Eng+ILA+Sem.+2

= WELCOME BACK TO SCHOOL and SEMESTER 2!!! = = =

= Week 20 - Jan. 5-7: Grammar & Writing = = Wednesday 1-5-11: =

3) Eating your family Christmas meal
==Then write a well-developed paragraph describing this scene with your most expressive words and imagery; try your best to use all five senses and figurative language (similes, metaphors, personification, etc.).==

[[image:a_student_presentation.jpg width="153" height="151"]] Share your expressive/descriptive paragraphs
= Thursday 1-6-11: =

[[image:ear.jpg width="150" height="128"]] Today's short story... "The Traveling Musician" Part 1, by Jacob and Wilhelm Grimm
= Summarize Part 1 of short story =

= = =__ Grammar: Parts of Speech __= = >Create Parts of Speech Waterfall = = >Nouns and verbs =

= Silent Reading =

= =

= Friday 1-7-11: = = Today's short story... "The Traveling Musician" Part 2, by Jacob and Wilhelm Grimm=

>Let you creativity shine!
= Individual Revision Workshop =

= Week 21 - Jan. 10-14: "It Happened on a Friday" by Michelle Stimpson = = Monday 1-10-11: Snow Day = = Tuesday 1-11-11: Snow Day =

[|"What I'll Always Remember About Mr. Larsen"]
= = = =

= = = = = = = = = = = = = = = = = Wednesday 1-12-11: =

media type="file" key="It_Happened_On_A_Friday" width="300" height="300"
= = = = ==

>On your 1/4 sheet, explain your opinion of our story's character Stephanie.
= =

= Silent Reading = = = = = = = = =

= Thursday 1-13-11: =

>Complete read aloud of "It Happened On a Friday" by Michelle Stimpson
= = = =

= = = Friday 1-14-11: =

[[image:assignment_book.jpg]] Plot summary of "It Happened on a Friday" is due on Tuesday 1/18/11
== =Review the story and discuss:= = =

__Topic__: A reflection on why you did what you did and how that has affected your life
= Week 22 - Jan. 18-28: The Process (How-To) Essay Workshop = = Tuesday 1-18-11: = = = = = = =

__A word used in place of one or more nouns or pronouns__ __Subject__ pronouns = I, you, he, she, it, they we __Object__ pronouns = me, you, him, her, it, them, us __Possessive__ pronouns = mine, yours, his, hers, its, theirs, ours __Intensive/reflexive__ pronouns = myself, yourself, himself, herself, itself, themselves, ourselves, yourselves __Demonstrative__ pronouns = this, that, these, those __The most frequently used adjective__ __Indefinite article__ = __a__ and __an__ refer to any member of a general group, like “a cat,” “a dog,” “a girl,” meaning any cat, any dog, any girl __Definite article__ = __the__ refers to someone or something in particular, like “the cat,” “the dog,” “the girl,” meaning a specific cat, a specific dog, a specific girl the listener/reader will be able to identify
 * Pronoun:**
 * Article:**

= Wednesday 1-19-11: = = =

== Today I will read non-fiction for the purpose of anticipating steps necessary in creating instructions, which are skills I will use later in our unit to write a "How-To" essay. I will also listen to a story for interpretation, analysis, and evaluation. == = =

[[image:ear.jpg width="150" height="128"]] Today's short story... "The Golden Bird," by Jacob and Wilhelm Grimm
= "Keep Your Eyes on the Road"= = =

= Thursday 1-20-11: = = =

== Today I will listen to a story for interpretation, analysis, and evaluation. I will then learn about and apply an effective writing process to write for the purpose of explaining a process to my audience. Then I will learn the discourse conventions (or rules) associated with how to write a "How-To" essay. I will also begin to apply effective pre-writing techniques in the writing process. ==

= How-To Essay Pre-Writing DUE FRIDAY=

+Discuss what type of information was typically missing from each person's instructions and what information was typically helpful in understanding the instructions.
= =

A process paper does one of two things: 1) tells the reader how to do something or 2) describes how something is done. Therefore, the following must be part of your writing:

