All necessary information for English II can be found here. Any questions, please email me at [email protected].
6th Six Weeks Notebook:
1. Response to KONY 2012
2. ALWG Notebook Response Questions Ch 1
3. ALWG Notebook Response Questions Ch 2-5
4. ALWG Notebook Response Questions Ch 6-7
5. ALWG Notebook Response Questions Ch 8-9
6. ALWG Notebook Response Questions Ch 10
7. ALWG Notebook Response Questions Ch 11
8. ALWG Notebook Response Questions Ch 12
9. ALWG Notebook Response Questions Ch 13-14
10. ALWG Notebook Response Questions Ch 15
11. ALWG Notebook Response Questions Ch 16
12. ALWG Notebook Response Questions Ch 17
13. ALWG Notebook Response Questions Ch 18-19
14. ALWG Notebook Response Questions Ch 20-21
Aug 22/23
First days of school. Introductions, expectations, and syllabus.
First days of school. Introductions, expectations, and syllabus.
Aug 24/25
-Introduction to theme
- The Broken Tusk by Uma Krishnaswami
-Assignments to be completed in class notebook
-Introduction to theme
- The Broken Tusk by Uma Krishnaswami
-Assignments to be completed in class notebook
Aug 26-Aug 31
- Archetypes
- Definitions and Examples
*The Hero's Journey (Worksheet and PPT)
- Worksheet to be placed in class notebook
- Archetypes
- Definitions and Examples
*The Hero's Journey (Worksheet and PPT)
- Worksheet to be placed in class notebook
Sept 1/2
- BRING A TISSUE BOX TO SCHOOL
- Analyzing Archetypes. The students will pick a novel, film, short story, or tv show that demonstrates the Hero's Cycle.
The students will decorate their tissue box demonstrating their understanding of the Hero's Cycle.
.
- BRING A TISSUE BOX TO SCHOOL
- Analyzing Archetypes. The students will pick a novel, film, short story, or tv show that demonstrates the Hero's Cycle.
The students will decorate their tissue box demonstrating their understanding of the Hero's Cycle.
.
Sept 6/7
The Creation of Night myth
- Students will read the Creation of Night myth and complete the activities described in the PPT.
- The students will then complete the worksheet using the myths for a book in class.
- PPT responses and reflection in notebook
The Creation of Night myth
- Students will read the Creation of Night myth and complete the activities described in the PPT.
- The students will then complete the worksheet using the myths for a book in class.
- PPT responses and reflection in notebook
Sept 8/9
Finish The Creation of Night myth discussion
- Students will read Ashputtle and analyze the text for symbolic and character archetypes.
- Short Answer review worksheet to be done in notebook
Finish The Creation of Night myth discussion
- Students will read Ashputtle and analyze the text for symbolic and character archetypes.
- Short Answer review worksheet to be done in notebook
Sept 12/13
- Yeh-Shen, The Chinese Cinderella
- Read the Chinese version of Cinderella and then answer the following short answer question using the A.P.E. strategy.
- Reflection to be completed in notebook
- Yeh-Shen, The Chinese Cinderella
- Read the Chinese version of Cinderella and then answer the following short answer question using the A.P.E. strategy.
- Reflection to be completed in notebook
Sept 14/15
- The Emperor's New Suit by Hans Christian Andersen
- Students will be analyzing the text for imagery, figurative language, and characterization then answering a short answer question regarding theme using the A.P.E. strategy.
- Short Answers to be completed on a separate sheet of paper.
- The Emperor's New Suit by Hans Christian Andersen
- Students will be analyzing the text for imagery, figurative language, and characterization then answering a short answer question regarding theme using the A.P.E. strategy.
- Short Answers to be completed on a separate sheet of paper.
Sept 16/19
- The Myth of Prometheus and The Myth of Pandora
- Read the both myths and then answer the short answer questions using the A.P.E. strategy on the worksheet. Remember that the second question referring to both stories is a "cross-over" question and requires that you use "Proof" (quotes) from both texts.
- The Myth of Prometheus and The Myth of Pandora
- Read the both myths and then answer the short answer questions using the A.P.E. strategy on the worksheet. Remember that the second question referring to both stories is a "cross-over" question and requires that you use "Proof" (quotes) from both texts.
