paragraph one
Read book 12

 
 January 22

Read books 8-11
Epic simile practice--hand out in class
Work on definition essay
No hw reminders 
 January 18th

Warm-up: Intro to Homeric/Epic Similes
Read in The Odyssey
Work on body paragraph one

HW: whatever you have not completed in your definition essay planning for your hook and body paragraph one, complete for Monday 1/22
 January 16th

Partner warm-up: Step one: Assign parts (multiple for one person). Finish reading book five out loud, then complete your description of the plot and find an example of your word.
Step two: Read book six out loud, then complete your description of the plot and find an example of your word.

Intro to definition essay--go through rubric
Write rough draft intro with hook and thesis statement
No homework  
 January 11th

Intro to definition essay
Warm-up: Choose your word...
Which motif do you want to track for the definition essay: perseverance or hero?
Create a word map to brainstorm ideas.

Review terms from last class

Read The Odyssey


 No homework
 January 9th
Go through/review notebook checks etc.

Warm-up: Terms we need to know...
Read through the four important concepts we need to know: epic poem, epic hero, hero’s journey, archetype.
Practice close reading important concepts—have a highlighter or pen—highlight or underline what you think are the most important parts of the definitions—focus in on key words. Put a question mark next to parts of definition that do not make sense.

Notes/context for The Odyssey

Start reading
The Odyssey

No homework 
 January 8th
Watch Hero's Journey video

Warm-up: What is a hero?
Aliens land on Earth. It’s your job to get them acquainted with humankind. Here’s what the government has tasked you with doing:
Explain what it means to be a hero. Include descriptions of heroic characteristics.
Give an example of a real person who you think is a hero. What qualities do they possess?
Describe your favorite story about a hero.



No homework 
 Semester Two
 December 8
Plan and draft TIB essay
Have a complete draft for next class 
 December 6
Self-paced day:
--Complete MAP
--Make sure Nov warm-ups are checked
Finish reading TIB examples and making observations
Start brainstorming
TIB brainstorming sheet due next class--10 points.
 December 4
Warm-up: Agree/Disagree
We will debate #2 on your themes hand out. You’ve already explained why you A/D, but now come up with a brief anecdote that exemplifies why you believe what you believe.

Add TIB hand out to notes
Intro TIB response sheet and look at first example
Start work on second example


No hw 
 November 30
Warm-up: Beliefs
Respond to the following questions:
An alien lands on this planet and is trying to understand what it means to be human. How would you explain the following:
What is a belief? Explain.
Why is it important to study your own beliefs? Explain.
Why is it important to study the beliefs of others, even those with whom you disagree? Explain.

What is "This I Believe"?
Read through first example of "TIB"
No hw 
 November 28
MAP testing
Turn in TKAM
Check November warm-ups:
Warm-up: Boo Radley? Where’s he been? 11/9/17
Warm-up: Writing Reflection 11/15/17
End of the novel SWBS sentence activity—I already have this—11/13/17

Work on "This I Believe" activity
"This I Believe" Debate activity due next class

Bring TKAM book if you didn't have it today 
 November 17
TKAM final assessment
No homework for break! 
 November 15
Warm-up: Writing Reflection
Read through the two PEAL paragraph practices you will receive from me. Respond to the following questions.
1) What worked well? What did you do that made your writing persuasive? What strengths should you maintain? What advice could you offer to other writers?
2) What are your areas of improvement and how will you approach achieving growth in those areas?
3) Set two writing goals for Friday’s assessment, and discuss how you will achieve those goals.
Example: I want to focus on using direct evidence that proves my point. I will achieve this by making sure I understand everything I want to argue in my point, and looking closely at my evidence and asking: does this evidence actually show what I am going to claim it shows?

Review for exam--stations activity

Final assessment for TKAM will be on Friday 11/17--use the review documents from class to prepare. 
 November 13
Culminating SWBS practice
View scenes from the film
 Your reading in the novel should be finished for today.
 Please see me or email me for info about the weeks of October 30th and November 6th.
I will promptly get you any information or materials you may need.
 
 October 26
Quick warm-up: SWBS end of chapter 15
Zoom in on pages 202-207. Do not look outside of these pages. Write an SWBS statement from the perspective of Scout, Jem, Atticus, and Walter Cunningham Sr.