 * ===Identify the process you are trying to explain and why it is important.===
 * ===Identify who or what the process affects.===
 * ===Explain if there are different ways of doing the process.===
 * ===Identify who your readers are and what knowledge they need to understand this process.===
 * ===Identify the skills/equipment needed for this process.===
 * ===Identify how long the process takes and if the outcome is always the same.===
 * ===Identify how many steps there are in the process.===
 * ===Explain how each step is important.===
 * ===Explain any difficulties involved in each step and how they can be overcome.===
 * ===Explain any cautions needed.===
 * ===Explain any vocabulary or definitions that need to be clarified.===
 * ===Compare your process to any other processes that are similar and could help illustrate the process that you are writing about.===
 * ===If needed, tell what should not be done or why something should be done.===
 * ===Your process paper should be written in the second person (you).===
 * ===Your responses to these questions and statements should enable you to write an effective process essay.===

A Sample Process Essay
(from http://leo.stcloudstate.edu/acadwrite/process.html )

Kool-Aid, Oh yeah!
===It has been said that Kool-Aid makes the world go 'round. Let it be advised, however, that without the proper tools and directions, the great American beverage is nothing more than an envelope of unsweetened powder. There are five simple steps to create this candy-tasting concoction.===

===Picking the proper packet of flavoring is the first step in making Kool-Aid. Check the grocer's shelf for a wide variety, ranging from Mountain Berry Punch to Tropical Blue Hawaiian. If it is a difficult decision for you, knock yourself out and buy two. The packets usually run under 65 cents.===

===After choosing the flavor that best suits your taste buds, the second step is making sure that your kitchen houses some necessary equipment for making the Kool-Aid. Find a two-quart pitcher. Plastic is nice, but glass pitchers allow the liquid to shine through and add festive coloration to any refrigerator shelf. Next, find a long-handled wooden spoon, a one-cup measuring cup, a water faucet that spouts drinkable water, usable white sugar, and an ice cube tray full of ice. Then, you are ready to mix.===

===Third, grab the left edge of the Kool-Aid packet between your thumb and index finger. With your other hand, begin peeling the upper-left corner until the entire top of the envelope is removed. Next, dump the contents of the envelope into the pitcher. Notice how the powder floats before settling on the bottom of the pitcher. Then, take the measuring cup and scoop two cups of sugar into the pitcher as well. At this point, adding the water is a crucial step. Place the pitcher under the water faucet and slowly turn on the cold water. If the water is turned on too quickly, powder will fly all over when the initial gusts of water hit. After the pitcher is filled within two inches of the top, turn the water off and get prepared to stir. With the wooden spoon submersed three-quarters of the way in the liquid, vigorously stir in a clockwise motion until all of the powder is dissolved. Taste it. If the Kool-Aid is not sweet enough, feel free to add more sugar.===

===Fourth, when you are finished seasoning the Kool-Aid to your liking, rinse off the spoon and the measuring cup. Take a glass from the cupboard. An eight-ounce glass is usually sufficient. But stronger thirsts might prefer a 32-ounce mug. Add ice and then fill the glass with Kool-Aid. Find a comfortable chair, put your feet up, and drink away. After all, Kool-Aid makes the world go 'round.=== = Friday 1-21-11: =

= = = = = =

= Silent Reading =

= Week 23 - Jan. 24-28: The Process (How-To) Essay Workshop = = Monday 1-24-11: =

= =

= Tuesday 1-25-11: =

[[image:transition_word_chart.png]]
= Thursday 1-27-11: =

= =

= =

= = = Friday 1-28-11: =

>Continue working on How-To Essay
= =

= Week 24 - Jan. 31-Feb. 4: "Accused" by Michelle Stimpson = = Monday 1-31-11: = = Snow Day - Early Dismissal =

= Tuesday 2-1-11: Snow Day = = = = Wednesday, 2-2-11: Snow Day = = = = = = Thursday, 2-3-11: =

media type="file" key="Trailer Accused.mov" width="300" height="300"

= = ==

>Begin read aloud of "Accused" by Michelle Stimpson
= Friday 2-4-11: =

Today I will listen to a story for interpretation, analysis, and evaluation. I will also write on demand to practice and apply effective writing skills.
= = ==

= =

= Week 25 - Feb. 7-10: Newspaper & Editorial Writing = = Monday 2-7-11: = = =

== Today I will read non-fiction in order to analyze the connection between non-fiction to fiction. I will also learn about effective writing skills for the purpose of creating a newspaper article about the lock-down that occurred in our story "Accused," by Michelle Stimpson. == = =