Sept 20/21
- The Plot Thins -- Reading and analyzing non-fiction text
- Follow the PPT and complete the assignments in your notebook from the PPT
- The Plot Thins -- Reading and analyzing non-fiction text
- Follow the PPT and complete the assignments in your notebook from the PPT
Sept 22/23
- Persuasive Essay
- Students will write a persuasive essay in class.
- For any students that were absent, please make arrangements to write the essay during multiple FIT sessions, before, or after school.
- Persuasive Essay
- Students will write a persuasive essay in class.
- For any students that were absent, please make arrangements to write the essay during multiple FIT sessions, before, or after school.
Sept 26/27
- Cupid and Psyche
- Read the story and then complete the worksheet.
- Cupid and Psyche
- Read the story and then complete the worksheet.
Sept 28/29
- Essay and Short Answer rewrites
- Students will have the opportunity to rewrite their essays and short answers for a grade up to an 85.
- Essay and Short Answer rewrites
- Students will have the opportunity to rewrite their essays and short answers for a grade up to an 85.
BEGIN 2ND SIX WEEKS
Sept 30-Oct 5
- Analyzing Archetypes: Hans Christian Andersen's The Little Mermaid
- Students will be analyzing The Little Mermaid, looking at themes, archetypes, and characterization. The worksheet below needs to be completed.
Step 1: Watch the video.
Step 2: Read the article.
Step 3: Open the PPT,write the definition of altruism in your notebook and respond to the Altuistic Reflection (Slide 3)
Step 4: Read through to the top of Pg 5 in The Little Mermaid, then follow the next slide.
Step 5: Read through to the top of Pg 9, then respond to the prompt Slide 5.
Step 6: Read to the end and respond to prompt on Slide 6.
Step 7: Using your archetype packet, complete both sides of the worksheet.
- Analyzing Archetypes: Hans Christian Andersen's The Little Mermaid
- Students will be analyzing The Little Mermaid, looking at themes, archetypes, and characterization. The worksheet below needs to be completed.
Step 1: Watch the video.
Step 2: Read the article.
Step 3: Open the PPT,write the definition of altruism in your notebook and respond to the Altuistic Reflection (Slide 3)
Step 4: Read through to the top of Pg 5 in The Little Mermaid, then follow the next slide.
Step 5: Read through to the top of Pg 9, then respond to the prompt Slide 5.
Step 6: Read to the end and respond to prompt on Slide 6.
Step 7: Using your archetype packet, complete both sides of the worksheet.
Oct 6/7 (BRING YOUR SSR BOOKS)
- Archetypes/Myth Test
- The students will take a test today reading a myth and analyzing the myth for theme and archetypes.
- Archetypes/Myth Test
- The students will take a test today reading a myth and analyzing the myth for theme and archetypes.
Oct 11/12 (BRING YOUR SSR BOOKS)
- Introduction of the Persuasive Essay
- Grammar Warm-ups in NOTEBOOKS
- They're, There, Their
- The students will be analyzing the STAAR Essay rubric and grading example essays. Please see me if you would like this lesson.
- Introduction of the Persuasive Essay
- Grammar Warm-ups in NOTEBOOKS
- They're, There, Their
- The students will be analyzing the STAAR Essay rubric and grading example essays. Please see me if you would like this lesson.
Oct 13/14 (BRING YOUR SSR BOOKS)
- Analyzing the Persuasive Essay for Thesis Statements, Reasons, and Examples
- Grammar Warm-ups in NOTEBOOKS
- Your and You're/Angel and Angle
- The students will reading four different essays and identifying thesis statements, reasons, examples, concessions, and counter-arguments. The students will assess each essay and give it a grade.
- Analyzing the Persuasive Essay for Thesis Statements, Reasons, and Examples
- Grammar Warm-ups in NOTEBOOKS
- Your and You're/Angel and Angle
- The students will reading four different essays and identifying thesis statements, reasons, examples, concessions, and counter-arguments. The students will assess each essay and give it a grade.