Read chapter 16 as a large group--turn in partner discussion sheet

Quiet reading time--chapter 17--finish this for Monday


 Finish reading chapter 17 for next class.
 October 24
October notebook checks:
PEAL practice paragraph that I currently have—were you here for the notes? Did you turn in a practice paragraph to me?
Warm-up: SWBS chapter 11 from October 18
Warm-up: Motifs in TKAM from October 16

Writing activity--this was turned in
Return to your warm-up from last class. You were asked to find evidence that shows Harper Lee’s treatment of the race motif in chapter 14.
Get out your PEAL notes hand out.
Goal: Write a PEAL paragraph that responds to the following question—What is Harper Lee’s message about the motif of race in chapter 14?
*You will turn this in and be graded on the PEAL rubric.

View scenes from the film--the mob scene outside of the jail and a view of the courtroom


Finish reading chapter 15 for next class.  
 October 20
Warm-up: SWBS ch 14
Somebody…Wanted…But…So
Write Somebody….Wanted…But…So horizontally across your warm-up so that you can create lists.
1) For each category, write THREE things that describe what’s happening in chapter 14.
2) Here are the motifs we are tracking: Focus on the motif of race in chapter 14—find one direct quote that exemplifies this motif. What do you think Harper Lee is saying to us about race in this chapter?

Turn in SWBS partner quiz
Watch mini-documentary about the history of lynching in the U.S.--surprised? questions? challenge/change/confirm?

Start reading chapter 15

No homework! 
 October 18
Warm-up: SWBS chapter 11
What is SWBS? Somebody….Wanted…But…So
Example: CINDERELLA WANTED to go to the ball BUT her step-mother wouldn’t let her because she despises her SO Cinderella had her fairy god-mother help her make a dress and go in secret.
Now you try:
Write Somebody….Wanted…But…So horizontally across your warm-up so that you can create lists.
For each category, write THREE things that describe what’s happening in chapter 11.

Share out and discuss SWBS sentences
Read condensed versions of chapters 12 and 13--annotate using !  ?  C  M  questions



 Read chapter 14 for next class. There will be text based questions.
 October 16
Notes: add to motif definition and examples

Warm-up: Motifs in TKAM--For this warm-up, copy the list of motifs below in your notebook: Empathy/Compassion, Education, Coming of Age/Innocence to Experience, Race, Class, Justice
1) Choose one motif that is most interesting to you. Go back to any of the chapters we have read so far and find a direct piece of evidence that demonstrates your chosen motif. Jot down your quote and explain how it shows your motif.
2) Now find a direct piece of evidence from your own life. Where have you seen this motif surface in your life? Using an anecdote (what is this?), tell a quick story that exemplifies this motif.

Chapter ten text based question activity
Individual reading time--start chapter 11

 If we do not finish chapter 11, finish it for next class. Prepare for a text-based questions activity.
 October 11
Partner Warm-up: Review of Literary Devices in TKAM
Directions: Once I have partnered you with a classmate, find two desks in the classroom and turn them to face each other. We need to take a quick time out to review some of the literary elements we have encountered so far. Get an Oxford Lit Terms Glossary from up front.

In your packet, add definitions of the following—be sure to put the definitions IN YOUR OWN WORDS (paraphrase):
1) Direct and indirect characterization (under characterization.
2) Imagery
3) Foreshadowing
4) Symbolism
5) Metaphor
6) Dialect
7) Dialogue
8) Motif

Chapter 8 discussion questions:
Partners will be called upon randomly. Find direct evidence in the text to help discuss the following questions:
1) What surprising thing does Scout discover on her after the fire? Who do you think left it there, and what does this gesture further reveal about this person?
2) After the fire is over, how does Miss Maudie feel about the destruction of her house? What does this tell you about her character and values?

Read condensed chapter nine with your same partner



Read chapter ten for next class--prepare for text based questions. 
 October 9
Finish PEAL notes and turn in practice paragraph
Chapter seven text based questions
Start reading chapter 8

Finish reading chapter 8. Prepare for text-based questions. 
Independent work title and reading goals due
 October 5

PEAL notes and practice writing

Finish reading chapter 6 and get as far into chapter 7 as possible

Finish reading chapter 7 for Monday. We will have text based questions in class. 
October 3

Last two presentations
Chapter five text based questions activity
Check warm-up from 9/11 while working on chapter five questions
Launch into chapter six
First six week grades will be posted today. How does yours look? What are you missing? Are you earning the grade you want at this point in the semester?
Check no name assignments on the board!
Thursday is your last day to get your discussion credit for Aug/Sept.
Independent work project: if you plan to do this, you need to bring me your book and your reading goals by Monday 10/9.
 