=Newspaper article DUE WEDNESDAY=

= "Got a Tip? Text It!"=

[[image:an_essay_writing.gif width="129" height="190" align="left"]]
= Writing with the 5Ws & an H: =

[[image:invertedtriangle.GIF align="right"]]
==Tomorrow you will be reporting on the lock-down that occurred in last week's story. Remember that in a newspaper article, the most important information is provided at the beginning (remember the upside-down triangle). You will write a newspaper article that effectively provides readers with the most important information about the situation in an interesting manner.==

= Tuesday 2-8-11: = = =

= =

== Today I will write on demand, applying effective writing skills for the purpose of creating a newspaper article about the lock-down that occurred in our story "Accused," by Michelle Stimpson. I will also present my article in proper publishing format. ==



=Newspaper article DUE WEDNESDAY=

= =

[[image:an_essay_writing.gif width="129" height="190" align="left"]]
= Writing with the 5Ws & an H: =

[[image:invertedtriangle.GIF align="right"]]
==Today you will be reporting on the lock-down that occurred in last week's story. Remember that in a newspaper article, the most important information is provided at the beginning (remember the upside-down triangle). You will write a newspaper article that effectively provides readers with the most important information about the situation in an interesting manner.== = =

= Wednesday 2-9-11: =



=Letter to the editor DUE THURSDAY=

==Today you will be writing a letter to the editor about an aspect of the social issues involved in last week's story. You may choose one of the following issues or another issue you see relevant to the story:==

1) Teen pregnancy or 2) School security policies.
==Remember that in a letter to the editor, you need to be brief, to the point, and very clear in your opinion. You will write a letter to the editor that effectively communicates your opinion about some aspect of the social issues arising from the event in our reading.==

= Thursday 2-10-11: = = =

Letter to the editor DUE TODAY
= Week 26 - Feb. 14-18: Survivor Unit: Richard Connell's "Dangerous" = = Monday 2-14-11: =



== Today I will read non-fiction in order to analyze the connection between non-fiction and fiction. I will also write on demand for the purpose of focusing on the topic of danger, while drawing upon my experiences and observations. ==

2) Letter to the Editor
= Creative Writing Story DUE WEDNESDAY= = "Can People Smell Danger?"=

== __Creative Writing Task__: We will be reading an excerpt from Richard Connell's "The Most Dangerous Game" this week. In anticipation of reading a story about danger and adventure, you will be writing your own scary story. Maybe you've had a time in your own life that was very adventurous or scary. If not, be creative and invent a story about a dangerous and adventurous situation. You will type your 1-2 page story in MLA format, which means you will include your name/header in the top left corner and use 12-point font that is double spaced.==

= Tuesday 2-15-11: =



Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= Creative Writing Story DUE WEDNESDAY= = "The Cold Hard Facts of Freezing to Death" by Peter Stark=



With your partner, prioritize the following list into what survival trait is the most important:
+A belief that you will survive +Physical strength +Resourcefulness +A knowledge of your surroundings +A plan to get to safety +Experience with a similar situation +Calmness +Acceptance of your situation +A willingness to take risks +Persistence, or not giving up

= Wednesday 2-16-11: =



Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= Creative Writing Story DUE TODAY=



>On a 1/4 sheet, in complete sentences, explain why Rainsford swims toward the sound of the shots.
= Thursday 2-17-11: =



Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= =



>On your 1/4 sheet, describe in complete sentences your impression of General Zaroff.
= Friday 2-18-11: =



Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= =



>On a 1/4 sheet, in complete sentences, describe in detail the conflict Rainsford is now facing.
= Week 27 - Feb. 21-25: Survivor Unit: = = Connell's "The Most Dangerous Game" & = = Laurence Gonzales's "Habits of Highly Successful Survivors" = = Monday 2-21-11: =

Today I will read non-fiction in order to analyze the connection between non-fiction and fiction.
== ="Trapped Underground"= = "The Cold Hard Facts of Freezing to Death" by Peter Stark= = =

= Tuesday 2-22-11: =

Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= "The Cold Hard Facts of Freezing to Death" by Peter Stark= = =



>On a 1/4 sheet, in complete sentences, describe in detail the conflict Rainsford is now facing.
= Wednesday 2-23-11: =



