English II – Make-up Work Ms. Krupa, 2016-2017 Week of August 31, 2016



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English II – Make-up Work

Ms. Krupa, 2016-2017

Week of August 31, 2016
FRIDAY, SEPTEMBER 2, 2016

BELLWORK: Qs: What are two things you like about technology? What are two things you hate about technology? Do you like using technology in class? Why or why not? –complete sentences, please.

ONLINE:


  1. navigate to: turnitin.com

If you have an account, log in. If you do not have an account, create one. If you have an account but forgot your UN or PW, use the “reset password” button.

--If you do not have an email address (like bsmith@gmail.com), then make a username like this: bsmith@turnitin.com

Click “enroll in a class” at the top. Choose the ID for your period:



P0: 13292020

P2: 13292054

P3: 13292072

Password: 1234 for all classes.

Logout. Give your username & password to Ms. Krupa on Tuesday.



  1. Navigate to the online collections textbook: http://my.hrw.com

Enter Username like this: hsdstudent#

Paswword is: student#

You should be pre-loaded into the English II class for your period. If you can’t locate the class, or the option isn’t given to you, don’t worry about it. I’ll add you later.


  1. Login to Google docs

If you have a gmail address or an email address for google docs, please log in & check that you can access the word doc and spreadsheet doc.

If you do not have a gmail account, you can create a google account using another email address here: https://accounts.google.com/signup Click the “I prefer to use my current email address.” Link.

You may be given a Gmail account once you sign up. Therefore, remember your email that you use for logging in. Send me your username and password for Google Docs to my email: mkrupa@helenaschools.org

Week of September 6, 2016

Tuesday, September 6th

--BELLWORK: Create 3 columns: victim, caught in the middle, perpetrator

**When did you ever feel like these 3 things? Describe an event for each, & write in the proper column.

--READ: The Fan Club by Rona Maynard

http://www.ronamaynard.com/print.php?the-fan-club

--READ: a Kind of Murder by Hugh Pentecost

http://www.wlhs.wlwv.k12.or.us/cms/lib8/OR01001812/Centricity/Domain/1382/A-Kind-of-Murder.pdf

**List out the key events of both stories in your chart, categorizing them into victim/middle/perpetrator BE SPECIFIC with character names & details; use page numbers.

--WRITE: 2 paragraphs on what you think the most significant event is and why. TIE IN THEME; use what you think the theme is for either story as part of your reasoning.

Wednesday, September 7th

--BELLWORK: reflect on your notes from yesterday’s class

**begin an outline (1,2,3/a,b,c style) on one of two topics


  1. Compare similarities & differences between the main characters

  2. Compare similarities & differences between the themes

--WRITE: using your notes from yesterday and outline from today, write a minimum 3-paragraphs on one of two topics:

  1. Compare similarities & differences between the main characters

  2. Compare similarities & differences between the themes


Thursday, September 8th

NO BELLWORK

PICTURE DAY & LIBRARY DAY, NO MAKE-UP WORK

Friday, September 9th

--BELLWORK: 1-paragraph reflection:

**Describe a time when you went through a transformation of your personality. What was happening at that time? Who was part of your life at that time? Did you get help? Was it hard? Was it easy? Were you changed for the better?

--LISTEN: listen to the audio guide for A Wizard of Earthsea; take notes & describe the 3 most important points from the guide

http://www.neabigread.org/books/awizardofearthsea/media/

--READ: pp. 3-6 of the Earthsea Reader’s Guide

http://www.neabigread.org/pdf/WizardofEarthsea(8.2016).pdf

--WRITE: 2 paragraphs on why learning about the inspiration for the Earthsea story and the author’s background will help us understand this story



Week of September 12, 2016

Monday, September 12th

--BELLWORK: write down all the classroom procedures you can remember for this class. Write in complete sentences, please.

--WRITE: on a paper, write the definitions & one example word for the following Latin roots:

**bene, fac/fic, fact/fect, loqui/locut, magn, mult, plic/plicit, plex, rect(i), sacr/secr, spec/spic/spect, turb, und/ound, vol

** pick 3 words, and write a separate sentence using the words correctly.

**Scanned copy of workbook is on Teacher Page

**Websites for reference: https://www.learnthat.org/pages/view/roots.html

http://membean.com/wrotds/archive?page=1

Tuesday, September 13th

--BELLWORK: 1-paragraph reflection:

**Describe a time when you went through a transformation of your personality. What was happening at that time? Who was part of your life at that time? Did you get help? Was it hard? Was it easy? Were you changed for the better?

--LISTEN: listen to about 18 minutes of the audio guide for Earthsea

**pick the top 3 most important things that will help you understand the novel better; think about plot, or background on author, etc. Write them in your notebook.

**audio guide link: http://www.neabigread.org/books/awizardofearthsea/media/



Wednesday, September 14th

NO BELLWORK

DISTRICT WRITING ASSESSMENT – Please see Ms. Krupa to set a make-up date.

Thursday, September 15th

--BELLWORK: Write the word W-I-Z-A-R-D on your paper in a line going down. List out all the things that you know about wizards with a word or phrase that begins with each letter.

--READ: read pg. 4 of the Reader’s Guide (on Teacher Page)

--WRITE: a summary sentence about each of the four sections. 10-words or less.

--READ: ch. 1-3 of Earthsea

--WRITE: complete half of the questions on the study guide for each chapter. You can pick which Qs to answer. Write the answers in complete sentences in your notebook.

Friday, September 16th

--BELLWORK: review your discussion question answers to prepare for class discussion; if they are not completed, complete them now.

--READ: handout (on teacher’s page) about Hero’s Journey

--WRITE: in notebook, answer questions about Earthsea for at least the first 2 segments.

**Sketch out a drawing using boxes and arrows that chronicles Ged’s Hero’s Journey so far.

--HOMEWORK: read chapters 4-5; answer half of the Qs for each chapter (due Tuesday; Monday more Latin roots!)

Week of September 19, 2016

Monday, September 19th

--BELLWORK: Using a workbook complete Section IV of Lesson I, page 9.

--STUDY: study the roots for Lesson 1; pick words for 5 roots & write a sentence using the word accurately.



Tuesday, September 20th

--BELLWORK: Ged character analysis chart:

**Make a chart with 2 columns. One side is “what Ged knows about himself” the other is “what Ged doesn’t know about himself”. Fill in the chart with what you know about Ged.

--WRITE: review answers to Ch. 1-3 of Earthsea; write a 1 paragraph summary of what happened

**View handout on “3 types of questions” (on teacher page) – create 2 questions for Levels I, II, III to be discussed with ch. 4 tomorrow

**Draw out on the back side Ged’s “Hero Journey” so far.



Wednesday, September 21st

--BELLWORK: Pull out 2 quotes for the symbol of “birds” and “song/dance” from novel

**Are there any other symbols in this novel? (A symbol is an object that represents an idea). If so, list out all the symbols you think are in the novel, and what they represent.

--NOTEBOOK CHECK: this is due today; see Ms. Krupa immediately upon your return to get your notebook checked

--QUIZ: schedule time with Ms. Krupa to make up the quiz on Ch. 1-3

--WRITE: review answers to Ch. 4 of Earthsea; write a 1 paragraph summary of what happened

**Using “3 types of questions” handout, create 2 questions for Levels I, II, III for Ch. 5

--CHART: create a 2 column chart on symbols. In the left column, put the symbol “shadow”. On the right, list out your 3 quotes, and what the shadow means in each.

