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

• Study for G Level Vocabulary Unit 13, Quiz A
• Continue Independent Reading due by 2:15 on Friday, May 2
• Continue reading 1984 at your own pace

If you can provide your own copy of 1984 , whether electronic or in print, please do.

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

• No School in celebration of Prince Kuhio Day

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

• Continue independent reading book (written product due by May 2)
• Study for G Level Vocabulary Unit 12, Quiz B
• For fun...click here to see an interesting article that bucks the stereotype about Millenials (that's you).
• For fun...here's another...Why Millenials aren't Lazy

Quarter 4 Begin

Quarter 3 End

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

• If you did NOT complete independent reading and still wish to earn half credit, click the IR Recovery link at the top of the page
• Video production activity due by Thursday, March 13
• Study for G Level Vocabulary Unit 12, Quiz B  after the break
• Choose and begin reading IR title for next quarter

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

• Submit your video production activity script by midnight, this Friday (see link at the top of the page)
• Independent Reading activity due by March 7 at 2:15
• Study for G Level Vocabulary Unit 12, Quiz A on Thursday/Friday

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

• Submit your video production activity script by midnight, this Friday (see link at the top of the page)
• Independent Reading activity due by March 7 at 2:15
• Video production activity due by next Thursday, March 13
• Study for G Level Vocabulary Unit 12, Quiz A next class

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

• Submit your video production activity script by midnight, this Friday (see link at the top of the page)
• Independent Reading activity due by March 7 at 2:15
• Video production activity due by next Thursday, March 13