>Considering Gen. Zaroff's actions so far, on a 1/4 sheet, list as many characteristics about him as you can.
= Thursday 2-24-11: =



Today I will listen to a story for interpretation, analysis, and evaluation. I will also use writing as a tool for learning.
= "The Most Dangerous Game" Rewrite DUE FRIDAY =

= =

>On a 1/4 sheet, in complete sentences, write the top three habits you feel are most important in surviving dangerous situations.
= Friday 2-25-11: =



Today I will write on demand for the purpose of expressing my creativity in relation to literature I have analyzed and interpreted.
= = = "The Most Dangerous Game" rewrite DUE MONDAY =

= =

>Continue working on "The Most Dangerous Game" rewrite, including details, creativity, and the next conflict you imagine Rainsford will encounter.
= Week 28 - Feb. 28-Mar. 4: Research Project = = Monday 2-28-11: =



== Today I will use knowledge of purpose, audience, format, and medium in developing written communication. I will also engage in the information literacy process of accessing, evaluating, and communicating information and ideas. ==

= "The Most Dangerous Game" rewrite DUE TODAY = = BRING NOTE CARDS ON THURSDAY for your research =

== You will be starting a research project that will begin with 1) choosing a topic you would like to discover, 2) learning and practicing the research process, 3) developing a coherent expository essay, and finally 4) delivering your information by way of a speech. To begin this project, we will focus on our audience. ==

>Then, on the front of your frisbee, brainstorm and write some questions about your topic that you want to find answers for.
== >Then, on cue, fly your frisbee to a classmate so they can write on the back of your frisbee 1) something they feel or already know about your topic and 2) something they would like to or expect to hear about your topic ==

= Tuesday 3-1-11: =



Today I will learn about the information literacy process of accessing, evaluating, and communicating information and ideas.
= BRING NOTE CARDS ON THURSDAY for your research =



= Wednesday 3-2-11: =

[[image:GINGER.jpg width="145" height="145"]] Ms. Bechtold will present information on Internet research
= Thursday 3-3-11: =

Today I will continue learning about the information literacy process of accessing, evaluating, and communicating information and ideas.
= NOTE CARDS DUE TODAY for your research =

Then we'll learn about organizing note cards.


= =



= Friday 3-04-11: =

== Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. == = = = =

= OUTLINES DUE WEDNESDAY at END OF CLASS = = Begin researching your chosen topic, adding your findings to your outline. = = >Remember to do the following: = = +Focus your research on your three main points. = = +Test the waters by doing initial research and background reading. = = +Copy your works cited information onto your note cards. = = +Keep in mind that you want to refine (focus) your research and information by choosing three main points your information will cover. Keep the following outline in mind: = = = = = = = = = = =

= =

= Week 29 - Mar. 7-11: Research Project and Presentations = = Monday 3-07-11: = == Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. ==

= OUTLINES DUE WEDNESDAY at END OF CLASS = = Continue researching your chosen historical person or event, adding your findings to your outline. When done with outline, begin the rough draft of your chosen topic. = = >Remember to do the following: = = +Focus your research on your three main points. = = +Test the waters by doing initial research and background reading. = = +Copy your works cited information onto your note cards. = = +Keep in mind that you want to refine (focus) your research and information by choosing three main points your information will cover. Keep the following outline in mind: = = =

= Tuesday 3-08-11: =

== Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. ==

[[image:assignment_book.jpg]] OUTLINES DUE WEDNESDAY at END OF CLASS
= Continue researching your chosen topic, adding your findings to your outline. = = When done with outline, begin the rough draft of your research speech/essay. = =Your informative research essay/speech will be composed and presented in an [|objective, third-party point of view]=

= Wednesday 3-09-11: = = =

== Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. ==

= = = = = = = = = OUTLINES & NOTE CARDS DUE at BEGINNING OF CLASS TOMORROW = = ROUGH DRAFTS DUE FRIDAY at END OF CLASS =

Final Research Speech/Essay DUE TUESDAY
= = = Continue researching your chosen topic, adding your findings to your outline. = = When done with outline, BEGIN ROUGH DRAFT of your research speech/essay. = =Your informative research essay/speech will be composed and presented in an [|objective, third-party point of view]=