**Add at least 2 more things you think are symbols in the novel, and 1 quote + explanation for each.

--HOMEWORK: read Ch. 5, answer half of the discussion Qs; create 2 Qs each for Levels I, II, III



Thursday, September 22nd

--BELLWORK: create a chart with 2 columns and begin to list things you might compare. List the qualities of each person/thing.

--Ged vs Harry Potter, --birds vs animals, --Serret vs Yarrow, --Ged vs Jasper, --Ged vs Vetch, --Pendor vs. Smaug, --symbol of birds vs symbol of shadow

--WRITE: review answers to Ch. 5 of Earthsea; write a 1 paragraph summary of what happened

**Using “3 types of questions” handout, create 2 questions for Levels I, II, III for Ch. 6-7

--WRITE: using outline handout (on teacher page), draft an outline of a comparison you might like to write about on Earthsea

--HOMEWORK: read Ch. 6-7, answer half of the discussion Qs; create 2 Qs each for Levels I, II, III

Friday, September 23rd

--BELLWORK: write 2 paragraphs on your favorite comparison so far. No First Person!

--WRITE: review answers to Ch. 6-7 of Earthsea; write a 2 paragraph summary of what happened

**Using “3 types of questions” handout, create 2 questions for Levels I, II, III for Ch. 8-10

--WRITE: review “Quote Finder” handout and “Compare/Contrast” handout (on teacher page)

**practice writing a thesis statement for your comparison: 5 separate thesis statements

Week of September 26, 2016

Monday, September 26th

--BELLWORK: Using a workbook complete Section II and IV of Lesson 2, page 10-11. (Lesson is scanned on Teacher Page.)

--WRITE: Look up two Latin roots from the list. Find two words using each root. Create a sentence with each word, using it correctly.

Tuesday, September 27th

NO MAKE-UP WORK – D.I.E.S. ASSESSMENT

Wednesday, September 28th

--BELLWORK: A “theme” is what the story is about. It usually is something the author wants the reader to “get”. Make a list of themes in your notebook you think LeGuin is trying to show us as readers; find a quote that supports your opinion. Be sure to include the page #!

--WRITE: complete page 5 & page 7, in essay packet (yellow pages)

--WRITE: complete answers to Earthsea Ch. 6-7 “reading check” Qs. They are on the slide deck on the Teacher Page titled “Earthsea Slide Deck”.

--HOMEWORK: read ch. 8 of Earthsea



Thursday, September 29th

--BELLWORK: Write 1 paragraph describing where Ged is in his Hero’s Journey now. Include the answer to this question: What happened in Chapter 8 that makes you believe he’s in the segment of the Hero’s Journey that you picked? Use a quote from Chapter 8 in your paragraph.

--WRITE: complete page 7 & page 14 in essay packet (yellow pages)

--WRITE: answer one of the “theme” questions for Earthsea. They are on the slides after “Ch. 6-7 reading check”. The slide deck is on the Teacher Page labelled “Earthsea Slide Deck”

--HOMEWORK: read Ch. 9 of Earthsea



Friday, September 30th

--BELLWORK: pick two things (characters, themes, Heros, etc.) you might compare for your essay. Create a Venn diagram and begin to list out the similarities and differences of the two things. Underneath the Venn diagram, answer these questions (short answer ok): Are there at least 3 similarities or differences between the 2 things? Could I find at least 3 sources to add research to the essay on these two things? Where might I look for these resources? (List 2 places. Make them more specific than “the internet”.)

--WRITE: complete page 17 in essay packet (yellow pages)

--WRITE: answer the “Ch. 8-9 reading check” questions. The slide deck is on the Teacher Page labelled “Earthsea Slide Deck”

--HOMEWORK: Read Ch. 10 – woohoo! Prepare your opinion on the ending. Did you like it? Not like it? Why/why not?



Monday, October 3rd

--BELLWORK: Reflection 1-paragraph: Put yourself in Ged’s shoes in your life today. There’s no magic in our world. What if you did something that caused others great harm, like death? You didn’t mean to, but it happened. Adults are looking for the perpetrator (you), but only your best friend knows you did this terrible thing. Would you turn yourself in and face the consequences? Would you stay hidden, and wait until the investigation blows over? Explain why you made your choice.

--WRITE: complete page 17 in essay packet “varying sentences” (yellow pages)

--WRITE: answer the “Ch. 10 reading check” questions. The slide deck is on the Teacher Page labelled “Earthsea Slide Deck”

--HOMEWORK: Prepare 2 potential thesis statements using the “skeleton” in the essay packet

**fill out 1 graphic organizer and 1 outline (example or your own) on the thesis you like the best.

Week of October 3rd, 2016
Monday, October 3rd

--BELLWORK: Make a 2-column chart. On one side list all the things Ged didn’t want to see about himself. On the other side, list all the things _YOU_ don’t want to see about yourself. This won’t be turned in. Be as honest as you can.

--WRITE: answers to Qs for Ch. 10 (P0, P3) or Ch. 8-9 (P2) depending on your class, in your notebook

--HOMEWORK: same as Friday – First Draft of essay, on turnitin.com
Tuesday, October 4th

NO BELLWORK – writing day

--First draft due by end of period


Wednesday, October 5th

--BELLWORK: Write a 2-paragraph reflection answering these questions: What did Ged have to do to defeat the shadow? How does this apply to us? What did LeGuin want _us_ to learn about ourselves from reading Ged’s journey? Pick out 2 quotes to support your answers.

--HOMEWORK: peer review due by 10/7


Thursday, October 6th

--BELLWORK: 1-paragaph reflection. If you found a magic goldfish that gave you 3 wishes, what would they be? Why?

--READ: “What, Of This Goldfish Would You Wish?” from Collections textbook, Unit 1. Access online via myhrw.com. \

--WRITE: plot diagram of the short story. Make a list of all the things you think the Goldfish symbolizes. Pull out at least 1 quote to support your favorite choice.

--HOMEWORK: peer review due Friday 10/7 AT BEGINNING OF CLASS


Friday, October 7th

NO BELLWORK – Writing Day

--HOMEWORK: 2nd draft Due: MONDAY 10/12



Week of October 11th, 2016
Monday, October 10th

--BELLWORK: View Latin Roots Lesson Section II and IV of Lesson 3, page 12-13. (Lesson is scanned on Teacher Page.)

--WRITE: Look up two Latin roots from the list. Find two words using each root. Create a sentence with each word, using it correctly.
Tuesday, October 11th

NO BELLWORK – writing day

--WRITE: Second Draft due Wednesday before class begins; submit on Turnitin.com

--HANDOUT: complete “It Says, I Say, So” handout (on teacher page)

**put each quote from your essay in “It Says” column; your explanation goes in “I Say”; confirm your argument in “So” – does it relate back to your thesis?

--HOMEWORK: finish Second Draft
Wednesday, October 12th

--BELLWORK: Do you know what you look like to others? Without making it obvious, pick one person across the room from you, and see how their body is positioned. (1-2 sentences) What does their body language tell you about how they feel right now? How do you know? (2-3 sentences)

--VIEW: slide deck on body language (on teacher page)

--WRITE: answer each question on each slide, complete sentences.