Oct 17/18 (BRING YOUR SSR BOOKS)
- Persuasive Essay
- The students will be writing persuasive essays in class today. ANY ABSENT STUDENTS WILL NEED TO COME TO FIT TO MAKE-UP THE ESSAY. ALL ESSAYS MUST BE MADE UP BY FRIDAY, UNLESS OTHER ARRANGEMENTS HAVE BEEN MADE.
- Persuasive Essay
- The students will be writing persuasive essays in class today. ANY ABSENT STUDENTS WILL NEED TO COME TO FIT TO MAKE-UP THE ESSAY. ALL ESSAYS MUST BE MADE UP BY FRIDAY, UNLESS OTHER ARRANGEMENTS HAVE BEEN MADE.
Oct 19 (BRING YOUR SSR BOOKS)
- PSAT (Very Short Afternoon Classes)
- The students will be reading their SSR books this class
- PSAT (Very Short Afternoon Classes)
- The students will be reading their SSR books this class
Oct 20/21 (BRING YOUR SSR BOOKS)
- Persuasive Essay (Final Draft)
- The students will receive the first drafts of their essays with feedback and then are to write a final draft. Once the final draft is written, the students will trade papers with another student and grade each other's work. After the peer review, hand in the final drafts.
- Persuasive Essay (Final Draft)
- The students will receive the first drafts of their essays with feedback and then are to write a final draft. Once the final draft is written, the students will trade papers with another student and grade each other's work. After the peer review, hand in the final drafts.
Oct 24/25 (BRING YOUR SSR BOOKS)
- Oedipus
- Grammar: It's and Its
- The students will fill out the before/after reading "Agree/Disagree" sheet. (This goes in your notebook)
- The students will read the play "Oedipus"
- The students will put the Oedipus Summary and Family Tree in their notebooks. (Pick up in class)
- The students will complete the "Tragic Hero" worksheet for Oedipus.
- Oedipus
- Grammar: It's and Its
- The students will fill out the before/after reading "Agree/Disagree" sheet. (This goes in your notebook)
- The students will read the play "Oedipus"
- The students will put the Oedipus Summary and Family Tree in their notebooks. (Pick up in class)
- The students will complete the "Tragic Hero" worksheet for Oedipus.
Oct 26-Nov 8
- Read Sophocles's Antigone
- Students will be reading Antigone over the next week and a half. They need to read the entire play and complete the guided reading questions for each scene.
- The play is below, along with all the reading guides, the test review, and a Sparknotes link for anyone having trouble understanding the play.
The Antigone TEST is Monday, Nov 7 (A-day) and Tuesday, Nov 8 (B-day). MAKE SURE YOU HAVE MAKE-UP WORK TURNED IN.
- Read Sophocles's Antigone
- Students will be reading Antigone over the next week and a half. They need to read the entire play and complete the guided reading questions for each scene.
- The play is below, along with all the reading guides, the test review, and a Sparknotes link for anyone having trouble understanding the play.
The Antigone TEST is Monday, Nov 7 (A-day) and Tuesday, Nov 8 (B-day). MAKE SURE YOU HAVE MAKE-UP WORK TURNED IN.
BEGIN 3RD SIX WEEKS
Nov 11/14
- Introduction to Rhetoric
Students will learn the three types of rhetorical appeals: Logos, Ethos, and Pathos.
The students will take notes on the PPT in their notebooks and then analyze two speeches for rhetoric. For the Rhetorical Strategies Chart, put the first page in your notebook to reference, then complete the second page after reading Ronald Reagan's Challenger Tragedy speech. The assignment is to find five different rhetorical appeals that Reagan uses in the speech. You have to have at least one of each; you cannot have five of one appeal.
- Introduction to Rhetoric
Students will learn the three types of rhetorical appeals: Logos, Ethos, and Pathos.
The students will take notes on the PPT in their notebooks and then analyze two speeches for rhetoric. For the Rhetorical Strategies Chart, put the first page in your notebook to reference, then complete the second page after reading Ronald Reagan's Challenger Tragedy speech. The assignment is to find five different rhetorical appeals that Reagan uses in the speech. You have to have at least one of each; you cannot have five of one appeal.
Nov 15/29
- Introduction to Rhetoric
Students will create an magazine advertisement using logos, ethos, and pathos. The directions are below and the assignment is do when we get back from Thanksgiving break.