= =

= Thursday 3-10-11: = = =

== Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. == = OUTLINES DUE TODAY at BEGINNING OF CLASS =

Final Research Speech/Essay DUE TUESDAY
= Continue working on the ROUGH DRAFT of your historical speech/essay. =

>1st and 2nd page header walk-through [[image:MLA_Header_Inst.png width="800" height="638" caption="MLA_Header_Inst.png"]]
= =

>Long direct quote from web without known author:
= =

>A __paraphrase__ from a web source with a known author:
= =

>Works Cited walk-through
l

= Friday 3-11-11: = = =

== Today I will engage in the information literacy process of accessing, evaluating, and communicating information and ideas. I will also use an effective writing process to produce a coherent message for the purpose of sharing information about my chosen topic. ==

[[image:assignment_book.jpg]] Final Research Speech/Essay DUE TUESDAY
= Week 30 - Mar 14-17: Research Project Presentations =

(P-T Conferences and Spring Break Starts Friday!)
= Monday 3-14-11: =

Today I will use a variety of strategies for reviewing and editing written communications, including conferring with others.
= =

== PEER REVISION WORKSHOP - Mrs. Hartwig skimmed (NOT thoroughly proofed) your rough drafts, noted required topics that were missing, noted obvious formatting issues. We will now be engaging in a peer revision workshop today. First, please review your outline and rough draft and ask yourself the following, remembering that revision is the heart of the writing process : ==

+Did I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)
=== +Did I successfully use third person point of view by not using // you, I, we, us, me, my, mine, yours but instead by// using // anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual ,// etc.? ===

= Tuesday 3-15-11: =

[[image:assignment.jpg width="207" height="99"]] Final Research Speech/Essay DUE TODAY...
== REVISION WORKSHOP - This is your final opportunity to revise your work before final product is due. Please, take your peer review feedback from yesterday and reflect on your essay's effectiveness. Once again, ask yourself the following questions in order to fine-tune your final presentation: ==

+Did I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)
=== +Did I successfully use third person point of view by not using // you, I, we, us, me, my, mine, yours but instead by// using // anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual ,// etc.? ===

= Wednesday 3-16-11: =

[[image:assignment.jpg width="207" height="99"]] Final Research Speech/Essay DUE TODAY
== REVISION WORKSHOP - This is your final opportunity to revise your work before final product is due. Please, take your peer review feedback from yesterday and reflect on your essay's effectiveness. Once again, ask yourself the following questions in order to fine-tune your final presentation: ==

+Did I end my paper with a strong statement? (e.g. a quote, an interesting statistic, a challenge, an inspiring comment)
=== +Did I successfully use third person point of view by not using // you, I, we, us, me, my, mine, yours but instead by// using // anyone, everyone, someone, they, he, she, theirs, his, hers, him, her, a person, people, an individual ,// etc.? ===

= Thursday 3-17-11: =

Today I will work at effectively using materials necessary to present a coherent message to my audience.
= = = = = = = = = Practice your research speech over Spring Break, as presentations will begin on Thursday, 3-24 =

=[|NOTE CARD PREPARATION] WORKSHOP=

= = = = = = = = = Practice your research speech over Spring Break, as presentations will begin on Thursday, 3-24 =

= Week 31 - Mar. 24-25: Research Project Speech Presentations = = Thursday 3-24-11: =

== Today I will apply my knowledge in producing and delivering a coherent message for the purpose of sharing information about my chosen topic. I will also apply my skills of evaluation to both myself and my classmates. ==

>STUDENT PRACTICE OF 2-3 min. research presentations.
= = = Friday 3-25-11: =

>Student presentations begin.
= Week 32 - Mar. 28-Apr. 1: Research Project Speech Presentations Monday 3-28-11: =

>Student presentations continue.
= =

= Tuesday 3-29-11: =

= Wednesday 3-30-11: =

= = = =

= Thursday 3-31-11: =

Today I will apply my knowledge in engaging with the information literacy process, adhering to ethical conventions established in academic writing.
= =

On a 1/4 sheet, write down your complete and thoughtful definition of plagiarism, including types or examples of what you believe constitutes plagiarism.
== [|Plagiarism Review]: What It Is & How to Avoid It ==

= = = Friday 4-1-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
= "Write it Down!"=