--HOMEWORK: read “The Lottery” online (via collections website; see Ms. Krupa for login details); pick out one quote that demonstrates an emotion from one or several characters


Thursday, October 13th

--BELLWORK: Write 1 paragraph reflection on: At what point in The Lottery did you realize the real purpose of the lottery? What was your reaction?

--ASK: ask a classmate for their notes on Mood (Tone), Tension/Surprise, Colloquialism, Connotation/Denotation

--HOMEWORK: prepare Final Essay

Friday, October 14th

NO BELLWORK – Writing Day

Week of October 17th, 2016

Monday, October 17th

NO BELLWORK – WRITING DAY

--ANNOUNCEMENTS: paper due at 5pm on Tuesday


Tuesday, October 18th

--BELLWORK: brainstorm a list of all the words that make you think about a “lottery”. Answer these Qs in complete sentences: Are the words mostly positive? Or negative? Or both? Why do you think this is so?

--READ: The Lottery (pg.25)

**ONLINE: go to my.hrw.com

--UN: hrdstudentID#. PW: studentID#

--NOTEBOOK CHECK: see me when you return to get your notebook grade in for Earthsea essay pre-write.
Wednesday, October 19th

--BELLWORK: Write 1 paragraph reflection on: At what point in The Lottery did you realize the real purpose of the lottery? What was your reaction?

--REVIEW TEXT:

**Tone: Pg. 25, First paragraph, Pg. 26, black box, Pg. 29 “soft laughter”; pick one & write 2 sentences on how the author creates tone using certain words or accents in the speech

**Tension/Surprise: Pg. 32, family drawing slips, Pg. 34 (situational irony) of forgotten ritual, remembering stones; pick one and write 2 sentences on how something unexpected happening created tension or surprise for you.

**Colloquialisms: Pg. 28, Mrs. Hutchison’s speech; write how Mrs. Hutchinson’s style of talking contributed to the feeling you had about what was happening.

**Connotation/Denotation: Pg. 33, Lines 300-306 words that helped you to understand; Pg. 31 Old Man Warner “petulantly”, Pg. 38a example “re-teach”; pick one and write 2 sentences on how the author’s choice of these particular words added to mood of story



Week of October 24th, 2016

Monday, October 24th

--BELLWORK: take a Latin Root workbook from the shelf, and begin completing Sections II and IV in your notebook.

--WRITE: look up 1 word for each numerical based root, and write down the definition.

--HOMEWORK: prepare for Latin Roots quiz on Tuesday.
Tuesday, October 25th

--BELLWORK: review your brainstorm list from last week’s bellwork. Write 1 paragraph answering these questions: Did you expect The Lottery to be about something positive? How did Jackson use expectations to add tension and surprise to her story?

--WRITE: using one of the quotes you found last week in “The Lottery”, and write 1 paragraph on why you picked it and how it influences the “mood” of the story. (Mood is the atmosphere that the author wants the reader to feel.)


Wednesday, October 26th

--BELLWORK: Take your District Writing Assessment from the file. Read the introduction only. In your notebook, comment on whether these items are present/not present, good, or needs work: 1) “hook”, 2) lead-in to thesis, 3) thesis. Then, trade your paper with a fellow student. Analyze the same 3 areas of their intro, and compare to yours. Who’s was better? Both the same? Write 1-2 sentences why.

--REVIEW: review the handout on STAMPY introductions for timed writes. Using the prompt from the District Writing Assessment (on teacher webpage) re-write your intro paragraph using one version of the STAMPY techniques.

**When you return to school tomorrow, ask Ms. Krupa for your DWA paper.

--HOMEWORK: Write 2 STAMPY intros using other elements of STAMPY that you didn’t try in class today. Due Friday.


Thursday, October 27th

--BELLWORK: What does it mean to have “motivation”? Write a 2-paragraph reflection on motivation. In Paragraph 1, reflect on your definition or understanding of motivation. In Paragraph 2, write what motivates you for certain activities, i.e. school, sports, outdoor life, friends, family, etc. and why this motivation works well for you.

--READ: using the online textbook, read the Ursula K. LeGuin short story called “The Wife’s Story”.

**UN: “hsdstudentID#” PW: “studentID#”

**Follow the in-story instructions on citing textual evidence, underlining, highlighting, and taking notes using the online tools.

--HOMEWORK: 2 STAMPY intros due Friday.
Friday, October 28th

--BELLWORK: 1-paragraph - reflect on your writing process using STAMPY. What worked well for you in your re-write? What didn’t work well, or you are still struggling with? What do you need more of to feel comfortable with this technique?

--REVIEW: using peer review sheet (on teacher page), review your 3 introductions using STAMPY techniques.

**see Ms. Krupa when you return Monday to receive an additional review on your intros.

Week of October 31st, 2016

Monday, October 31st

--BELLWORK: continue where you left off on Thursday last week: read & answer on-line Qs; fill out graphic organizer

PERIOD 2: --BELLWORK: 1-paragraph - reflect on your writing process using STAMPY. What worked well for you in your re-write? What didn’t work well, or you are still struggling with? What do you need more of to feel comfortable with this technique?

--COMPLETE: reading “The Wife’s Story” if you can, online. Answer all questions & graphic organizer.

Tuesday, November 1st

--BELLWORK: Get a laptop; review and complete your questions for The Wife’s Story and your graphic organizer.

--WRITE: write a 2-paragraph summary on The Wife’s Story; include at least ONE quote from the text in each paragraph.

--HOMEWORK: review “Twelfth Night Pre-Read Notes” for Monday next week.

Wednesday, November 2nd

NO BELLWORK – HAMLET PLAY

Thursday, November 3rd

--BELLWORK: take the outline handout (on teacher page), and look over the ideas. Using the example, begin to write an outline for the DWA in your notebook.

--REVIEW: concession argument handout. “Defend” means maintain an argument with evidence; “Refute” means to prove something is false.

--HOMEWORK: Write a concession argument outline for FRIDAY. Use the worksheet to help you get started. Use complete sentences for all five roman numerals (I-V) and the capital letters (A-C) like on page 2 of the handout.

Friday, November 4th

--BELLWORK: Take out your concession “cheat sheet” handout, and your outline. Compare each to ensure you have every part of the outline completed, with the proper information. Then trade with a partner. Partner makes a “check mark” by each section of the outline if they feel it reflects the handout requirements.

--REVIEW: look at conclusion handout; see Ms. Krupa next week if further explanation is needed.

--HOMEWORK: Write conclusion using “BUC Stops Here” DUE MONDAY

Week of November 7th, 2016

Monday, November 7th

--BELLWORK: Turn in your completed Outline on White Paper into the file. Take out your STAMPY Intro. Staple your BUCK Stops Here conclusion to the top of the packet. Place it in a pile at the front of the classroom.

--CONCLUSION: turn in your “BUCK Stops Here” conclusion the next day you come to class.

--REVIEW: the Shakespeare “pre-read” slides on the teacher page. Begin to answer the 13 questions on “Shakespeare Background Notes” page.

--HOMEWORK: First draft of District Writing Assessment due FRIDAY.


Tuesday, November 8th

NO SCHOOL
Wednesday, November 9th

NO SCHOOL
Thursday, November 10th

--NO BELLWORK

--WATCH: video on “original pronunciation” of English during Shakespeare’s time.

