Saturday, May 17, 2014

Quarter 4, Week 9 of 9

Monday, May 19
Classwork
Learning Objective: W.11-12.10- Write routinely over short periods of time (a single day).
  1. Do Now: Read the learning objective and target practice.
  2. After: Use a computer to complete the reflection by clicking here.
  3. Then: Read responses
  4. Next: Graduation Practice Schedule
Target Practice: I can articulate my ideas in written form well enough to operate in the field I wish to enter. +/0/-
Homework
  • Be the best person you can possibly be for as long as you possibly can for the rest of your life.  If you can use what you've learned at Kekaulike over the last four years, even better!
Tuesday-Thursday
  • See the schedule for Graduation practice provided last week and earlier this week.
For the Prospective Graduates:

It has been a pleasure and a privilege to teach you Expository Writing and British Literature in your last year of formal public education.  For some of you, this has been a three year odyssey with me!  That's both good and bad, I'm sure! Thank you for bearing with me through my first year teaching seniors.  I hope you felt I was adequate to the task and that you learned something over this year that is, or will be, relevant to your life.  If not, I hope you let me know what I can do to change that for the next group!

If you're interested, here're my two cents about navigating the world: 
  • Remember that life is ultimately about finding love and happiness, but that you will need to work hard, even suffer, to get to that point.  This is how you learn what truly makes you happy, not by always doing what feels good in the moment.  
  • Having said that, moments are what life is made of. If you only prepare the future, you will never realize all the beautiful moments in your life or celebrate all that you have achieved. So, stop to smell the roses.
  • Think about what you do before you do it.  Look down the road, across the ocean, upward to the sky, and far into the past before you decide what to do.  Once you've decided, though, stick with it.  These are the moments that truly matter.
  • When you screw up, recognize it.  Take ownership of it. Learn from it, and don't do it like that again! 
  • Kulia I Ka Nu'u. Reach for the stars. Be legendary.  Whatever mantra you choose, remember that these are just words.  Your actions are what bring them into focus and make them reality.
  • Finally, remember that we will always be here for you- your Kekaulike family.  We love you and maintain all the hope in our hearts that you will be successful, thoughtful, and -most of all- happy in the world.

Aloha!
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Sunday, May 11, 2014

Quarter 4, Week 8 of 9

Enrichment Credit for The Lady Pirates of Captain Bree:
If you were in the play, you've got the enrichment.
If you were in the audience, write a short reflection about the play and turn-in hard copy by Thursday, May 15 @ 2:15!

Monday, May 12
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately new academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 15, Quiz B (last one...ever)
  2. After: Score Quiz
  3. Then: Review weekly plan
  4. Next: V for Vendetta pre-planning
Target Practice: I can use newly acquired words and phrases in my writing. +/0/-

Homework
  • Enrichment: Complete the end of semester Vocabulary review by clicking here for Part A and here for Part B. After completing each with at least 75% accuracy, submit the results to: william_fisher@notes.k12.hi.us. Make sure your first and last names are in the box at the top, along with the period number. The activity must be completed by 2:15 on Thursday, May 15.
  • Voluntary: Write a letter to the Junior class reflecting on your Senior year and giving them advice for navigating theirs.  These should be anonymous, and will be given to next year's Senior English teachers.  You may wish to use the questions at this link for some guidance.
Tuesday, May 13 and Wednesday, May 14
Classwork
Learning Objective: RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  1. Do Now: Read the learning objective and target practice.  Then, complete the first page of this packet.
  2. After: Watch V for Vendetta with reading strategy
  3. Then: Discuss the film so far.
  4. Next: Discuss end of year activities
Target Practice: I can identify and explain similarities between the film and two other literary pieces. +/0/-
Homework
  • Enrichment: Complete the end of semester Vocabulary review by clicking here for Part A and here for Part B. After completing each with at least 75% accuracy, submit the results to: william_fisher@notes.k12.hi.us. Make sure your first and last names are in the box at the top, along with the period number. The activity must be completed by 2:15 on Thursday, May 15.
  • Voluntary: Write a letter to the Junior class reflecting on your Senior year and giving them advice for navigating theirs.  These should be anonymous, and will be given to next year's Senior English teachers.  You may wish to use the questions at this link for some guidance.
Thursday, May 15 and Friday, May 16
Classwork
Learning Objective: RL.11-12.1, Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  1. Do Now: Read the learning objective and target practice.
  2. After: Watch V for Vendetta with reading strategy
  3. Then: Discuss the film so far.
  4. Next: Discuss end of year activities
Target Practice: I can identify and explain similarities between the film and two other literary pieces. +/0/-
Homework
  • Enrichment: Complete the end of semester Vocabulary review by clicking here for Part A and here for Part B. After completing each with at least 75% accuracy, submit the results to: william_fisher@notes.k12.hi.us. Make sure your first and last names are in the box at the top, along with the period number. The activity must be completed by 2:15 on Thursday, May 15.
  • Voluntary: Write a letter to the Junior class reflecting on your Senior year and giving them advice for navigating theirs.  These should be anonymous, and will be given to next year's Senior English teachers.  You may wish to use the questions at this link for some guidance.
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Sunday, May 4, 2014