== = = =With your best writing skills, complete the following sentence in a well-developed essay of at least 3/4 of a page, double-spaced, 12-pt. Times New Roman font. "In looking back on what I learned from completing my research project and presenting my speech, I learned..." = =Think about all the skills we learned and used: researching, note-taking, outlining, writing, formatting, plagiarism, and speaking. Be thoughtful. Be complete. Be focused. Be honest. "In looking back on what I learned from completing my research project and presenting my speech, I learned..." =

= Week 33 - April 4-8: Creative Writing = = Monday 4-4-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
== = = =With your best writing skills, complete the following sentence in a well-developed essay of at least 3/4 of a page, double-spaced, 12-pt. Times New Roman font. "I wish... " Be thoughtful. Be complete. Be focused. Be honest. "I wish... " =

== = = =Students sharing of writing= = =

== = = = Silent Reading when done =

= = = = = = = Tuesday 4-5-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
== = = =With your best writing skills, complete the following sentence in a well-developed essay of at least 3/4 of a page, double-spaced, 12-pt. Times New Roman font. "If someone asked me who I **//really//** am, I would have to say that... " Be thoughtful. Be complete. Be focused. Be honest. "If someone asked me who I **//really//** am, I would have to say that..." = == = = =Students sharing of writing= = =

== = = = Silent Reading when done =

= Wednesday 4-6-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
== = = =With your best writing skills, complete the following sentence in a well-developed essay of at least 3/4 of a page, double-spaced, 12-pt. Times New Roman font. "One thing that annoys me most is... " Be thoughtful. Be complete. Be focused. Be honest. "One thing that annoys me most is..." = == = = =Students sharing of writing= = =

== = = = Silent Reading when done =

= = = = = Thursday 4-7-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
== = = =With your best writing skills, complete the following sentence in a well-developed essay of at least 3/4 of a page, double-spaced, 12-pt. Times New Roman font. "If I could change one thing about... " Be thoughtful. Be complete. Be focused. Be honest. "If I could change one thing about..." = == = = =Students sharing of writing= = =

== = = = Silent Reading when done =

= Friday 4-8-11: =

Today's writing assignment is due by the end of class. Everyone will turn in their writing before leaving class.
= = == =__Musical Chairs Writing:__= == Open up MS Word and format the document in double-spaced font. Think of what creative story you want to write about and come up with a title. Then save this document to the desktop. Next, compose the beginning of that creative story with a strong opening paragraph. When the music stops, finish your sentence and move to the computer in front of you (or to the back of the row to your left if you are currently in the front seat). Then you will read the new story in front of you and continue this new story in a creative way. When the music stops its final time, we will read the stories aloud and see what creativity has blossomed in the imaginations of our classmates. == == = = =Students sharing of writing= = =

== = = = Silent Reading when done =

= =

= Week 34 - Apr. 11-15: Macbeth Graphic Novel = = Monday 4-11-11: =

= = = Silent Reading when finished with each component of Achieve3000 =

= Tuesday 4-12-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = = = = = == = = =All about [|Shakespeare!]= ==

= = = Wednesday 4-13-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = = = =[|Macbeth Interactive Graphic Novel]= = Act I Scenes 1-4 = =Summarize Act I using GIST for each act summary.=

= Thursday 4-14-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.


= = =[|Macbeth Interactive Graphic Novel]= = Act I Scenes 5-7 & Act II Scenes 1-4 = = Summarize Act II using GIST for each act summary.=

= Friday 4-15-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.


=[|Macbeth Interactive Graphic Novel]= = Act III Scenes 1-6 = =Summarize Act III using pictures to summarize each act.=

= Week 35 - April 18-22: Shakespeare Celebration!! = = Monday 4-18-11: =

= = = = = = = = =[|Macbeth Interactive Graphic Novel]= = Act IV Scenes 1-3 = =Summarize Act I using GIST for each act summary.=

= Tuesday 4-19-11: =

= = = = = = = = =[|Macbeth Interactive Graphic Novel]= = Act V Scenes 1-3 = =Summarize Act I using GIST for each act summary.=

= = = = = = = Wednesday 4-20-11: CAREER DAY AT AHS = = = = = = = = Today I will explore the ways individual talents and skills can be used for productive outcomes in personal and professional life. =

= Thursday 4-21-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = = = = = = = =[|Macbeth Interactive Graphic Novel]= = Act V Scenes 4-8 = =Summarize Act I using GIST for each act summary.=

= Friday 4-22-11: = = =

Today I will write on demand while focusing on the topic with ample supporting details and little or no extraneous information.


