Quarter 4, Week 8 of 8...It is done.

Thank you-all for providing such an interesting and challenging final year of English Language Arts education at Kekaulike High School! My only request this week is that you go to Google Classroom and complete the survey. Your personal responses will not be tracked, only whether or not you completed the survey.

Open Letter to Graduating Seniors- You can read this before or after the survey. It's not required, just something I wanted to share with all of you.

Quarter 4, Week 7 of 8 (Last full week of school!)

Student-lead lessons, videos, or presentations ALL WEEK!

Make sure you have returned ALL of your books to me or to the library!

Classwork

Reminder: Each performance has audience-interaction. Make sure that you have a title and today's date for EACH performance. If you DO NOT receive explicit instructions from the presenter(s), write today's date and the presenter(s) name(s) as a title and take notes. EACH PERFORMANCE can receive a stamp towards INB Check #12 if it is complete!

INB Check #12 will take place during class on Thursday, May 11 or Friday, May 12.
YOU WERE RESPONSIBLE FOR GETTING THESE STAMPS DURING THE PRESENTATIONS. I WILL NOT BE BACK-STAMPING DURING CLASS ON THURSDAY/FRIDAY!
All grades for the course must be completed by Friday, May 12 @ 2:15!

Homework

• Turn-in your Restroom Pass by 2:15 on Friday!
• Practice! Practice! Practice your lesson, video, or presentation. Click here to see the presentation schedule or check Google Classroom.

Check Infinite Campus early and often! If something is not right, or you feel it is in-error, see me outside of class to rectify the situation!

Quarter 4, Week 6 of 8

Student-lead lessons, videos, or presentations ALL WEEK!

Classwork

Reminder: Each performance has audience-interaction. Make sure that you have a title and today's date for EACH performance. If you DO NOT receive explicit instructions from the presenter(s), write today's date and the presenter(s) name(s) as a title and take notes. EACH PERFORMANCE can receive a stamp towards INB Check #12 if it is complete!

Homework

• If you DID NOT receive a grade for the IR Log, make sure to leave your INB in the TURN IN WORK HERE area by the window. It is late, but you will receive some credit if done by Friday, May 5.
• Practice! Practice! Practice your lesson, video, or presentation. Click here to see the presentation schedule or check Google Classroom.

Check Infinite Campus early and often! If something is not right, or you feel it is in-error, see me outside of class to rectify the situation!

Quarter 4, Week 5 of 8

Monday, April 24 or Tuesday, April 25

Due Today: Stamps in INB up to today

Learning Target: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Classwork

1. Do Now: Read/Annotate your blue EA 1 worksheet for the Part B presentation.
2. After: Discuss the instructions, rubric, and lesson plan template
3. Then: View and discuss sample lessons (See 'Helpful Links')
4. Next: Free time to work on EA 1, Part B (lesson plan, video storyboard, or slideshow)

Target Practice: I can use my learning from the first part of the unit to create and present an engaging video, lesson, or slideshow. Fist-5?

Homework

• Continue creating EA 1, Part B slideshow, lesson plan, or video. Presentations will begin next Monday/Tuesday, May 1/2.
• Finish IR Log by Friday @ 2:15

Tuesday, April 25 or Wednesday, April 26

Due Today: Draft of slideshow, lesson plan, or storyboard for video

Learning Target: W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Classwork

1. Do Now: Prepare for Socratic Seminar in INB (topics generated by you on Google Classroom)
2. After: Socratic Seminar #2
3. Then: Socratic Seminar Reflection
4. Next: Free time to work on EA 1, Part B (lesson plan, video storyboard, or slideshow)

Target Practice: I can share my insights about 1984, Brave New World, and The Arrival in a seminar setting. Fist-5?

Homework

• Continue creating EA 1, Part B slideshow, lesson plan, or video. Presentations will begin next Monday/Tuesday, May 1/2.
• Finish IR Log by Friday @ 2:15

Thursday, April 27 and Friday, April 28

Due Today: INB Check #11

Learning Target: W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products

From	To	# of Stamps	Assignment Name	Score	Peer Initial
4/12	4/24	/8	Notebook Check #11

Classwork

1. Do Now: Setup WIN day schedule in INB. Write today's date at the top-left.
2. After: work on slideshow, lesson plan, or storyboard for video
3. Then: INB Check #11
4. Next: Setup Schedule for presentations: May 1-May 10 (11 and 12 reserved)

Target Practice: I am ready to present my EA 2, Part B. Fist-5?

