Quarter 3, Week 4 of 10

Senior Project product-grading begins Tuesday! Bring copious amounts of evidence!

Monday, January 27
Classwork
Learning Objective: L.11-12.6, acquire and use accurately new academic and domain-specific words and phrases.

1. Do Now: Vocabulary Unit 9, Quiz B
2. After: In-Class Essay #3: In a multi-paragraph essay, write about a specific time in your life where you felt that you had no control over the events that were happening.  How did you deal with it?  Were you successful in overcoming the anxiety that comes with uncertainty? Use specific detail to support your ideas.
3. Then: Self-score using the Smarter Balanced Assessment Informative/Explanatory Writing Rubric
4. Next: Score Quiz

Target Practice: I can use new words in phrases effectively to enhance my writing.  +/0/-

Homework

• Continue talking with your group members about which scene you wish to do for the Video Production Activity
• Continue Independent Reading (Feb. 7 is the early turn-in date)

Tuesday and Wednesday, January 28 and 29
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 the learning objective and target practice.  Then, setup your journal with the three-tiered graphic organizer, label it for Act I, Sc. iii and begin completing (use green textbook starting on p. 326)
2. After: Read/Watch Act I, Scs. iv-vii. Complete at least two graphic organizers for each scene (one should be for the end couplet in each scene).
3. Then/During: Review analyses in pairs or groups for accuracy.
4. Next: Share learning from graphic organizer in large group setting

Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-

Homework

• Continue talking with your group members about which scene you wish to do for the Video Production Activity
• Continue Independent Reading (Feb. 7 is the early turn-in date)

Thursday and Friday, January 30 and 31
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 the learning objective and target practice.  Then, setup your journal with the three-tiered graphic organizer (p.321), label it for Act I, Sc. iii and begin completing (use green textbook starting on p. 326)
2. After: Read/Watch Act II. Complete at least two graphic organizers for each scene (one should be for the end couplet in each scene).
3. Then/During: Review analyses in pairs or groups for accuracy.
4. Next: Share learning from graphic organizer in large group setting

Target Practice: I can read/listen/watch Shakespeare's writing and show my understanding through analyzing with a graphic organizer. +/0/-

Homework

• Study for Vocabulary Unit 10, Quiz A
• Continue talking with your group members about which scene you wish to do for the Video Production Activity
• Continue Independent Reading (Feb. 7 is the early turn-in date)

Quarter 3, Week 3 of 10

Reminder:

Senior Project Product Grading is next week! Make sure you bring COPIOUS AMOUNTS OF EVIDENCE!

Tuesday and Wednesday, January 21 and 22
Classwork
Learning Objective: L.11-12.6, Acquire and use accurately general academic and domain specific words and phrases. RL.11-12.4, determine the connotative and figurative meanings of words as they are used in the text.

1. Do Now: Copy learning objective and target practice in your journal. Then, take G Level Vocabulary Unit 9, Quiz A and essay.
2. After: Review the quiz.
3. Then: Copy and respond to the following prompt in your journal: Like many dramas, Shakespeare's plays were meant to be performed, not read. How can reading along with a performance enhance your understanding and heighten the experience of a Shakespeare play?
4. Next: Creating the graphic organizer for following scenes (p. 321 in the green British Literature textbook). Begin Act I, Scene i of Macbeth (time-permitting).

Target Practice: I can understand connotative and figurative meanings in Shakespeare's Macbeth. +/0/- 

Homework

• Talk to groups about the best days for gathering and filming (you do NOT need to know which scene you're doing or have your script written yet)
• Reminder: Independent Reading Option 3 proposals due by the end of week 3
• Reminder: Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)

Thursday and Friday, January 23 and 24

Classwork

Learning Objective: RL.11-12.3, 4, Analyze the impact of the author's choices in regards to character development. Determine the connotative and figurative meanings of words as they are used in the text. 

1. Do Now: Copy the learning objective and target practice in your journal.  Then, copy and respond to the following prompt: What might the witches' cat and toad symbolize? How does this add to your understanding of who the witches are in relation to the world of the play?
2. After: Shakespeare's use of the couplet at the end of Act I, Scene i (reading strategy from p. 321)
3. Then: Read/listen to Act I, Scs. ii and iii (continue using reading strategy in journal)
4. Next: Shakespeare's plays in Hawaiian Creole (Pidgin English)

Target Practice: I can understand and explain why Shakespeare used couplets at the end of each scene in Macbeth. +/0/-

Homework

• Study for G Level Vocabulary Unit 9, Quiz B next class
• Talk to groups about the best days for gathering and filming (you do NOT need to know which scene you're doing or have your script written yet)
• Reminder: Independent Reading Option 3 proposals due by the end of week 3
• Reminder: Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)

Quarter 3, Week 2 of 10

Monday, January 13
Classwork
Learning Objective: L.11-12.6, Understand and use effectively general academic and domain-specific words and phrases. W.11-12.2, Write informative texts to examine and convey complex ideas.