** https://youtu.be/gPlpphT7n9s

--READ: Sonnet 116 in Twelfth Night packet

--INTERPRET: Sonnet 130 in Twelfth Night packet; also assess for Shakespeare’s “tone” (handout on Teacher page)

--NO HOMEWORK


Friday, November 11th

--BELLWORK: So far you’ve watched a little bit about Twelfth Night and learned a little about Shakespeare. Write a 1 paragraph reflection on the most interesting thing you’ve learned about Twelfth Night so far, and WHY it is interesting to you.

--WRITING: First Draft of the DWA (Body Image essay) is due on WEDNESDAY next week.

**Writing Day on Monday, 11/14

--INTERPRET: prepare to discuss Sonnet 130 on Tuesday, 11/15



Week of November 14th, 2016

Monday, November 14th

WRITING DAY

--WRITE: prepare a first draft of the DWA (Body Image essay) DUE WEDNESDAY 5PM

**Use Turnitin.com


Tuesday, November 15th

--BELLWORK: Finish the analysis of Sonnet 130. At the bottom of the page, describe what you think Shakespeare’s purpose was for this Sonnet.

--READ: begin reading Act I of Shakespeare’s Twelfth Night and answer the corresponding questions in the packet.

**If you get stuck, check out the “No Fear Shakespeare” website: http://nfs.sparknotes.com/twelfthnight/

--HOMEWORK: First draft of District Writing Assessment DUE WEDNESDAY AT 5PM.


Wednesday, November 9th

--BELLWORK: Go back to your character list from last Friday when you watched the video. Fill in names, personality traits, and relationships as you know them now. Write down 2 questions you still have about characters to discuss with your groups.

--READ: continue reading Act 1 of Twelfth Night, and answer the packet questions

--DISCUSS: when you return to class, ask your group-mates about the questions you have on the characters.

--NO HOMEWORK


Thursday, November 17th

--BELLWORK: Go to the relationships page of your handout. Use the key to connect the characters with the relationships you know so far.

--READ: continue reading Act 1 of Twelfth Night, and answer the packet questions

--REVIEW: handout on “3 Questions” (on Teacher’s page)

--HOMEWORK: Look at “3 Qs” handout. Create 2 level II and 2 Level III questions plus answers for a fishbowl discussion on Friday.

**Can also ask for clarification on any packet Q.
Friday, November 18th

--BELLWORK: Take out your “3 questions” handout. Review your questions to be sure they fit the levels. Review your answers, be sure you include text citations.

--WRITE: in lieu of the classroom discussion, pick two of your four questions, and write a 1 paragraph answer to the question. Include at least 1 direct quote in each paragraph.

--NO HOMEWORK

Week of November 22nd, 2016

Monday, November 21st

OBJECTIVE: Students will continue reading Twelfth Night (RL 1-6)



--BELLWORK: Get into your groups right away, get books from the cart, and continue reading Twelfth Night. One person takes a laptop as the “technology interpreter”.

**P0, P3 – Begin Act II

**P2 – Finish Act I.

--READ: continue to read Twelfth Night and answer packet questions. Use the “No Fear Shakespeare” website: http://nfs.sparknotes.com/twelfthnight/

--HOMEWORK: NOTEBOOK CHECK DUE TUESDAY

Tuesday, November 22nd

OBJECTIVE: Students will watch Kenneth Branagh’s Twelfth Night (RL 1-5).



--BELLWORK: Now that you’ve read significant portions of Twelfth Night explore the theme of “love” in 2 paragraphs. How does Shakespeare portray love in this play? Why does he show love from so many different perspectives? What does he want readers or viewers to learn about love from watching this Comedy? Make sure each paragraph has at least one quote from the play.

--WATCH: the Kenneth Branagh version of Twelfth Night on YouTube, up through Act II. https://youtu.be/6i3J17Jp0ag

--NOTEBOOK CHECK: during movie; see Ms. Krupa when you return from break to get your notebook graded.

Week of November 28th, 2016

Monday, November 28th

--BELLWORK: Think back to the scene where Viola as Cesario _almost_ tells Orosino who she really is, and that she loves him. Write 1-paragraph on what stops Viola from revealing the truth? Why doesn’t she just stop the charade of sending messages to Olivia on Orosino’s behalf, and jump into his arms? What do _you_ think?

--READ: Continue reading Twelfth Night from “No Fear Shakespeare” and answering questions in packet.

--HOMEWORK: Final Draft of DWA Essay DUE: Friday, December 2nd.

**Wed is only writing day! Prepare for it!



Tuesday, November 29th

--BELLWORK: Take a book from the shelf. We’ve explored the theme of Love in Twelfth Night thoroughly. There are many other themes in the play. Write a brainstorm list on themes you think are in the play. A “theme” is an overall idea that is represented throughout a piece of literature. Then, pick one theme from your list, and pull out one quote that supports your theme.

--READ: Continue reading Twelfth Night from “No Fear Shakespeare” and answering questions in packet.

--HOMEWORK: Final Draft of DWA Essay DUE: Friday, December 2nd.

**Wed is only writing day! Prepare for it!



Wednesday, November 30th

WRITING DAY – NO BELLWORK

--Final Draft of DWA Essay due: FRIDAY, Dec. 2nd at 5pm

Thursday, December 1st

--BELLWORK: Take out your “3 Questions” handout, and begin to craft two Level II questions and two Level III questions for tomorrow’s Socratic Seminar.

--READ: Continue reading Twelfth Night from “No Fear Shakespeare” and answering questions in packet. Complete Act II.

--HOMEWORK: Final Draft of DWA Essay DUE: Friday, December 2nd at 5pm

**Prepare for Socratic Seminar

**”Alternative Assignment” – on a separate paper prepare a 1-paragraph answer to one of your Level II and one Level III questions; paragraphs must be in TEAL format with a quote from the text.

Friday, December 2nd

--BELLWORK: Write a 1-paragraph reflection on why it is important for students to learn through discussion. What can students gain by talking amongst themselves about a topic? Why is it important for the “teacher” to back off sometimes?

--WRITE: prepare a 1-paragraph answer to one of your Level II and one your Level III questions; paragraphs must be in TEAL format with a quote from the text.

--HOMEWORK: DWA final essay due today at 5PM.

Week of December 5th, 2016
Monday, December 5th

--BELLWORK: Pick two characters from Twelfth Night you think you might want to compare/contrast. Create a two-column chart with one character on each side. List out character traits of each character. Draw a line connecting the similarities.

--REVIEW: compare/contrast essay prompt on teacher page

--READ: continue reading Act III of Twelfth Night on the “No Fear Shakespeare” site.

--HOMEWORK: Venn diagram graphic organizer DUE WEDNESDAY

**Act III and part of Act IV due Thursday – graded discussion
Tuesday, December 6th

--BELLWORK: Write a 1-paragraph reflection: We’ve established the character of Malvolio is strict in his personality and often tries to prevent Sir Toby and his friends from having fun. But, is the revenge they take on Malvolio justified? Do you think their scheme will change Malvolio to become more relaxed? Why/why not?