Homework

• Continue creating EA 1, Part B slideshow, lesson plan, or video. Presentations will begin next Monday/Tuesday, May 1/2.
• Finish IR Log by Friday @ 2:15

Looking Ahead...Presenting your book!

Quarter 4, Week 4 of 8

Reminder: This week is the REAL halfway point for Seniors. However, mid-quarter grades will not be sent-out until next week!

Day 1

Monday, April 17 or Tuesday, April 18

Due Today: Draft of written EA 1A summary

Learning Target: W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text.

Classwork

1. Do Now: Read and annotate Quarter 4, Week 4 of 8. Attach it to the next page of your INB.
2. After: Complete reading and annotating The Arrival by Shaun Tan. Remember, for each part:
• Prediction
• At least four Metacognitive Markers: 
• * ! ? + your note
• dialogue bubble
• thought bubble
• commentary
• Summary (choose visual, written, or both)
3. Then: Write a summary of The Arrival, Brave New World, or 1984 using the notes in your copy of the story OR your IR Log. Submit through Google Classroom.
4. Next: Respond to #s 3, 4, 5, and 6 on WB pp. 334-5. The term 'media communication' is used in the WB. This IS your EA 1A: Graphic Summary. If you are using Brave New World or 1984 for the Embedded Assessment, respond to the prompts about that book instead.

Target Practice: I can analyze a story from a culturally critical perspective to infer meaning and theme. Fist-5?

Homework

• Finish written summary in preparation for EA 1A: graphic summary of The Arrival, 1984, or Brave New World. See Google Classroom and the 'Helpful Links' section of this blog to support your creation of EA 1A.
• Finish reading IR book and complete Log by Friday @ 2:15

Day 2

Tuesday, April 18 or Wednesday, April 19

Due Today: EA 1A written summary on Google Classroom

Learning Target: RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text. W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

Classwork

1. Do Now: Continue working on your EA 1A: Graphic Summary. Make sure to submit through Google Classroom. There should be at least two items submitted: written summary and graphic summary.
2. After: Re-read and annotate the blue Embedded Assessment directions for Part B: Analytical Presentation.
3. Then: Begin the activity on WB pp. 343-44. Prompt #s 1, 2, and 3 should be completed for your EA 1. If you are not working in a group, this still needs to be completed on your own.
4. Next: (time-permitting) work on Independent Reading Log

Target Practice: I can analyze the story from multiple critical perspectives and apply them to a graphic summary of the story. Fist-5?

Homework

• Continue working on the graphic summary of your chosen story. Submit through Google Classroom.
• Finish IR Log by 2:15 on Friday- LEAVE YOUR NOTEBOOK IN CLASS.

Day 3

Thursday, April 20 or Friday, April 21

Due Today: EA 1A graphic summary on Google Classroom

Learning Target: SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Classwork

1. Do Now: Silent reading time OR silent worktime for Independent Reading Log
2. After: Create graphic organizer for your notes (see WB p. 315) and attach Cooperative Learning Reflection into INB 
3. Then: Discussion Jars activity preview
4. Next: Student-lead literature circles and reflection

Target Practice: I can listen responsively and participate actively in small-group discussion. Fist-5?

Homework

• Finish final EA 1A graphic summary and submit through Google Classroom by Friday @ midnight!
• Read and annotate the Planning and Drafting sections on WB p. 347 in preparation for class on Monday/Tuesday. This will help you understand and begin brainstorming for EA 1B: Analytical Presentation.

Looking Ahead: Socratic Seminar based on Dystopian Fiction and the Graphic Novel!

Quarter 4, Week 3 of 8

Day 1

Monday, April 10 or Tuesday, April 11

Due Today: Sections 1-6 in IR Log

Learning Target: RL.11-12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 12-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Classwork

1. Do Now: Read and annotate Quarter 4, Week 3 of 8. Attach it to the next page of your INB.
2. After: Continue reading The Arrival through Part III. Use cognitive markers to:
• Predict before the section
• At least four questions/comments/dialogue boxes/thought bubbles
• Summarize after the section
3. Then: Choose the image that most accurately summarizes each part of The Arrival so far. Draw the image on a metacognitive marker for each Part of the story.
4. Next: Choose which text you will use for EA 1 PARTS A AND B on Google Classroom

Target Practice: I can summarize using thoughts and images for each part of the graphic novel. Fist-5?