Quarter 4, Week 7 of 9

Books and Library obligations must be cleared by the end of the day on Monday, May 5!
1984 Activity Parts 1 & 2 are due by Friday, May 9 @ 2:15!
ALL LATE WORK MUST BE COMPLETED BY FRIDAY, MAY 9 @ 2:15!

Monday, May 5 (Happy Cinco de Mayo!)
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately new academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 15, Quiz A
  2. After: Quiz Review 
  3. Then: Pre-Reading Activity for That's No Phone.  That's My Tracker (p. 101, activity 41)
  4. Next: Reading Activity for That's No Phone. That's My Tracker (p. 103, activity 45)
Target Practice: I can identify and use new academic vocabulary in my writing. +/0/-

 Homework
Tuesday and Wednesday, May 6 and 7
Classwork
Learning Objective: RI.11-12.4, Determine the meaning of words and phrases as they are used in a text and analyze how the author uses and refines the meaning of a key term over the course of the text.
  1. Do Now: Copy the learning objective and target practice into your journal. Looking at That's No Phone. That's My Tracker,  address the following ideas in your journal: This article begins and ends with the question of what we should call smartphones and argues that “trackers” would be more accurate. Is that the real rhetorical purpose of the article? Do they really want us to rename our phones? If not, why did they frame the argument in this way?
  2. After: Discuss Responses
  3. Then: Mini-lesson on Part 2 of  1984 Activity
  4. Next: Workshop time for Part 2 of  1984 Activity
Target Practice: I can think critically about and respond in written form to an article related to a novel. +/0/-

 Homework
Thursday and Friday, May 8 and 9
Classwork
Learning Objective: RI.11-12.7, Integrate and evaluate multiple sources of information presented in different media formats as well as in words to address a question or solve a problem.
  1. Do Now: Copy the learning objective and target practice into your journal. Then, copy and respond to the following prompt in your journal as you listen to Plato's Allegory of the Cave: Draw a picture of the cave in Plato's story.  Remember to include details as they are described in the story.
  2. After: Looking at the trailer, what do you think the film V for Vendetta shares with this story?
  3. Then: Looking at the trailer, What do you think it shares with 1984? 
  4. Next: (time-permitting) Begin viewing the film V for Vendetta OR work on 1984 Activity
Target Practice: I can make connections between different stories to show how the author's address similar ideas in different ways. +/0/-

 Homework
Enrichment: 
See the Kekaulike Dramatic Arts Production of The Lady Pirates of Captain Bree this Friday or Saturday @ 7:00 or Sunday @ 3:00 in the KKHS Cafe and write a short reflection of what you liked or didn't like afterwards!
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Saturday, April 26, 2014

Quarter 4, Week 6 of 9

Independent Reading due by THIS FRIDAY, May 2 @ 2:15!
Reminder: All coursework must be completed by FRIDAY, MAY 9 @ 2:15!