= = =[|Macbeth Interactive Graphic Novel]= = = **Shakespeare’s //Macbeth// Writing Assignment:** A. Select one character from the play. (This may be a major or a minor character, but you should have a clear understanding of this person.) Introduce this character in your introduction ¶, along with indicating the author and name of the play (Shakespeare’s //Macbeth//). B. Choose three words or descriptions that you feel best summarize the character’s **traits**. List them and provide a summary of scenes or actions that support or explain why you chose these three words. C. Choose three words or descriptions that summarize this character’s **values**. List them and provide a summary of scenes or actions that support or explain why you chose these three words. D. Provide a summary ¶ that includes your overall thoughts about the character.

= Week 36 - April 25-29: John Steinbeck's //Of Mice and Men// = = Monday 4-25-11: =

[[image:achieve3000.jpg width="120" height="47"]] "Hunger in America"
=Continue working on and completing the Shakespeare's //Macbeth// Writing Assignment - DUE BY END OF CLASS=

= Tuesday 4-26-11: =

>A Look at the 1930s, the Dust Bowl & the Migrant Worker
media type="file" key="Dust Bowl.mov" width="300" height="300" = = = = =Introduction to John Steinbeck and //Of Mice and Men//=

= Introduction to the Writing Lab: Understanding our Purpose: = == Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion. ==

>Discourse Conventions to remember for Literary Position Paper:

 * == You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing). ==
 * == When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…). ==
 * == Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth). ==
 * == Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work. ==
 * == Include both an introduction that introduces the book and includes your thesis as well as a conclusion that reiterates your thesis. ==
 * == Avoid summarizing the plot; instead, use examples that you explicitly connect to your opinion by showing how they support your opinion. ==
 * == Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas. ==
 * == MLA formatting, header, 12-pt. font, double spaced with one return between everything ==

= = =>Discuss Themes from Steinbeck's book.=

+Racism
= Wednesday 4-27-11: =

= =

= = = Thursday 4-28-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = = = = = = = =Continue Read Aloud of Steinbeck's Of Mice and Men - Chapter 2= =>Complete Chapter 2 Reading Guide during reading= =>Discuss Theme Journal Support=



= Friday 4-29-11: =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = = = = Continue Read Aloud of Steinbeck's //Of Mice and Men// - Chapter 2 =

>Discuss Theme Journal Support


= =

= Week 37 - May 2-6: John Steinbeck's //Of Mice and Men// = = Monday 5-2-11: =

[[image:achieve3000.jpg width="120" height="47"]] "A Life Helping Others"
= = = = = Continue Read Aloud of Steinbeck's //Of Mice and Men// - Chapter 3 =

>Discuss Theme Journal Support
= = = = = = = = = = = =

= = = = = = = = = = = Tuesday 5-3-11: = = =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = =>Continue read aloud of Steinbeck's Of Mice and Men - Chapter 3= =>Complete Chapter 3 Reading Guide during reading= =>Discuss Theme Journal Support=

= Wednesday 5-4-11: = = =

Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary.
= = == = = =Complete read aloud of Steinbeck's Of Mice and Men - Chapters 4= =>Complete Chapter 4 Reading Guide during reading=

>Discuss Theme Journal Support


= Thursday 5-5-11: = = =

Complete your //Of Mice and Men// Study Guide and choose and highlight 5 questions from each chapter to prepare answers in complete sentences. 25 Complete Sentence Answers DUE FRIDAY.
= = == = = = = =Continue read aloud of Steinbeck's Of Mice and Men - Chapters 4 & 5= =>Complete Chapters 5 & 6 Reading Guide during reading= =>Discuss Resolution of story=

= Friday 5-6-11: =

== Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information. ==

= = == = = = = =Complete read aloud of Steinbeck's Of Mice and Men - Chapters 5 & 6= =>Complete Chapters 5 & 6 Reading Guide during reading= =>Discuss Resolution of story=