Homework

• Complete INB Check #10 for next class

From	To	# of Stamps	Assignment Name	Score	Peer Initial
3/28	4/11	/8	INB Check #10	Leave blank

• Read section of IR book for next class
• If you have finished reading your book for EA 1, begin creating the written summary. Attach the file to Google Classroom for EA 1A

Day 2

Wednesday, April 12 or Thursday, April 13

Due Today: EA 1 choice on Google Classroom, INB Check #10

Learning Target: RL.11-12.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

Classwork

1. Do Now: Read Which dystopia got it right? This will be the spark for discussion during your literature circles today.
2. After: Create graphic organizer for your notes (see WB p. 315) and attach  Cooperative Learning Reflection into INB
3. Then: Move to KKHS Library for literature circles
4. Next: Conduct literature circles focusing on the article and your IR book
5. During: INB Check #10

From	To	# of Stamps	Assignment Name	Score	Peer Initial
3/28	4/11	/8	INB Check #10	Leave blank

Target Practice: I can understand and discuss the relevance of my IR book and the article provided. Fist-5?

Homework

• Continue reading IR book and complete Log entries 1-9
• Begin writing your succinct summary for EA1a and upload the file in Google Classroom

Looking Ahead...Finishing The Arrival and creating a graphic summary! 

Quarter 4, Week 2 of 8

Day 1

Monday, April 3 or Tuesday, April 4

Due Today: Sections 1-3 of IR Log

Learning Target: W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Classwork

1. Do Now: Read and annotate Quarter 4, Week 2 of 8. Attach it to the next page of your INB.
2. After: Look at the cover of The Arrival by Shaun Tan and make a prediction about the story based on the artwork and title. Write your one-sentence prediction on a sticky-note and leave it on the inside-cover. Share with an elbow partner.
3. Then: Turn to WB p. 317 and read prompt #2. After, respond to the Quickwrite in the My Notes section of the page. When responding, add this question to the list:
• What do you think makes The Arrival a graphic novel based on your prediction?
4. Next: Read the During Reading instructions on WB p. 318. When you are ready, begin reading The Arrival, Part I on your own while using metacognitive markers.

Target Practice: I can evaluate how internal and external variables affect my interpretation of  a book. Fist-5?

Homework

• Continue reading Brave New World or 1984. Continue the Independent Reading Log for sections 4-6.

Day 2

Tuesday, April 4 or Wednesday, April 5

Due Today: None

Learning Target: W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Classwork

1. Do Now: Finish reading The Arrival, Part I and adding your metacognitive markers. Complete this part of the activity by responding to prompt #6 on WB p. 319.
2. After: Respond to prompt #8 on WB p. 319 with at least 5 elements of culture. You may do this with an elbow partner after everyone has finished reading Part I.
3. Then: Look at the examples of graphic summaries provided in the Helpful Links section of this blog.
4. Next: Before reading Part II, make a prediction based on Part I. Place the marker at the beginning of Part II. Then, begin reading Part II and adding your metacognitive markers.

Target Practice: I can generate a succinct yet complete summary of a section in a graphic novel. Fist-5?

Homework

• Continue reading Brave New World or 1984. Continue the Independent Reading Log for sections 4-6.

Day 3

Thursday, April 6 or Friday, April 7

Due Today: Scheduled Reading from IR

Learning Target: SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL.11-12.1.C Propel conversations by posing and responding to questions that probe reasoning and evidence.

Classwork

1. Do Now: 30 minutes of independent reading time
2. After: Create the graphic organizer in your INB for today's literature circle (example on WB p. 315). 
3. Then: Watch short literature circle video...agree, disagree, add. Take notes!
4. Next: Conduct literature circle using the graphic organizer, IR Log, and personal interests generated from the reading so far. Finish with Cooperative Learning Reflection.

Target Practice: I am able to keep-up with the reading schedule in my group, as well as add to the discussion based on my experience with the book. Fist-5?