Monday, April 28
Classwork
Learning Objective: L.11-12.6, Acquire and use new academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 14, Quiz B
  2. After: Scan Section III
  3. Then: Answer as many of the following questions as possible about Section III
    • (Chapter 1) As Winston waits in the jail cell in the Ministry of Love, he meets the poet Ampleforth and his neighbor Parsons. What are they in for?
    • (Chapter 2) Winston wonders why they are torturing him if they are just going to kill him anyway. What is O’Brien’s answer?
    • (Chapter 3) According to O’Brien, who actually wrote The Theory and Practice of Oligarchical Collectivism? What does this mean, if true?
    • (Chapter 4) Winston thinks he is making progress. He is learning to practice crimestop. What is he learning? What is he hoping for?
    • (Chapter 5) What is waiting for Winston in Room 101? What does it make him do?
    • (Chapter 6) Winston meets Julia. What happens? What finally causes Winston to think he loves Big Brother?
  4. Next: Reminder about Major Project Due Date (May 9)
Target Practice: I can acquire and use words and phrases from the vocabulary list and George Orwell's 1984 to write effectively about the story. +/0/-
Homework
  • Independent Reading DUE BY FRIDAY @ 2:15!
  • Continue working 1984 Creative Activity (I still need proposals from several people.  Use this template, but understand you need to change Senior Project information. Ask a classmate.)
Tuesday, April 29 and Wednesday, April 30
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story.
  1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following question in your journal:  Why does O’Brien want Winston to say that there are five fingers when he is only holding up four? Why isn’t he satisfied when Winston finally says five? What lesson is O’Brien trying to teach Winston?
  2. After: Watch "Chain of Command: Part 2" and answer the following questions in your journal:
    • Which character represents O'Brien?  Winston? 
    • How do the policies of the Cardassian Military resemble those of The Party in 1984?
    • What about the interrogation techniques are the same? Different? 
    • Who do both reveal about a person's susceptibility to suggestion? 
    • Does this frighten you? Why or why not?
  3. Then: Discuss the various answers to the questions
  4. Next: (time-permitting) continue answering questions from Monday
Target Practice: I can analyze and interpret similar themes in multiple stories. +/0/-

 Homework
Thursday, May 1 and Friday, May 2
Classwork
Learning Objective: RL.11-12.4, Determine the meanings of words as they are used in the text.

  1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following prompt: Sketch the room where O'Brien interrogates Winston.  Pay special attention to include the devices described in the text, the lighting, and the position of the characters.
  2. After: Discuss the responses.
  3. Then: Complete any missing questions from Sections I, II, and III of the story.
  4. Next: Workshop on writing portion of the 1984 Creative Activity
Learning Objective: I can convey connotative and figurative meanings of words and phrases that make the text particularly engaging. +/0/-

 Homework
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Sunday, April 20, 2014