September 29 

First half of class:
Nest two presentations
Second half of class:
Library classroom visit--select independent read
 You will have your first round of reading homework! Read chapter five of TKAM. Be ready to show your knowledge of the chapter on a reading quiz on Tuesday.

Make a decision about the independent reading project. Show me your text by Monday, October 9. Your reading calendar will be due that day as well.
 September 27

First half of class: Next two presentations--audience members are taking notes.

Second half of class: finish chapter three and read chapter four--be looking for the inciting moment
Check the grade book--are your notebook checks entered? Do you have discussion credit for Aug/Sept yet? 
 September 25

First half of class: Sign up for presentation days, decide who is presenting what, view first two presentations

Second half of class: Circle up and read chapter three--track characters and setting.
Check the grade book--are your notebook checks entered? Do you have discussion credit for Aug/Sept yet? 
 September 21

Begin reading in chapter two
Work time on group research
Your group visual needs to be ready to go for next class
 September 19
Mini-lesson/notes: Plot diagram intro and definition of exposition--add this to TKAM packet

Finish reading chapter one--continue to track characters and setting

Work time: continue research on TKAM history/culture/context
No hw reminders--check the gradebook! 
 September 15
Go to library--research activity and time to gather info for your group project
Same as 9/11--notebook checks will be Tuesday 
September 13 
Go through small group mini-research activity and create groups

Warm-up: How I feel when…9/13/17
1) Add your thinking to the following statement:
I mostly feel ______________ when discussing race because….
2) We will all bring our own experiences to the table when we discuss things in class. Respond: What do we, as a community of learners, need from each other to have a safe, yet courageous conversation?

Keep reading in chapter one--record descriptions of characters and setting details

Same as 9/11 
September 11 
Warm-up: Warm up: How do we discuss controversial topics? 9/11/17

What is a topic that you have strong feelings about? Write a little about this topic. Why do you feel this way? Have you had any experiences that influenced how you feel about this topic?

Controversial topics activity
Pass out TKAM packet and start reading chapter one


Do you need to do MAP makeups? Check in with Ms. Chase today if you have been absent or did not finish in class.

Turn in the syllabus quiz today if you did not finish it in class.

First notebook check next class. Here are the warm-ups I will be checking: Warm-up: What should our class expectations be? 8/21/17, Warm-up: Getting ready to read TKAM…what do we already know? 8/29/17
 
 September 7
First half of class objectives:
-Finish MAP
-Return to "Painted Devils" paragraph
-Take syllabus quiz
-Check our TKAM book

Second half of class obejctives: 
Start TKAM conversations
Warm-up: How will we discuss controversial issues in this class?
 Check your grades!
September 5
Syllabus quiz
MAP testing 
 Check your grades on Infinite Campus--are you missing anything?
 August 31
Library orientation today
Write paragraph in response to "Painted Devils" and submit via Google docs
 Syllabus quiz next Tuesday, September 5.
August 29 
Warm-up: What do we already know? Write down as much as you know or can associate with the following terms: metaphor, characterization, setting, symbol, dialogue, theme
Read "Painted Devils" and practice annotating
Prepare to write in response to the text
 Signed syllabus due today. 
Syllabus quiz will be next Tuesday, September 6. You may use your notes.
 August 25
Introduction to To Kill a Mockingbird
View "Hey Boo" and respond to questions
 You and your parents read through and sign the syllabus. Bring back the signed copy by Tuesday, August 29. Worth five points.
August 23
Syllabus group activity
Present and create quiz question
You and your parents read through and sign the syllabus. Bring back the signed copy by Tuesday, August 29. Worth five points.
August 21  
Introduction to class notebooks and notebook checks

  Warm-up: What should our class expectations look like? This is OUR class! We are all equal stakeholders in what happens in here.
   Describe how you think we should treat each      other in this class. What behaviors should we          expect of each other?
   Describe how you think we should treat the classroom itself.
   Describe what you expect from me in this class.
   Describe what you think I should expect from you in this class.

  Create class list
  
  Free write: The next solar eclipse will be on August 12, 2045.  How old will you be for this eclipse? How old will your children or other loved ones be?  What do you hope will be happening in the world at this point? What do you fear will be happening?

 None
August 18
 Introductions and note cards
 None

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