Homework

• Continue reading Brave New World or 1984. Complete the Independent Reading Log for sections 4-6.

Looking Ahead...Analyzing Tan's framing choices in The Arrival, Part II!

Quarter 4, Week 1 of 8

Tuesday, March 28 or Wednesday, March 29

Due Today: Commit to 1984 or BNW

Learning Target: Na Hopena A'o standards for Responsibility and Excellence

Classwork

1. Do Now: Attach the following documents into the 4th section of your INB.
• Quarter 4 Important Dates- first page
• Unit 5 Vocabulary- second page
• Quarter 4 Hall Pass- INSIDE BACK COVER
2. After: Read and annotate Quarter 4, Week 1 of 10. Attach to the next page of your INB.
3. Then: Attach the blue EA1: Novel Presentation worksheet to the next page of your INB. Fold in half so that Part A and Part B are on separate sides. Annotate with an elbow partner (one person chooses A, the other chooses B to annotate).
4. Next: Class discussion about schedule for the quarter, EA 1, and The Arrival.

Target Practice: I will be successful in keeping my INB organized during the last quarter. Fist-5?

Homework

• Continue reading 1984 or Brave New World and complete the first three sections by the end of your second class this week.

Thursday, March 30 or Friday, March 31

Due Today: Sections 1, 2, and 3 of your IRL

Learning Target: SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

Classwork

1. Do Now: Turn to WB p. 313 and complete all activities with your group. Read WB p. 314 and setup the graphic organizer from WB p. 315 in your INB. You will use this kind of graphic organizer for each meeting. So, get used to creating it!
2. After: Use the following links to spark discussion in your reading group about why the author might have written the story. Take notes in your INB on the graphic organizer.
1. Background Information on Aldous Huxley
2. Background Information on George Orwell
3. Then: Silent Reading and IRL completion time- remember your reading schedule
4. After: Open discussion about EA 1 and relation to the Independent Reading

Target Practice: I can collaborate through small-group discussion to gain deeper understanding about the story. Fist-5?

Homework

• Continue Reading on your own and complete the Independent Reading Log through section 6 by next week's 3rd class meeting.

Looking Ahead...Shaun Tan's The Arrival!

Quarter 3, Week 10 of 10

Monday, March 13 or Tuesday, March 14

Due Today: EA 2 Performance

Learning Target: L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Classwork

1. Do Now: Read and annotate Quarter 3, Week 10 of 10. Attach to your INB. 
2. After: Title the next page of your INB EA 2 Performances. Write the date at the top-left and setup your page for the first analysis (refer to the Audience Response worksheet)
3. Then: EA 2 Performances
4. Next: Setup INB Check #9 for grading next class

   From	To	# of Stamps	Assignment Name	Score	Peer Initial
   2/18	3/15	/8	INB Check #9	Do not write

Target Practice: I can perform EA 2 proficiently or better and evaluate other performances as an audience member. Fist-5?

Homework

•  Finish written analysis of the EA 2 monologue by midnight on Thursday, March 16.
• Be prepared for INB Check #9, Workbook Check, and Hall Pass next class
• Think about which of the following books you would like to read for Quarter 4 IR: Nineteen Eighty-Four or Brave New World.

Wednesday, March 15 or Thursday, March 16

Due Today: INB Check #9, Workbook Check, Hall Pass

Learning Target: All Reading and Writing standards within Interactive Notebook and Springboard Workbook for Unit 3.

Classwork

1. Do Now: Complete INB Check #9 (see list from last class) 
2. After: Complete Springboard Workbook Checklist for Quarter 3
3. Then: Check-out copy of Nineteen Eighty-Four or Brave New World and staple IR Packet into Section 5 of your INB.
4. Next: Setup Section 4 of INB. Title the divider Quarter 4: The Graphic Novel and An Uncertain Future. Based on the title of this quarter, create an image on the divider that represents what you think it will be about.

Target Practice: I have completed all of my performance opportunities for Quarter 3 and am ready for Quarter 4. Fist-5?

Homework

• Finish written analysis of the EA 2 monologue by midnight on Thursday, March 16.
• Begin reading your IR novel for Quarter 4 and completing the packet as you go.