1. Do Now: Vocabulary Unit 8, Quiz B
2. After: Assess quiz
3. Then: Complete In-class essay (click here to see grading rubric- only one criteria will be used each week)
4. Next: Self-score (time-permitting)

Target Practice: I can effectively use new words and/or phrases to convey meaning in my writing. +/0/-
Homework

• Determine groups for video production activity by class-time on Thursday/Friday
• Independent Reading Option 3 proposals due by the end of week 3
• Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)

Tuesday and Wednesday, January 14 and 15
Classwork
Learning Objective: RI.11-12.7, Integrate and evaluate multiple sources of information to address a problem. SL.11-12.1, 2, Effectively initiate and participate in group discussions using a variety of media sources to address a topic.

1. Do Now: Copy the learning objective and target practice.  Then, copy and respond to the following prompt in your journal: How do you think looking at a Shakespeare play can give us an idea about the physical structure of an Elizabethan theatre?
2. After: Read excerpt from Henry V. Listen for cues that suggest the structure. Discuss.
3. Then: Watch video segments about Elizabethan theatres and try to answer the following questions in journals: 
• How would you describe the theatres? 
• What is the relationship between the actors and the audience?
4. Next: The Globe Theatre scavenger hunt (click here for checklist and here for student organizer) and group presentations

Target Practice: I can use the print, video, and web sources to research, understand, and describe the structure of Shakespeare's Globe Theatre during the Elizabethan Era. +/0/-
Homework

• Determine groups for video production activity by class-time on Thursday/Friday
• Independent Reading Option 3 proposals due by the end of week 3
• Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)
• Enrichment: Design and build a scale Elizabethan theatre using the sources from class as a guide.  Enrichment credit will be awarded on a 0-3 scale based on quality and accuracy.  See teacher for more information. (Due by Friday, March 7)

Thursday and Friday, January 16 and 17
Classwork
Learning Objective: RI.11-12.7, Integrate and evaluate multiple sources of information to address a problem. SL.11-12.1, 2, Effectively initiate and participate in group discussions using a variety of media sources to address a topic.

1. Do Now: Copy the learning objective and target practice.  Then, copy and answer the following question in your journal: What is the connection between a writer and his/her tradition? Think back to the reading of Growing Up Local, or writers like Ellen Hopkins (Crank) and Mary Shelly (Frankenstein). How might the times and places where they were writing have affected what they wrote and how they chose to write about it?
2. After: Read and share findings about Sir Frank Kermode's introduction to Shakespeare's Macbeth and consider the following idea: "[Macbeth is] every man or woman...faced by the need to decide which of two choices is the right one."
3. Then: Read and share findings about the 'Author in depth' section (groups)
4. Next: Read about the 'Macbeth: Shakespeare's Sources' section. This will be the basis of the essay for next Tuesday/Wednesday.

Learning Objective: I can read, discuss, and share my findings about Shakespeare and his sources. +/0/-
Homework

• Study for G Level Vocabulary Unit 9, Quiz A  on Tuesday/Wednesday (see classwork from today for the essay focus)
• Independent Reading Option 3 proposals due by the end of week 3
• Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)

Quarter 3, Week 1 of 10

Monday, January 6 (No School for Students)
Classwork

1. None

Homework

• None

Tuesday and Wednesday, January 7 & 8
Classwork
Learning Objective: RI/W.11-12.2, Determine two or more central ideas of the text and analyze through a summary of the text. SL.11-12.4/6, Present findings with supporting evidence to an audience using a variety of auditory and visual techniques.

1. Do Now: Copy learning objective and target practice into journal.  Then, read and annotated the Quarter 3 Goals and Expectations and the video production activity.
2. After: Three groups will read, discuss, and summarize one of the following three sections about the Dramatic Literary Form: p.308, p.309, or pp. 310-11.
3. Then: Create a 2 minute presentation that refers to and uses the book as a source.  Groups may also use the Smartboard to list important details.  Audience will annotate in their journals.
4. Next: Presentations

Target Practice: I can articulate my understanding of the reading, and use visual and auditory techniques to communicate that understanding to an audience. +/0/-

Homework

• Independent Reading Option 3 proposals due by the end of week 3
• Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)
• Talk to potential group members for video production activity (need to know by class time on Thursday/Friday, January 16/17)

Thursday and Friday, January 9 & 10
Classwork
Learning Objective: RL.11-12.4, Determine the figurative and connotative meanings of words and phrases as they are used in the text. W.11-12.2, Write informative/explanatory texts to examine and convey complex ideas.

1. Do Now: Copy learning objective and target practice into journal.
2. After: Choose three of the following poems/stories from Growing Up Local to read: "No Mo' Fish on Maui", "A Scolding from my Father", "Short Tongue", "The Tempura War", and "The Rooster."  
3. Then: Read the three stories/poems, and annotate important words, phrases, sentences in your journal while you read.  After, summarize each story/poem in a short, 1-paragraph synopsis.
4. Next: On a sheet of paper, write your name, teacher name, period, and date at the top-left corner.  On the next line, center the title: Stories from Growing Up Local: Connecting Language and Tradition . Plan your essay using a brief outline.  Then, write a five paragraph essay comparing how the language used in the stories connect them to local tradition.

Target Practice: I write a well-organized essay that shows the relationship between local Hawaiian language tradition and literature. +/0/- 

Homework

• Study for G Level Vocabulary Unit 8, Quiz B on Monday
• Talk to potential group members for video production activity (need to know by class time on Thursday/Friday, January 16/17)
• Independent Reading Option 3 proposals due by the end of week 3
• Continue Independent Reading: early turn-in due on Friday, February 7 @ 2:15 (click here for written options)