Quarter 4, Week 5 of 9

Attention: May 9 is the last day to complete late work!
Monday, April 21
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain specific words and phrases.
  1. Do Now: G-Level Vocabulary Unit 14, Quiz A
  2. After: Reading block with questions (Where's Waldo? search style)
    • (Chapter IV) What is Winston's job at the Ministry of Truth? How does he feel about it? Why?
    • (Chapter V) What is the purpose of Newspeak? Who are the Thought Police?
    • (Chapter VI) What kind of marriage does Winston have? Why does he live alone?
    • (Chapter VII) Who are the 'proles'? Why does Winston write, "If there is hope, it lies in the proles?"
    • (Chapter VIII) Why is Winston scared of the girl from the fiction department?
  3. Then: Quiz scoring
  4. Next: Review weekly planning sheets
Target Practice: I can use new academic and 1984 specific language in my responses to clarifying questions about the story. +/0/-
Homework
  • Print, sign, and submit a hard copy of your 1984 Creative Activity Proposal by THE END OF TODAY if you did not do it last week.
  • Continue independent reading due in two weeks (May 2 by 2:15- HARD COPY ONLY)
  • Continue 1984 Creative Activity parts 1 and 2 due by May 9 @ 2:15
Tuesday and Wednesday, April 22 and 23
Classwork
Learning Objective: RL.11-12.6, Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
  1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following questions in your journal: What is the effect of time-shifting/dream sequences on the reader? Does it help us engage in the story, or does it only confuse? Why does Orwell do it?
  2. After: Discuss responses and the power of naming.
    • Winston lives at "Victory Mansions," drinks "Victory Gin," and smokes "Victory Cigarettes." When he can find them, he probably uses "Victory" razor blades too. Why is everything called "Victory"? Does it make people feel more positive about the future? What are some examples of this kind of naming in our own society?
  3. Then: 35 minute silent reading of Section 2 with predict strategy (When you think of it while your read, write three predictions about what will happen later in the story)
  4. Next: Discuss euphemisms.  Many of the B-vocabulary words in The Principles of Newspeak are euphemisms.  Why would a government use them?
Target Practice: I can read and relate events of 1984 to the society in which I live today. +/0/-
Homework
  • Continue independent reading due May 2 by 2:15- HARD COPY ONLY
  • Continue 1984 Creative Activity parts 1 and 2 due by May 9 @ 2:15
Thursday and Friday, April 24 and 25
Classwork
Learning Objective: RI, RL.11-12.5, Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure, meaning, and impact.
  1. Do Now: Copy the learning objective and target practice in your journal.  Then, Read Thomas Pyncheon's critique of 1984's appendix 'The Principles of Newspeak' and answer this question in your journal: What do you think of Pyncheon's argument about the appendix?
    • Thomas Pynchon, author of The Crying of Lot 49 and Gravity’s Rainbow, wrote a forward to the centennial edition of 1984. Of the appendix, he says, 
      • It is as dark an ending as can be imagined.
      • But strangely, it is not quite the end. We turn the page to find appended what seems to be some kind of critical essay, “The Principles of Newspeak.” We remember that on page 4 we were given the option, by way of a footnote, to turn to the back of the book and read it. Some readers read it and some don’t—we might see it nowadays as an early example of hypertext. 
      • Pynchon then notes that the Book of the Month Club tried to get Orwell to remove the appendix and the chapters from the Goldstein book, but Orwell refused, saying, “A book is built up as a balanced structure and one cannot simply remove large chunks here and there unless one is ready to recast the whole thing.” Three weeks later, the BOMC relented. 
    • Pynchon continues, 
      • Why end a novel as passionate, violent and dark as this one with what appears to be a scholarly appendix?
      • The answer may lie in simple grammar. From the first sentence, “The Principles of Newspeak” is written consistently in the past tense, as if to suggest some later piece of history, post-1984, in which Newspeak has become literally a thing of the past—as if in some way the anonymous author of the piece is by now free to discuss, critically and objectively, the political system of which Newspeak was, in its time, the essence. Moreover, it is our own pre-Newspeak language that is being used to write the essay. Newspeak was supposed to have become general by 2050, and yet it appears that it did not last that long, let alone triumph, that the ancient humanistic ways of thinking inherent in standard English have persisted, survived, and ultimately prevailed, and that perhaps the social and moral order it speaks for has even, somehow, been restored.
  2. After: Discuss the responses
  3. Then: Silent reading of Section 2 with Where's Waldo? style questions (Q & A in journals):
    • (Chapter I) Why is it so difficult for Winston to meet the girl?
    • (Chapter II) Who is Julia? What are her strengths? Why is Winston attracted to her and she to him?
    • (Chapter III) Why can't Winston and Julia just get married?
    • (Chapter IV) Why is Winston surprised to see Julia wearing make-up?
    • (Chapter V) When Winston explains that the past is being erased, Julia doesn't care. Why? Is she right?
    • (Chapter VI) Why is the meeting with O'Brien important?
    • (Chapter VII) What happened to Winston's mother?
    • (Chapter VIII) How is the life of an inner-party member different from the life of an outer-party member? 
    • (Chapters IX and X) If Oceana is is an oligarchy, then it doesn't have a dictator. Who or What is Big Brother?
  4. Next: Share responses and answer questions about the creative activity
Target Practice:  I can use a questioning reading strategy to analyze an author's meaning in the story. +/0/-
Homework
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Sunday, April 13, 2014

Quarter 4, Week 4 of 9

Monday, April 14 and Tuesday, April 15
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately new academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 13, Quiz B
  2. After: Fun With Doublethink Short reading/writing activity
  3. Then: 35 minute SSR with questioning strategy
  4. Next: Discuss creative project directions and begin proposal writing (using Senior Project Letter of Intent Template)
Target Practice: I can use new academic and 1984 specific vocabulary to write a proposal for my creative project. +/0/-
Homework
  • Revise your proposal for submission during class on Thursday/Friday (this will be accepted in hard-copy or shared to wfisher@kkhs.k12.hi.us via your school Google Account)
  • Continue Independent Reading due by May 2 @ 2:15 (hard-copy only)

Wednesday, April 16 and Thursday, April 17
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices in how the story is developed and parts are related. W.11-12.4, Produce clear and coherent writing in which organization, style, and development are appropriate to task and audience.
  1. Do Now: Write the learning objective and target practice in your journal. Then, copy the following questions and respond in your journal: What is the “Two-minutes Hate”? What effect does it have on the people? Who is Emanuel Goldstein? Why is it important to hate him?
  2. After: SSR with summarizing strategy (Goal is to be at Section 2, p.114, by the end of class)
  3. Then: elbow partners discuss Creative Activity proposals (computers available for research if needed)
  4. Next: Revise proposal and submit/print (using Senior Project Letter of Intent Template)
Target Practice: I can create an activity that shows my understanding of the book and how it is present in society today. +/0/-
Homework
Reminder: if you would like to borrow a copy of George Orwell's 1984, please ask and one can be checked-out to you outside of class.  It is also available on iTunes, Android, Kindle, and most other electronic devices at little or no cost.  You may also get a digital or hard-copy from the Hawaii State Public Library System.
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Sunday, April 6, 2014