Next Quarter: Exploring the graphic and dystopian novel genres!

Quarter 3, Week 9 of 10

Reminder: Performances of EA 2 begin on Thursday/Friday!

Literary Analysis of your EA 2 monologue are due in Google Classroom by Midnight on Friday!

Monday, March 6 or Tuesday, March 7

Due Today: SIFT Analysis+Audience with Rhetorical Devices

Learning Target: 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 (e.g., satire, sarcasm, irony, or understatement). W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Classwork

1. Do Now: Read and annotate Quarter 3, Week 9 of 10. Attach to the next page of your INB.
2. After: 20 minute timed-writing of EA 2: Monologue Literary Analysis
3. Then: 20 minutes to revise and type literary analysis on Google Classroom
4. Next (time-permitting): 12 Motivational monologues from film... and pair-practice

Target Practice: I can write a literary analysis of my EA 1: Monologue choice for figurative language and rhetorical devices. Fist-5?

Homework

• Continue revising literary analysis of EA 2. This is due in Google Classroom by midnight on Friday, March 10.
• Continue practicing using the links and suggestions provided in the unit.

Tuesday, March 7 or Wednesday, March 8

Due Today: Practice for EA 2 delivery

Learning Target: SL.11-12.3 Evaluate a speaker's...rhetoric, assessing the...word choice, points of emphasis, and tone used. 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... W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Classwork

1. Do Now: 10 minute revision session of your monologue literary analysis
2. After: With a partner, practice your monologue. Your partner should use your blue EA 2 instructional worksheet to pre-assess your performance and give feedback.
3. Then: Review of performance format (this will all count towards your time)
• Introduce yourself
• Introduce the title and character
• Optional: Brief introduction to the scene
4. Next: Setup audience evaluation page on the next page of your INB. Fold the page in half, then in half again. Title the page EA 2 Performances. Title the columns: Performance#, Ideas, Structure, and Language. During the performance, you will be commenting on each criteria using specific language from the rubric and examples from the performance.

Target Practice: I am ready to perform EA 2 next class and understand how to evaluate other performances as an audience member. Fist-5?

Homework

• Continue revising literary analysis of EA 2. This is due in Google Classroom by midnight on Friday, March 10.
• Continue practicing using the links and suggestions provided in the unit.

Thursday, March 9 or Friday, March 10

Due Today: EA 2: Monologue/Speech

Learning Target:  L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Classwork

1. Do Now: Write today's date at the top-left on the EA 2 Performances page of your INB.
2. After: EA 2 deliveries
3. Then: Individual performance assessments
4. Next: Revise EA 2 literary analysis

Target Practice: I can perform EA 2 proficiently or better and evaluate other performances as an audience member. Fist-5?

Homework

• Continue revising literary analysis of EA 2. This is due in Google Classroom by midnight on Friday, March 10.
• Continue practicing using the links and suggestions provided in the unit.

Looking Ahead...Reflecting on EA2 and preparing for Quarter 4!
Click here to watch Captain Sisko's Monologue from Star Trek: Deep Space Nine Episode 'In the Pale Moonlight.'
Last INB Check for Quarter 3:

From	To	# of Stamps	Assignment Name	Score	Peer Initial
2/18	3/15	/8	INB Check #9	Do not write

Quarter 3, Week 8 of 10

Reminder: IR project due by Friday @ 2:15!

Monday, February 27 or Wednesday, March 1

Due Today: Dramatic Monologue Final Choice

Learning Target: All ELA standards tested by STAR. L.11-12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Classwork

1. Do Now: Read and annotate Quarter 3, Week 8 of 10. Attach it to the next page of your INB. On the lined page, write a 1 paragraph analysis for:
• What will you be learning this week?
• What skills will you need to do it/them?
• What dates do you need to be mindful of and why?
• How will the homework help you achieve this?
2. After: STAR Assessment
3. Then: INB Check #8
4. Next: Review IR and EA 2 requirements

Target Practice: I can demonstrate my college and career readiness on the STAR assessment. Fist-5?

Homework

• Finish IR and submit by Friday @ 2:15
• Click here to read how to practice for a performance. Practice EA 2 monologue/speech by using the techniques learned from Ms. Kristi. Staple a transcript of the speech and annotate for focus sections. 