--READ: continue reading Act III of Twelfth Night on the “No Fear Shakespeare” site

--HOMEWORK: Venn diagram graphic organizer DUE WEDNESDAY
Wednesday, December 7th

--BELLWORK: After reading Act III, Sc 1 & 4, Viola almost reveals herself again in two separate incidents. Make a prediction about how much longer she can keep this up. Will she eventually give in & tell everyone the truth? Who will she tell first? Or, can she hold out for the rest of the play?

--TURN-IN: compare/contrast graphic organizer to file

--READ: continue reading Act III of Twelfth Night on the “No Fear Shakespeare” site.

--HOMEWORK: Twelfth Night first draft due WED 12/14


Thursday, December 8th

--BELLWORK: Create two Level II questions and two Level III questions from your “3 Qs” handout. FOCUS: how the characters have changed from the beginning.

--WRITE: pick one Level II and one Level III question from your list, and answer each with a paragraph. Use at least 1 quote from the play in each answer.

--HOMEWORK: Twelfth Night first draft due WED 12/14
Friday, December 9th

--NO BELLWORK – movie day

--WATCH: YouTube video on Twelfth Night

--WRITE: pay attention to the two characters you will compare for your essay; write a list in your notebook of any new things you learned or new insights about these two character, that you may use in your essay.

--HOMEWORK: Twelfth Night first draft due WED 12/14; Writing day on Monday 12/12



Week of December 12th, 2016

Monday, December 12th

WRITING DAY – NO BELLWORK

--HOMEWORK: Twelfth Night first draft due WED 12/14


Tuesday, December 13th

--BELLWORK: Shakespeare reveals his feelings about people trying to attain a higher social status through the character of Malvolio. This character is tricked terribly, and then locked into a dark room & assumed to be mad (insane). Write 1-paragraph interpreting what you think Shakespeare is trying to say about social ambition. Think back to his society. Does Shakespeare approve of people trying to better their position for their own personal gain?

--READ: continue reading Acts IV & V of Twelfth Night on the “No Fear Shakespeare” site.

--HOMEWORK: Twelfth Night first draft due WED 12/14
Wednesday, December 14th

--BELLWORK: In Act IV, Feste the Fool dresses in disguise as Sir Topas, a priest. Sir Toby asks Feste to do this to continue to mentally torture Malvolio, even though Malvolio is in a dark room & can’t see Feste. Write 1-paragraph on Shakespeare’s theme of disguise. Viola disguises herself as a male, Feste disguises himself as a priest, Malvolio wears crossed garters to look like (disguise) himself as a nobleman. What does Shakespeare mean with all these disguises?

--READ: continue reading Acts IV & V of Twelfth Night on the “No Fear Shakespeare” site.


Thursday, December 15th

--BELLWORK: Write a 1-paragraph practice comparison on Orsino and Olivia, specifically their ability to love so quickly. Orsino falls in love with Olivia instantly, after only seeing her once. Olivia falls in love with Cesario/Viola, and marries her (twin?) brother. What is similar about the ways these two characters love others? What are the differences?
Friday, December 16th

--BELLWORK: Take out your “3 Questions” handout. Create two Level II and two Level III questions and answers with quote references ono Acts IV and V.

--WRITE: pick one Level II and one Level III question from your list, and answer each with a paragraph. Use at least 1 quote from the play in each answer.

--HOMEWORK: Twelfth Night packets due Monday!

Week of January 2nd, 2017

Monday, January 2nd

NO SCHOOL



Tuesday, January 3rd

--BELLWORK: What do you think about bugs? Do you like insects? Do you dislike them? Do you think insects are important in our world, or would you rather exterminate them all? Explain your reasoning in 1-paragraph.

--READ: Jan Goodall’s essay about beetles in Collections 2, page: 61

**FOCUS: find the author’s claim: author’s position on a specific issue, supported with reasons and evidence.

**ONLINE VERSION is here: https://my.hrw.com/

--UN: student ID

--PW: hsdstudentID

--WRITE: 2- paragraphs on what the author’s claim is, and 2 quotes on how she supports that claim

--HOMEWORK: none!



Wednesday, January 4th

--BELLWORK: “Man vs Nature” is a common theme in both fiction and non-fiction works. Do you think humans should control nature, or leave it alone? Write 1-paragraph on your philosophy about humans’ relationship to nature, and why you think/feel this way.

--READ: Revkin’s essay about pythons in Online Collections 2, page: 23

**FOCUS: find the author’s claim: author’s position on a specific issue, supported with reasons and evidence.

**ONLINE VERSION is here: https://my.hrw.com/

--UN: student ID

--PW: hsdstudentID

--WRITE: The blog author is Revkin, but he reprints a Emma Marris’ essay, a leading environmental scientist. Write 2- paragraphs on what Marris’ claim is, and 2 quotes on how she supports that claim

--HOMEWORK: none!



Thursday, January 5th

--BELLWORK: Make a two-column chart with “strengths” on one side and “weaknesses” on the other. Brainstorm the strengths and weaknesses of the two claims from the two essay read this week.

--SLIDES: review slides on teacher page for purpose of compare/contrast

--WRITE: brainstorm strongest differences or similarities of the two essays

**decide whether thesis will be similarity with unique difference, or difference with unique similarity

--HOMEWORK: begin writing 5-paragraph essay on thesis that each class designed – DRAFT DUE MONDAY 1/9

**EVERYONE USES SAME THESIS: Stampy Intro, Buck Conclusion, CRISP editing



Friday, January 6th

--BELLWORK: Communication looks a lot different now than it did even 20 years ago. If you wanted to date someone, how would you ask them out? Why? (Write 1-paragraph explaining why you have this communication preference.) Conversely, if someone asked you out, how would you want them to communicate their interest? (Write 1-paragraph explaining why you have this communication preference.)

--WRITE: brainstorm strong points from this scenario

**consider Purpose, Audience/Relationship, Tone, Accuracy, Privacy, Urgency, Convenience

**decide if you’ll highlight similarities with a unique difference or differences with a unique similarity

--HOMEWORK: write draft of compare/contrast essay for Mon 1/9

**bring print-out for CRISP editing

Week of January 30th, 2017

Monday, January 30th

--BELLWORK: Review Sentence Fragments #3 & #4. Make the fragments a complete sentence, and/or review what you wrote Friday and make any necessary changes.


  1. Since Goodall is more effective at connecting to the reader by helping the reader remember back to when they were younger and had a sense of wonder.



  1. Facts that go deep into a discussion.

--WRITE: identify the predicate noun and predicate adjective in a sentence; complete I, II, III, IV of “Step Four” lesson (on teacher page)

--HOMEWORK: bring in song + lyrics + video if they didn’t today



Tuesday, January 31st

--BELLWORK: Have you ever written a journal? If yes, did you like it? How did journal writing impact your life (positively/negatively/no impact)? If you’ve never written a journal, explain why you’ve never tried it. 1-paragraph minimum.

--READ: Joe South’s lyrics from “Walk A Mile In My Shoes” song

**WATCH: Joe South “Walk a Mile” https://youtu.be/zKUI2Zwioc0

--WRITE: contact Ms. Krupa when you return to receive your journal and instructions on what to do with it



Wednesday, February 1st

--BELLWORK: Write down your initial thoughts, ideas, feelings, and comments on this poem by Robert Bly, from his book Silence in the Snowy Fields



"Taking My Hands"

Taking the hands of someone you love,
You see they are delicate cages ...
 