Quarter 4, Week 3 of 9

Monday, April 7
Classwork
Learning Objective: L.11-12.6, acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 13, Quiz A
  2. After: Reading about the concept of 'Orwellian' (key word identification)
  3. Then: Responding to the question: On a separate sheet of paper write your own definition of what the word “Orwellian” means to you. Does the word apply to our society today? Why or why not?
  4. Next: Self-score quiz and review weekly sheet
Target Practice: I can use newly acquired academic words and phrases in my writing. +/0/-

 Homework
Tuesday, April 8 and Wednesday, April 9
Classwork
Learning Objective: RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as analyze the impact of word choice on meaning and tone.
  1. Do Now: Copy the learning objective and target practice in your journal. After, read the provided 'Getting Ready to Read: The Sleazy Dirtbags' activity.  Answer the four questions in your journal before you begin reading the next section in George Orwell's 1984.
  2. After: Review the activity and it's relevance to both today and the story
  3. Then: 35 minute SSR with key word strategy in journals (4 column journal entry: word/page #/personal meaning/denotation)
  4. Next: Discuss Major Activity options (open to class)
Target Practice: I can understand the language used in the story and make connections to the society in which I live today. +/0/-

 Homework
  • Continue Independent Reading due by 2:15 on Friday, May 2
  • Bring Major Activity ideas to next class (we will decide on the two activities then)
Thursday, April 10 and Friday, April 11
Classwork
Learning Objective: L.11-12.6, acquire and use accurately general academic and domain-specific words and phrases.
  1. Do Now: Copy the learning objective and target practice.  After, copy and answer the following question in your journal: What are the four government ministries that control the world of Big Brother? In our own society, we have departments in the federal government such as the Department of Defense and the Department of Education. Are these the same as the ministries in Oceania? How are they different?
  2. After: Discuss answers to the questions
  3. Then: 35 minute SSR with questioning strategy (at least one per page)
  4. Next: Review the reading selection and decide on Major Activities (student provided)
Target Practice: I can understand the language used in the story and make connections to the society in which I live today. +/0/-

 Homework
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Saturday, March 29, 2014

Quarter 4, Week 2 of 9

Monday, March 31
Classwork
Learning Objective: L.11-12.6, Learn and accurately use new domain-specific and general academic words and phrases.
  1. Do Now: Vocabulary Unit 12, Quiz B
  2. After: In-class essay prompt: Based on your understanding of the tragic hero, write about why they are so important in defining a society's values.
  3. Then: Self-score essay using this rubric
  4. Next: Preview weekly sheet and check-out copies of George Orwell's 1984
Target Practice: I can use newly learned words and phrases to enhance my writing and communicate my ideas more effectively.

 Homework
  • Begin reading 1984 at your own pace
  • Continue Independent Reading due by 2:15 on Friday, May 2
Tuesday, April 1 and Wednesday, April 2
Classwork
Learning Objective: RL.11-12.4, Determine the meanings of words and phrases as they are used in the text, as well as analyze the impact of word choice on meaning and tone.
  1. Do Now: Copy the learning objective and target practice in your journal. Then, read the introduction to George Orwell on pp. 1316-17 in the green text. While you read, write in your journal five characteristics of George Orwell that may have affected his writing.
  2. After: Discuss Orwell's background
  3. Then: Read/listen to Shooting an Elephant for Orwellian characteristics (imperialism, irony, despotic rule)
  4. Next: Situational Irony vs. Verbal Irony in the story (t-chart in journal)
Target Practice: I can identify characteristics of George Orwell's writing and anticipate what theme's may exist in 1984 based on my knowledge of the writer and a sample of his writing. +/0/-

 Homework
  • Continue reading 1984 at your own pace
  • Continue Independent Reading due by 2:15 on Friday, May 2
Thursday, April 3 and Friday, April 4
Classwork
Learning Objective: RL.11-12.6, Analyze a case in which grasping a point of view requires distinguishing between what is directly stated and what is meant by the author.
  1. Do Now: Copy the learning objective and target practice in your journal.  Then, read 'Thumbprint' by Eva Merriam.  In your journal answer the following question: Why is personal identity so important to you?
  2. After: Discuss what personal identity means in the modern world (list five non-anatomical indicators of personal identity)
  3. Then: Begin/continue reading 1984 with reading strategy provided in class
  4. Next: In groups, discuss and determine a meaning for 'Orwellian' and how it relates to the poem
Target Practice: I can distinguish between what is directly stated in the poem 'Thumbprint' and what is meant by the author.+/0/-