Thursday, March 2 or Friday, March 3

Due Today: Transcript of Monologue/Speech in INB

Learning Target: 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. W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas...through the effective ...analysis of content. SL.11-12.3 Evaluate a speaker's...use of evidence and rhetoric, assessing ...the tone used .L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Classwork

1. Do Now: Annotate your monologue for rhetorical devices (use this list). Then, write a short analysis outlining how it uses rhetorical devices, symbolism, imagery, and figures of speech to create the tone and theme on the NEXT PAGE of your INB. 
2. After: practice performing your monologue with a partner. When listening, provide verbal feedback on vocal delivery, body position, eye contact, and use of gestures.
3. Then: On your blue EA 2 worksheet, use the right column to list at least 5 sections of the monologue that you feel are rhetorically strong. These are the ones that require the most passion (pathos) during your delivery.
4. Next:  15 minute timed-writing for literary analysis of your monologue/speech. Use the outline from earlier in class as a guide.

Target Practice: I can use literary analysis to improve my performance of the EA 2 monologue/speech. Fist-5?

Homework

• Complete IR project by Friday @ 2:15
• Continue rehearsing your EA 2 monologue or speech for performances beginning next week Tuesday or Wednesday. Performances will continue through March 13 or 14.

Looking Ahead...EA 2 Performances!

Quarter 3, Week 7 of 10

Click Here for Some Great Speeches...

Reminder: If you haven't turned-in an IR Letter of Intent, you still need to do so.

Tuesday, February 21

 or 

Wednesday, February 22

Due Today: Staging Notebook (leave INB in class by 2:15)

Learning Target: RL.11-12.1 Cite strong and thorough textual evidence to support analysis [and] inferences drawn from the text... RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development...including how they interact and build on one another [and] provide an objective summary of the text.

Classwork

1. Do Now: Read and annotate Quarter 3, Week 7 of 9. Attach it to your INB.
2. After: Complete INB Check #8 on the inside cover of your INB: 

   From	To	# of Stamps	Assignment Name	Score	Peer Initial
   1/23	2/17	/8	INB Check #8	Do not write

3. Then: Senior Project Practice Presentation(s)
4. Next: Understanding themes in Othello activity
• Turn to page 294 in your copy of Othello and read the Themes and Images section WITHOUT going back into the play.
• Decide on two or more themes that are represented in your EA1 project.
• Turn to SB Workbook p. 189 and use the graphic organizer to analyze your EA1 scene for the theme you chose (in each blue box, replace 'Othello' with your chosen themes)

Target Practice: I can identify two or more major themes from Shakespeare's Othello and support my analysis with evidence from the text. Fist-5?

Homework

• By next class, identify at least three possible monologues and/or speeches in the Student Notes section of your EA 2 worksheet. Be sure to include: title, character, and actor for each. BRING THE TRANSCRIPT OF AT LEAST ONE OF THESE TO THE NEXT CLASS.
• Continue reading IR title and begin working on IR project.

Thursday, February 23 or Friday, February 24

Due Today: 3 choices for EA 2, Transcript of at least 1

Learning Target: RL.11-12.1 Cite strong and thorough textual evidence to support analysis [and] inferences drawn from the text... RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development...including how they interact and build on one another [and] provide an objective summary of the text.

Classwork

1. Do Now: Read #5 on SB Workbook p. 193 in preparation for Othello's speech.
2. After: Watch two versions of Othello's speech to the senate from Act I, Scene iii, lines 149-96 and complete the graphic organizer.
3. Then: Senior Project Practice Presentations
4. Next: Attach the SIFT+Audience Graphic Organizer to the NEXT PAGE of your INB. Use it to analyze ONE of your choices. If you brought a printed transcript, attach it to the next page.

Target Practice: I can evaluate monologues/speeches in a variety of texts in multiple media formats for rhetorical and literary strategies. Fist-5?

Homework

• In the Speech Delivery Skills section of your EA 2 worksheet, Identify and explain at least 5 rhetorical and/or literary skills that you will need in order to be proficient or better. Complete this by next class AND BEGIN PRACTICING ALL THREE OF YOUR CHOICES. 
• Continue reading IR title and begin working on IR project.

Looking Ahead...Socratic Seminar on EA2 choices and essential public speaking skills!