Tiny birds are singing
 
In the secluded prairies

And in the deep valleys of the hand.

--QUIZ: on Steps 1-4 for Sentence Practice; make up when you return

--READ: handout on “Types Fast” Method (On teacher Page)

**WRITE: Fill out “Types Fast” Method graphic organizer for Robert Bly’s poem (above)

--READ: Emily Dickinson poems from Collections textbook (my.hrw.com)

UN: hsdstudentID

PW: studentID

**Collection #4 – We Grow Accustomed To the Dark and Before I got my eye put out

--HOMEWORK: complete a “Fast Type” analysis for both poems for tomorrow; write the acronym in your notebook & fill in the blanks.

Thursday, February 2nd

--BELLWORK: Take out your worksheet on Poetic Devices (on teacher page), and assess this Wendell Berry poem for those devices:

“To Know the Dark”

To go in the dark with a light is to know the light.

To know the dark, go dark. Go without sight,

and find that the dark, too, blooms and sings,

and is traveled by dark feet and dark wings.

--READ: close reader of two Billy Collins poems (on teacher page)

**WRITE: at least 1 journal entry from prompts on handout (on teacher page)

--HOMEWORK: journals due tomorrow!

Friday, February 3rd

--BELLWORK: Assess this poem from Jean Itzia for poetic devices, line, stanza, and form:

“To Talk To You”

The words

I want to say

fall cringing

to the floor,

Scurrying into corners

seeking shadows,

hiding from your gaze.

--READ: close reader of two Billy Collins poems (on teacher page)

**WRITE: at least 1 journal entry from prompts on handout (on teacher page)

--PEER REVIEW: CRISP and wordiness (pink sheet) 5-10 minutes at end of period

--HOMEWORK: revise compare/contrast mode assessment

**assessment = pre-write

**first draft due Monday – Turnitin.com (10 pts)

**Final due Friday – Turnitin.com (100 pts)



Week of February 6th, 2017

Monday, February 6th

--NO BELLWORK

--DISCUSS: “Types Fast” of Emily Dickinson’s “Before I got my eye put out” poem

--HOMEWORK: study for re-do Steps 1-4 and/or Latin Roots 5/6 quizzes for tomorrow; submit first draft of Communications Essay
Tuesday, February 7th

--BELLWORK: To be used in journal or not, student’s choice: Reflect on a topic or issue you feel passionate about. Think of one voice (your opinion) and then an opposite or comparative voice (another’s opinion or experience). Write a conversation between these two voices. Consider using two columns to distinguish them. Consider writing some lines that are the same, or only 1-2 words different.

--REVIEW POETRY: take notes on Double Voice poem requirements

**two distinct voices through type differences

**Same topic, different opinions/experiences

**Some lines repeat, or are only 1-2 words different

**”Two Women” excerpt https://margoroby.com/tag/dialogue-poems/

**”I remember it well” from Gigi: http://lyricsplayground.com/alpha/songs/i/irememberitwell.shtml

--HOMEWORK: Prepare “types fast” for Billy Collins’ poem The Trouble With Poetry; Communications essay due at 5pm


Wednesday, February 8th

--BELLWORK: When was the last time you set a goal? Did you accomplish it? Why or why not? Write a 1-paragraph reflection for your answer.

--JOURNAL EXERCISE: Write in journal: E(events) + R(your response to them) = O(outcomes)

**If you could wave a magic wand & be in your life 5 years from now, and money was no issue, what would you be doing? Who would you be?

**Having a vision of the future leads to goals. Write this question in your journal, reflect on it through the day, and finish it at home.

--WRITE: make sure “Types Fast” for The Trouble With Poetry is in notebook

--HOMEWORK: Prepare Types Fast for Billy Collins poem “Today”
Thursday, February 9th

--BELLWORK: To be used in journal or not, student’s choice: If you only had one year left to live, how would you spend your time? One-paragraph reflection.

--REVIEW: what is SMART goal https://www.projectsmart.co.uk/smart-goals.php

**Examples: https://counseloretc.files.wordpress.com/2013/05/51.jpg

http://www.timvandevall.com/wp-content/uploads/smart-goals-example.png

--WRITE: write out a SMART goal for Q3 in Notebook

--HOMEWORK: Finish your first SMART goal, and be prepared to share with a partner tomorrow.



Friday, February 10th

--BELLWORK: Free write for 3-5 minutes about the image you see here. Describe it in sensory detail. Capture any action or story you think is unfolding in the image. (“Lady In A Garden” by Edmund Blair Leighton. Image can be found at: http://www.bertc.com/subfive/g196/images/leighton.jpg )

--REVIEW: ekphrasis definition and example of political movement based on an ekphrastic poem: https://www.getty.edu/education/teachers/classroom_resources/curricula/poetry_and_art/downloads/ekphrasis.pdf

--IN-CLASS WORK OPTIONS:

1) Find a school-appropriate image & begin brainstorm list, then poem about image; Consider something easy like Van Gogh’s “Starry Night” https://commons.wikimedia.org/wiki/File:Van_Gogh_-_Starry_Night_-_Google_Art_Project.jpg#/media/File:Van_Gogh_-_Starry_Night_-_Google_Art_Project.jpg

2) Work on Final of Communication Compare/Contrast essay

--HOMEWORK: 1) Ekphrastic poem due Monday, 2) Final Communication Compare/Contrast due Tuesday.



Week of February 13th, 2017

Monday, February 13Th

WRITE: Sections II and IV of Lessons 7 & 8 from Latin Roots in your notebook.

HOMEWORK: Study for Latin Roots Lesson 7 & 8 quiz tomorrow.
Tuesday, February 14th

--BELLWORK: Study for Latin Roots Lessons 7/8 Quiz.

--WRITE: take notes on Acrostic poetry https://www.youngwriters.co.uk/types-acrostic

--READ: Two Women” excerpt https://margoroby.com/tag/dialogue-poems/ and ”I remember it well” from Gigi: http://lyricsplayground.com/alpha/songs/i/irememberitwell.shtml

--HOMEWORK: Prepare SMART goal to turn in.


Wednesday, February 15th

--WRITE: Notes and format on Pantoum style of Poetry: https://www.youngwriters.co.uk/types-pantoum

--READ: first two English translations of Baudelaire’s poem “Evening Harmony”: http://fleursdumal.org/poem/142 and Laure-Anne Bosselaar’s poem: https://www.poets.org/poetsorg/poem/stillbirth

--WRITE: Notes and format of Villanelle style of poetry: https://literarydevices.net/villanelle/

--READ: Sylvia Plath’s “Mad Girl’s Love Song”. http://www.webexhibits.org/poetry/explore_classic_villanelle_examples.html

--HOMEWORK: “Types Fast” review of Dylan Thomas’ “Do Not Go Gentle Into that Good Night” (same link as Sylvia Plath)


Thursday, February 16th

--In class review of Dylan Thomas’ poem “Do Not Go Gentle Into that Good Night”

--REVIEW: Slides on “Good to Great” – taking writing to the next level by avoiding 4 writing blunders. Found on teacher page: http://hhs.helenaschools.org/teachers/mkrupa/

--EDIT: begin editing “Communications” essay for the 4 blunders:

1) “There is”, “There are”, “it is” at the beginning of a sentence or clause.

2) Passive voice verbs

3) Sentence fragments and run-ons (Steps 1-4).