 Homework
If you can provide your own copy of 1984 , whether electronic or in print, please do.
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Sunday, March 23, 2014

Quarter 4, Week 1 of 9

Monday and Tuesday, March 24 & 25
Classwork
Learning Objective: RL.11-12.10, Read and understand literature of high-level complexity. L.11-12.3, Apply knowledge of language to enhance reading comprehension.
  1. Do Now: Copy the learning objective and target practice in your journal.  Then, watch this video.  In your journal, take as many notes as you can about what it says and/or what you think about the tragic hero.
  2. After: Discussion about tragic heroes and listing of ones that we know, what happens in the story that makes them tragic, and what their tragic flaw is (three column entry in journal).
  3. Then: Read/Listen to excerpt from Oedipus, the King for: tragic hero, tragic flaw, fate/supernatural element, and style elements (graphic organizer in journal).
  4. Next: Discuss responses to the reading.
Target Practice: I can identify the tragic hero in a story and explain why he/she falls into that category. +/0/-

 Homework
  • Begin independent reading book (written product due by May 2)
Wednesday, March 26
Thursday and Friday, March 27 & 28
Classwork
Learning Objective: RL.11-12.5, Analyze a specific section of a text for structure and meaning.
  1. Do Now: Copy the learning objective and target practice. Then, read the first several lines of Faust on p. 430.  In your journal, copy and answer the following question: In what ways are Faust's motivations (lines 260-65) similar to those of Macbeth and Oedipus? Same?
  2. After: Read/Listen to full excerpt from Faust for: tragic hero, tragic flaw, fate/supernatural element, and style elements (graphic organizer in journal).
  3. Then: Word mashup activity with tragic hero theme (link only active during class)
  4. Next: Create a copy of the mashup in your own Drive
Target Practice: I can compare tragic heroes from different time periods to see similarities, differences, and how the represent the societies for which they were written. +/0/-

 Homework
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Quarter 4 Begin

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Quarter 3 End

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Sunday, March 9, 2014

Quarter 3, Week 10 of 10

Video Production Activity due by Thursday @ 2:15!
Senior Project Presentations take place this Friday afternoon!

Monday, March 10 through Thursday, March 13
Classwork
Learning Objective: RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: Copy the learning objective and target practice. Then, copy and respond to the following question: Will your group be able to complete the video production activity? if so, why?  If not, why not?
  2. After: Groups work together to continue script revision, storyboarding, or filming their scene from the play (or try this NEW link for storyboarding)
  3. Then: Practice Senior Project Presentation (to be selected during class)
  4. Next: Questions for presenter
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

Homework
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Sunday, March 2, 2014

Quarter 3, Week 9 of 10

Monday, March 3 (Period 3 only)
Classwork
Learning Objective: RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: Copy the learning objective and target practice. Then, copy and respond to the following question: Will your group be able to complete the video production activity? if so, why?  If not, why not?
  2. After: View an alternate production of a scene from Shakespeare's Macbeth
  3. Then: Discuss the differences from the one viewed earlier
  4. Next: Groups work together to continue script writing, storyboarding, or filming their scene from the play (or try this NEW link for storyboarding)
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

Homework
Tuesday, March 4 (Report to Advisory teacher)
  • Visit to University of Hawaii, Maui Campus
Wednesday, March 5 (Period 2 only)
Classwork
Learning Objective: RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: Copy the learning objective and target practice. Then, copy and respond to the following question: Will your group be able to complete the video production activity? if so, why?  If not, why not?
  2. After: View an alternate scene from Shakespeare's Macbeth
  3. Then: Discuss the differences from the one viewed earlier
  4. Next: Groups work together to continue script writing, storyboarding, or filming their scene from the play (or try this NEW link for storyboarding)
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

Homework
Thursday and Friday, March 6 and 7
Classwork
Learning Objective: L.11-12.6, Acquire and use new academic and content-specific words nad phrases. RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: G Level Vocabulary Unit 12, Quiz A
  2. After: View an alternate scene from Shakespeare's Macbeth
  3. Then: Discuss the differences from the one viewed earlier
  4. Next: Groups work together to continue script writing, storyboarding, or filming their scene from the play (or try this NEW link for storyboarding)
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

Homework
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Sunday, February 23, 2014