= Week 38 - May 9-13: John Steinbeck's //Of Mice and Men// = = Monday 5-9-11: =

== Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information, and I will also seek to understand how literary forms can be represented in visual media. ==

>Position Paper DUE MONDAY
=>Discuss Themes from Steinbeck's book & Review Position Paper Support for each:= = +Mercy Killings = = +Treatment of Mentally Handicapped People = = +Objectification of Women = = +Need for Friendship = = +Loneliness = = +The Search for the American Dream = = +Class Conflict = = +Weak vs. Strong = = +Racism =

=== >Begin your position paper by identifying your chosen issue and your opinion/thesis. Y ou will develop your paper on the issue you have chosen to write about and support your opinion using the textual evidence (examples and situations from the book) you have been recording on your double-entry journal, as well as making real-life connections that support your opinion. ===

>Discourse Conventions to remember for Literary Position Paper:

 * In your introduction you MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
 * When writing about literature, always write in present tense (Slim drowns four puppies… NOT Slim drowned four puppies…).
 * Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
 * Include in your introduction a thesis statement that clearly sets forth both your theme and your opinion about about that theme of the literary work.
 * Avoid summarizing the plot or retelling the story; instead, use examples that you explicitly connect to your opinion in a way that supports your opinion (Slim drowns four puppies **because he feels that**...).
 * Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.

==


 * == Begin typing your position paper, saving it on your server file when done ==

[[image:of_mice_and_men_movie.jpg]]Begin watching film
= Tuesday 5-10-11: =

== Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information, and I will also seek to understand how literary forms can be represented in visual media. ==

>Position Paper DUE MONDAY
== = = = Continue typing your position paper, saving it on your server file when done. =

[[image:of_mice_and_men_movie.jpg]]Continue watching film
= Wednesday 5-12-11: =

== Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information. ==

[[image:assignment_book.jpg]]>Position Paper DUE MONDAY
== = = = Continue typing your position paper, saving it on your server file when done. =

= Thursday 5-13-11: =

[[image:assignment_book.jpg]]>Position Paper DUE MONDAY
== = = = Continue typing your position paper, saving it on your server file when done. =

[[image:of_mice_and_men_movie.jpg]]Continue watching film
= Friday 5-14-11: =

[[image:of_mice_and_men_movie.jpg]]Continue watching film
= Week 39 - May 16-20: Introduction to Language Arts Review = = Monday 5-16-11: =

== Today I will use a variety of strategies and skills to interpret and understand complex literature and vocabulary. I will also write on demand while focusing on the topic with ample supporting details and little or no extraneous information, and I will also seek to understand how literary forms can be represented in visual media. ==

[[image:assignment.jpg width="187" height="131"]]>Position Paper DUE TODAY
== = = = Continue typing your position paper, saving it on your server file when done. =

= Tuesday 5-17-11: Listening, Speaking, Reading & Writing Review =

Today I will apply writing skills and strategies to effectively communication through reflective writing.
= =

=>Review what we've learned this semester= =>Brainstorm what YOU learned about listening, speaking, reading & writing= =>Fill out your outline to show what you've learned this year so that you can present this message to the class=

= Wednesday 5-18-11: = = =

== Today I will apply writing skills and strategies to effectively communication through reflective writing, while applying my knowledge in producing and delivering a coherent message that engages my audience. == = =

=>Review what we've learned this semester= =>Brainstorm what YOU learned about listening, speaking, reading & writing= =>Fill out your outline to show what you've learned this year so that you can present this message to the class=

= Thursday 5-19-11: =

== Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates, and I will also seek to understand how literary forms can be represented in visual media. ==

==Complete your outline for your year-end speech, choosing two things you learned about each of the aspects of language: listening, speaking, reading, and writing, and then concluding it with a summary and a restatement of the most important thing you learned in ILA this year.==

[[image:of_mice_and_men_movie.jpg]]Continue watching film (Chapter 11)
= Friday 5-20-11: =

= =

[[image:of_mice_and_men_movie.jpg]]Finish watching film
= Week 40 - May 23-24: //Semester Tests// = = Monday 5-23-11: =

Today I will apply my knowledge in producing and delivering a coherent message that engages my audience. I will also apply my skills of evaluation to both myself and my classmates.
= =

STUDENT PRESENTATION OF 2-3 min. reflective speech
= =