4) Generalizations – no clear examples to prove your point.


Friday, February 17th

--EDIT: remove 4 blunders from essay – entire class period. See teacher page for slides on this topic: http://hhs.helenaschools.org/teachers/mkrupa/



Week of February 21st, 2017

Monday, February 20th

NO SCHOOL


Tuesday, February 21st

--EDIT: continue to revise “Communications” essay eliminating 4 blunders

1) “There is”, “There are”, “it is” at the beginning of a sentence or clause.

2) Passive voice verbs

3) Sentence fragments and run-ons (Steps 1-4).

4) Generalizations – no clear examples to prove your point.

--HOMEWORK: finish editing essay – due at 5PM tonight!

Wednesday, February 22nd

--BELLWORK: What is the difference between poetry and prose? What would happen if you smooshed the two genres together? What might that look like? Is it possible?

--REVIEW: notes on definition of Prose Poetry: https://www.poets.org/poetsorg/text/prose-poem-poetic-form

**Audio and visual of Ginsberg’s “Supermarket” poem: https://www.poets.org/poetsorg/poem/supermarket-california

**Review Robert Bly’s poem: http://www.webdelsol.com/tpp/tpp5/tpp5_bly.html

** Play Garrison Keilor reciting David Shumate’s prose poem “Trains” (3:25): http://writersalmanac.publicradio.org/index.php?date=2009/03/09

**Final review & “Types Fast” for homework: Jamison T. Crabtree’s poem “Lost Dog”: http://www.poemeleon.org/jamison-crabtree/

--HOMEWORK: Prepare “Types Fast” of Jamison T. Crabtree’s poem “Lost Dog”: http://www.poemeleon.org/jamison-crabtree/



;SMART goal revision due tomorrow
Thursday, February 23rd

--BELLWORK: What do you know about the phrase “cause and effect”? Has this idea affected your life personally? Where and when did you first learn about it? Describe that time…

--REVIEW: watch & take notes on Ray Bradbury background and Science Fiction definition

**Slides on teacher page http://hhs.helenaschools.org/teachers/mkrupa/

--READ: begin reading A Sound of Thunder by Ray Bradbury. Keep track of what are the cause/effect relationships in your notebook.

--HOMEWORK: Finish reading A Sound of Thunder for Friday.
Friday, February 24th

--BELLWORK: In your opinion, what caused all the changes to the world when Eckel’s returned to the proper time and place? How did you know?

--WRITE: complete “skeleton notes” packet, including plotline graphic organizer and vocabulary. (Packet is on Teacher Page)

**Write when you’ve experienced/seen/participated in “The Butterfly Effect” in your life on the graphic organizer in the packet. In your journal or your notebook write: How did you feel about it?

--HOMEWORK: Finish journal entry, and also finish A Sound of Thunder packet for Monday (If not done already).



Week of February 27th, 2017

Monday, February 27th

--BELLWORK: In your opinion, what caused all the changes to the world when Eckels returned to the proper time and place? How did you know?

--REVIEW: vocabulary worksheet from A Sound of Thunder packet reviewed in-class

**Continue finishing packet for Tuesday.

--HOMEWORK: WRITE: Complete “The Butterfly Effect” page in packet, but list when you’ve experienced/seen/participated in “The Butterfly Effect” in your life.

**In notebook or journal: How did you feel about it? (1 para)
Tuesday, February 28th

--BELLWORK: Now that you’ve read A Sound of Thunder short story, decide and answer this question: “Do believe you have a responsibility to future generations? Why or why not?”

--REVIEW: grade in-class the remaining of Sound of Thunder packet

--HOMEWORK: Read The Pedestrian by Ray Bradbury (last short story in printout with A Sound of Thunder).
Wednesday, March 1st

--HANDOUT: discuss and complete The Pedestrian handout with new small groups; Review in class

--WATCH: interview with Ray Bradbury: https://www.youtube.com/watch?v=sLuDOEuwwso

**List out at least 5 things you think Fahrenheit 451 will be about

**Predict the “moral” of the story, based on what Mr. Bradbury reveals in the interview.

--HOMEWORK: keep reading Part I of Fahrenheit 451


Thursday, March 2nd

--Ms. Krupa Sick – in class reading
Friday, March 3rd

--BELLWORK: Read the first page of the novel Faranheit 451. Ray Bradbury starts the novel with the sentence “It was a pleasure to burn.” Why does he start the novel this way, especially given his own personal love for books? What can you predict the novel will be about?

--PAIR-SHARE: on bellwork then out to class

--REVIEW: Page 2 of “big read” handout; Discuss fear in society at that time – communism (http://www.neabigread.org/teachers_guides/lesson_plans/fahrenheit451/Bradbury_TG2014.pdf)

--READ: novel in-class; Keep running list in notebook of vocabulary words.

--DUE: Notebook check

--HOMEWORK: Read “Part one” of novel for Monday



Week of March 6th, 2017

Monday, March 6th

--BELLWORK: 2 paragraphs: The technology in Montag’s house allows his wife Mildred to enter the television “play” as a character. Does this technology improve life for Montag and Mildred? (para 1) Does this ides remind you of technology we have today? What is it? Does it improve life for people today? (para 2)

--DUE: Notebook check

--WRITE: Reading Check Qs 1-3 for Part 1 of novel; grade in class & turn in.

--HOMEWORK: Finish reading Part 1 of novel.


Tuesday, March 7th

--NO BELLWORK

--DISCUSS: grading policy on draft essays

**Draw line to 3rd BP means 7.5, no line drawn is 8.5, few mistakes is “above & beyond” 9.5

**Same policy of changes from draft to final – if no significant changes, then one letter grade down & no chance to re-do.

**Final is 100 pts, and same compare/contrast rubric will be used.

--HANDOUT: acknowledgement for both student/parent to sign.

--WRITE: in-class editing for paper; Final Due Friday, 3/10

--HOMEWORK: Read Part 1 of F451


Wednesday, March 8th

--BELLWORK: Do you agree with Captain Beatty’s assertion that “a book is a loaded gun”? Why or why not? Are there people in our world today that have Beatty’s attitude? Why do you think they believe this?

--READING CHECK: Qs 4-10, Part I; discuss/grade in class & turn in.

--HOMEWORK: FOR FRIDAY: “Personal Shield”
Thursday, March 9th

--NO BELLWORK – Substitute for training day

--WRITE: continue editing “Communications Essay” final

--HOMEWORK: “Personal Shield”; Essay grading policy handout due signed; Start reading Part II


Friday, March 10th

--BELLWORK: Examine this list of pairs of personality types. Pick ONE pairing that fits you the best, and write one paragraph about why you picked this, and how you know you are this way. If you are not sure, pick the one you relate to the most & explain why.

Investigator/Influencer

Doer/Organizer

Creator/Helper

--HANDOUT: based students’ choice, they pick a personality survey.

**2 required journals for next Friday 3/17


  1. What was your experience of sharing your personal shield with your small group? Did you like it? Hate it? Why?

  2. What surprising or new thing did you learn about yourself with the personality survey? What will you do with this information now? (Think current or future situations.)

--DISCUSS: Each person shares and describes their shield to their small groups; dystopia “rally table”; dystopia “if, then”

--WRITE: Write an “if, then” sentence for Bradbury’s Fahrenheit 451. Example (fill in underlined portion): If societal trends or problem that you think could have a negative impact on societythen describe or explain Bradbury’s world in F-451.