Quarter 3, Week 8 of 10

Video Production Activities are due in three weeks...
Senior Project Presentations are in three weeks...
Get the VPA done first, so you can focus on your Project Presentation.
Monday, February 24
Classwork
Learning Objective: L.11-12.6, learn and accurately use new academic and domain specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 11, Quiz B
  2. After: In-class essay response to the following prompt: Do you feel that there is any room for pity for Macbeth?  This is an argumentative essay, and you may use any information from the play, the informational essays you've read, and your own understanding of the character.
  3. Then: Score your essay using this rubric
  4. Next: Read and review the weekly classwork and homework sheet
Target Practice: I can effectively use new vocabulary my writing about Shakespeare's Macbeth. +/0/-

 Homework
Tuesday and Wednesday, February 25 and 26
Classwork
Learning Objective: RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: Copy the learning objective and target practice. Then, copy and respond to the following question: How will your group interpret your chosen scene?  What changes will you make in time, dress, characters, language, props and setting, or any other part of the play?  Why?  What is the significance of your interpretation?
  2. After: View an alternate scene from Shakespeare's Macbeth
  3. Then: Discuss the differences from the one viewed earlier
  4. Next: Groups work together to continue script writing, storyboarding, or filming their scene from the play 
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

 Homework
Thursday and Friday, February 27 and 28
Classwork
Learning Objective: RL.11-12.7, analyze multiple interpretations of a drama, evaluating how each source interprets the source text.
  1. Do Now: Copy the learning objective and target practice. Then, copy and respond to the following question: Will your group be able to complete the video production activity? if so, why?  If not, why not?
  2. After: View an alternate scene from Shakespeare's Macbeth
  3. Then: Discuss the differences from the one viewed earlier
  4. Next: Groups work together to continue script writing, storyboarding, or filming their scene from the play 
Target Practice: I can use my analysis of different interpretations of Shakespeare's Macbeth to enrich and enhance my own. +/0/-

 Homework
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Sunday, February 16, 2014

Quarter 3, Week 7 of 10

Fewer than three weeks to Senior Project Presentations!

Attention:
Video Production Activity is due by Thursday, March 13! This accounts for 50% of your Quarter 3 grade!

Tuesday and Wednesday, February 18 and 19
Classwork (Journals are NOT needed for the beginning of class)
Learning Objective: L.11.12.6, Acquire and use accurately general academic and domain-specific words and phrases. W.11-12.4, Produce clear and coherent writing appropriate to the task, purpose, and audience. CCR.AS.3, Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  1. Do Now: G Level Vocabulary Unit 11, Quiz A
  2. After: Read Ian Johnston's Critical Commentary on p.399 of the green textbook, entitled "Macbeth as King."
  3. Then: respond to the prompt on the back of the quiz: Was Macbeth a good king? Make sure to read ALL of the directions and use the RELATED QUESTIONS to help guide your response.
  4. Next: Self-score your essay with this rubric
  5. Time-permitting: Read/watch the final act, Act V, of Macbeth.
Target Practice: I can use new words and phrases in my essay response about the reading. +/0/-

 Homework
  • Continue working in groups to complete writing the script the Macbeth video production activity (click here to see one possible format for the script)
  • Independent Reading due by Friday, March 7 @ 2:15
Thursday and Friday, February 20 and 21
Classwork
Learning Objective: L.11-12.3, Apply knowledge of language to understand how it functions in different contexts.
  1. Do Now: Copy the learning objective and target practice. Then, write the following prompt in your journal: What is the most significant challenge in completing the video production activity? How will you overcome this obstacle? Write your response in paragraph format.
  2. After: Discuss the challenges and strategies to deal with them
  3. Then: Groups work together on completing their scripts (sample script format)
  4. Next: If necessary, finish Act V of Macbeth
Target Practice: I can translate Shakespeare's language into a more modern format to enhance my own and my audiences understanding. +/0/-

 Homework
  • Continue working in groups to complete writing the script the Macbeth video production activity (click here to see one possible format for the script)
  • Independent Reading due by Friday, March 7 @ 2:15
Reminder:
Video Production Activity is due by Thursday, March 13! This accounts for 50% of your Quarter 3 grade!
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Sunday, February 9, 2014

Quarter 3, Week 6 of 10

Please check Edline for the most up-to-date mid-quarter grades!