**Then write 1 paragraph on _why_ you chose the “if” portion. What lead you to believe this societal trend would lead to the world he created in F-451?

--HOMEWORK: FOR TUESDAY: Halfway through Part II, when Mildred’s friends come over, after Montag left Faber’s house.



Week of March 13th, 2017

Monday, March 13th

--BELLWORK: Sustained Silent Reading (SSR) – Fahrenheit 451 for 10 minutes.

--HANDOUT: dystopian creative writing project (on teacher page); peer review Thursday; rough draft due Friday in Google Folder.

--HOMEWORK: Read half-way through Part II (red book, pg. 98 – Hardcover pg. 99, small book pg. 92)
Tuesday, March 14th

--BELLWORK: Choose one of these characters from the novel: Mildred, Clarisse, Faber, or Beatty. Look into the text and pick out one quote (include page #s) where this character brings out a big response from Montag. Pick an event where Montag comes closer to self-realization because of these characters.

--TREE CHART: In notebook, create a tree chart with the 5 characters as topic squares; list 3 quotes per character showing a moment of growth for Montag

**Example chart: http://www.texample.net/media/tikz/examples/PNG/work-breakdown-structure.png

--HOMEWORK: Read Rest of Part II of Fahrenheit 451


Wednesday, March 15th

--NO BELLWORK

--TREE CHART: create a conclusion based on the Tree Chart about characters who influence Montag from Tuesday.

--WRITE: Qs 1-5 of Part II Reading Check (on teacher page)

--HOMEWORK: Finish reading Part II of F451


Thursday, March 16th

--NO BELLWORK

--WRITE: Qs 1-9 of Part II Reading Check (on teacher page)



--REVIEW: Dystopian Short Story prompt (on teacher page)

--HOMEWORK: Journals due Friday: include 2 required Qs


Friday, March 17th

--BELLWORK: What do you know about dialogue? Write one paragraph about anything and everything you know about dialogue in fiction stories.

--REVIEW: Punctuation and grammar tips for writing dialogue in fiction stories:

http://www.glencoe.com/sec/writerschoice/rws/mslessons/grade6/lesson30/index.shtml

http://www.dailywritingtips.com/dialogue-dos-and-donts/

--HOMEWORK: Finish Dystopian Story draft. Peer review on Monday.

Week of March 20th, 2017
STUDENT WORK PARTNERS FOR THIS WEEK

P0

P2

P3

Joe, Matt

Tucker, Charlie

Hanna, Lilly

Rick, Rudy, Cody

Jaron, Ella

Braden, Trevon

Pierce, Liam

Tanaya, Rylan

Jaz, Rhiver, Jordyn

Alex, Jack

Eli, Gabe

Jean, Wyatt

Cameron, Connor

Sarah K., Jack

Matt, Jacob

Cheyanne, Sara

Brady, Cody

McKenzie, Payton

Lizzie, Jasmine

Chase, Kaleb

Zach S., Janell

Jerry, Emilie

Sarah M., Madi, Taylor

Kara, Christiana

Caleb, Jamie








Monday, March 20th

--NO BELLWORK

--REVIEW: Peer Review template in Google folder

**Grade is combined with my review & peer review

--WRITE: continue editing based on student feedback

--HOMEWORK: Read half-way of Part III of F451
Tuesday, March 21st

--BELLWORK: Create TWO questions for each level, about Fahrenheit 451 so far:

**Level I – fact Qs

**Level II – Inductive Qs; why, how, so what?

**Level III – Analytical Qs; how are these similar, different, related?

--REVIEW: how to share doc with peer review partners; New format for Socratic Seminar

--PAIRS: decide on 1 question per level for Socratic Seminar & prepare answers with quotes

--WRITE: F451 Reading Check Qs for Part III (on Teacher page)

--IF TIME REMAINING: finish your dystopian story peer review

--HOMEWORK: Read Rest of Part III of Fahrenheit 451



Wednesday, March 22nd

--BELLWORK: Meet with your partner and finalize your questions.

--WRITE: Pick one question for each level from your list with your partner; write a one-paragraph answer for each question. Include 1 quote or more in each answer.

--HOMEWORK: Finish reading Part III of F451
Thursday, March 23rd

--WRITE: F-451 Part III Reading Check Qs 1-10



--WRITE: Dystopian story final due: Monday 4/3;

--LATE WORK DUE TODAY

--HOMEWORK: Relax!
Friday, March 24th

--NO BELLWORK OR HOMEWORK

--Enjoy Spring Break!

Week of April 3rd, 2017

Monday, April 3rd

--BELLWORK: In Journal or notebook: “Check-in” about your SMART goal. Did you complete it? Why or why not? (para 1) Next, write about your experience with the SMART goal. Was it positive? Negative? What would you change for next year? Would you create a SMART goal again? (para 2)

--JOURNAL: What do you love about Spring Break? What do you hate about it? (para 1) Write about something significant about your Spring Break this year, either positive or negative. Write about why you picked this situation. **DUE: Friday April 14th

--HOMEWORK: Exercise 1 on Sentence Combing handout.
Tuesday, April 4th

--BELLWORK: Review exercise 1 in Sentence Combining packet with a neighbor, and then write a sentence on board.

--WRITE: finish peer review of dystopian story.

--ACROSTIC: “J-I-M C-R-O-W” Students write a word or phrase for each letter they know about segregation in America’s South during the last century.

--HOMEWORK: Exercise 2 in Sentence Combining packet


Wednesday, April 5th

--BELLWORK: Discuss Exercise 2 with a neighbor. Put the best sentence on the board.

--WATCH: Buzzfeed blog on Jim Crow: https://www.buzzfeed.com/gabrielsanchez/this-is-what-life-in-america-looked-like-under-jim-crow?utm_term=.osEZDWOPnW#.slnpRVlGMV

Emmit Till docu: 4:09-5:18 https://youtu.be/bvijYSJtkQk

--HOMEWORK: Read clergy criticism letter to MLK, and annotate (on Teacher page). Exercise 3 & 4 of sentence combining packet DUE FRIDAY.


Thursday, April 6th

--BELLWORK: In journal or notebook: Write about a time when you were treated differently because of how you looked. How did you feel in this situation? (para 1) What did you do about it, or did you do nothing? What was the result of your choice? Why did you make this choice? (para 2)

--READ: read first paragraph of MLK’s Letter.

--WRITE: Pick out one writing technique that MLK uses in the first paragraph, that you thought was really effective (para 1). You must quote the technique from the paragraph. Then write why you picked it, and why it was effective to you (para 2).

--HOMEWORK: Exercise 3 & 4 of sentence combining packet DUE FRIDAY.


Friday, April 7th

--BELLWORK: Review Exercises 3 & 4 of Sentence Combining packet in your pairs. Pick your _best_ sentence out of all of them, and put on the board.

--READ: read next 3 paragraphs of Letter.



--WRITE: Find what MLK’s argument is. What is the point he’s trying to make? Use at least 1 quote (para 1). Discuss why MLK is arguing this way. What is his purpose? Will this argument help his cause? (para 2)

--HOMEWORK: Exercise 5 & 6 on Sentence Combining packet DUE MONDAY.

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