Monday, February 10
Classwork
Learning Objective: L.11-12.6, acquire and use accurately new academic and domain-specific words and phrases.
  1. Do Now: G Level Vocabulary Unit 10, Quiz B
  2. After: In-Class Essay #4: (Choice) Think about a time when you obsessed over something many would consider a minor detail. OR What is the essence of Shakespeare's Macbeth as you see it so far (up to and including Act III)?
  3. Then: Self-score essay with rubric
  4. Next: Score Quiz
Target Practice: I can accurately use new words and phrases to enhance my writing addressing the prompt. +/0/-
Homework
Tuesday and Wednesday, February 11 and 12
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  1. Do Now: Copy learning objective and target practice. Please take a green textbook from the shelf. Then, create the following graphic organizer in your journal:
    • Create a space big enough for you to draw in.
    • Leave room at the top for the Act and Scene #
    • Draw what you see during the scene.
    • Below, write the line or lines that you think are the most critical in the scene
    • Below, summarize what you think happened in the scene you've depicted. Write why you think the lines above are the most significant.
  1. After: Finish viewing Macbeth, Act III (only one of the graphic organizers above is required) 
  2. During: Complete the graphic organizer for each scene.  You may choose to complete one of the organizers  provided above for each scene, or two of the ones that have been provided for the previous scenes (passage/text feature/analysis)
  3. Next: (time-permitting) begin viewing Macbeth, Act IV (complete graphic organizer for each scene)
Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-
Homework
Thursday and Friday, February 13 and 14
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  1. Do Now: Copy learning objective and target practice. Please take a green textbook from the shelf. Then, create the following graphic organizer in your journal:
    • Create a space big enough for you to draw in.
    • Leave room at the top for the Act and Scene #
    • Draw what you see during the scene.
    • Below, write the line or lines that you think are the most critical in the scene
    • Below, summarize what you think happened in the scene you've depicted. Write why you think the lines above are the most significant.
  1. After: Finish viewing Macbeth, Act IV (only one of the graphic organizers above is required) 
  2. During: Complete the graphic organizer for each scene.  You may choose to complete one of the organizers  provided above for each scene, or two of the ones that have been provided for the previous scenes (passage/text feature/analysis)
  3. Next: (time-permitting) begin viewing Macbeth, Act V (complete graphic organizer for each scene)
Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-
Homework.
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Sunday, February 2, 2014

Quarter 3, Week 5 of 10

Monday, February 3
Classwork
Learning Objective: L.11-12.6, acquire and use accurately general academic and domain specific words and phrases. W.11-12.3, write narratives to develop real or imagined experiences using effective technique and well-chosen details.
  1. Do Now: G Level Vocabulary Unit 10, Quiz A 
  2. After: In-class essay #4: As Macbeth, write a speech introducing the visiting King Duncan to your household. Include details you would use in a real-life introduction of an honored guest to your home.
  3. Then: Prewrite the speech: list facts about Duncan, such as his title, accomplishments, and the traits that make him a good king.
  4. Next: Draft the speech: Begin with a flattering anecdote (a few lines about a time together). Then, use your prewriting list to craft an interesting and engaging story about the King.
  5. Revise and Score: Add colorful, specific words and phrases to points that have overused or general terms. Try also to suggest your plans, as Macbeth, to do-away with the King, but not so much that others would know what you are suggesting. Score using this rubric.
Target Practice: I can plan, write, revise, and score a one-minute introductory speech with newly acquired words and phrases from a character's perspective.+/0/-

 Homework
Tuesday and Wednesday, February 4 and 5
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  1. Do Now: Copy learning objective and target practice.  Please take a green textbook from the shelf. Then, setup journals for the next literary analysis graphic organizer (see earlier ones in your journal, or p. 321 in the green textbook).
  2. After: Continue viewing Macbeth, Act II, Scs. i-ii (complete at least two graphic organizers for each scene)
  3. Then: Looking at the faces on p. 347 in the green textbook, list what emotion each one expresses in your journal (8 total). answer the following question in your journal: Does this poster capture the essence of The Tragedy of Macbeth?
  4. Next: (time-permitting) view Macbeth, Act II, Sc. iii (complete at lest two graphic organizers for the scene)
Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-

 Homework
Thursday and Friday, February 6 and 7
Classwork
Learning Objective: RL.11-12.3, Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.
  1. Do Now: Copy learning objective and target practice.  Please take a green textbook from the shelf. Then, setup journals for the next literary analysis graphic organizer (see earlier ones in your journal, or p. 321 in the green textbook).
  2. After: Finish viewing Macbeth, Act II (complete at least two graphic organizers for each scene)
  3. Then: Read the Critical Commentary on p.356-7 of the textbook. Copy and answer the Key Ideas and Details questions in your journal.
  4. Next: (time-permitting) begin viewing Macbeth, Act III (complete at lest two graphic organizers for the scene)
Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-

 Homework
Mid-quarter grade reports will be mailed next week.  As always, check Edline often for the most accurate and up-to-date grades!
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