1. Fill out the Project Insert
2. Create a magazine advertisement; use the checklist to make sure you have everything.
--EVERY STUDENT WAS ASSIGNED A DIFFERENT PRODUCT. PLEASE SEE ME FOR YOU PRODUCT IF YOU WERE ABSENT.
- Introduction to Rhetoric
Students will create an magazine advertisement using logos, ethos, and pathos. The directions are below and the assignment is do when we get back from Thanksgiving break.
1. Fill out the Project Insert
2. Create a magazine advertisement; use the checklist to make sure you have everything.
--EVERY STUDENT WAS ASSIGNED A DIFFERENT PRODUCT. PLEASE SEE ME FOR YOU PRODUCT IF YOU WERE ABSENT.
Nov 30/Dec 1
- Persuasive Essays
The students will be writing persuasive essays during class. If you miss class, you must schedule a time before or after school to write your essay.
- Persuasive Essays
The students will be writing persuasive essays during class. If you miss class, you must schedule a time before or after school to write your essay.
Dec 2/9
- 12 Angry Men
Each day we will read an act from 12 Angry Men and then watch that act in the movie. This is being done so we can fully understand the characters and the issues at hand.
We will also connect non-fiction articles to the text to better understand the law and issues jury members need to take into consideration.
- 12 Angry Men
Each day we will read an act from 12 Angry Men and then watch that act in the movie. This is being done so we can fully understand the characters and the issues at hand.
We will also connect non-fiction articles to the text to better understand the law and issues jury members need to take into consideration.
Dec 12/13
- Written portion of the final exam
Students will complete the written portion of the final exam to ensure they have enough time to comlpete the multiple choice section on the day of the final.
- Written portion of the final exam
Students will complete the written portion of the final exam to ensure they have enough time to comlpete the multiple choice section on the day of the final.
Dec 14
- Final Exam Review
The students must complete the review for the final exam. This is a quiz grade. Answers can be found in their journals, the textbook, on online.
- Final Exam Review
The students must complete the review for the final exam. This is a quiz grade. Answers can be found in their journals, the textbook, on online.
Dec 15
- Final Exams: 5th period & 6th period
Dec 16
- Final Exams: 1st period & 2nd period
Dec 19
- Final Exams: 3rd period & 4th period
Dec 20
- Final Exams: 7th period & 8th period
- Final Exams: 5th period & 6th period
Dec 16
- Final Exams: 1st period & 2nd period
Dec 19
- Final Exams: 3rd period & 4th period
Dec 20
- Final Exams: 7th period & 8th period
Spring Semester
Jan 4/5:
Review final exam poem and short answers.
---Introducing SoapsTONE and TP-CASTT Strategies
Review final exam poem and short answers.
---Introducing SoapsTONE and TP-CASTT Strategies
Jan 6/9:
Persuasive Essay Writing Techniques and Model Essays:
Students will review writing persuasive essays and examine a model essay
Persuasive Essay Writing Techniques and Model Essays:
Students will review writing persuasive essays and examine a model essay
Jan 10/11:
Students will be taking the MOY
Students will be taking the MOY
Jan 12/13:
Students will be writing a persuasive essay. THIS MUST BE DONE IN CLASS. NO STUDENT CAN TAKE AN ESSAY HOME TO COMPLETE.
Students will be writing a persuasive essay. THIS MUST BE DONE IN CLASS. NO STUDENT CAN TAKE AN ESSAY HOME TO COMPLETE.
Jan 17/18:
Introduction to Julius Caesar
Introduction to Julius Caesar
Jan 19-24:
Julius Caesar Act I
Julius Caesar Act I
Jan 25-30:
Julius Caesar Act I, Sc 2 Scene Analysis. Students will analyze the speech between Cassius and Brutus. ONLY looking at Cassius's lines, how does Cassius persuade Brutus? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how he uses the element.
Act II Read and Answer Questions
Julius Caesar Act I, Sc 2 Scene Analysis. Students will analyze the speech between Cassius and Brutus. ONLY looking at Cassius's lines, how does Cassius persuade Brutus? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how he uses the element.
Act II Read and Answer Questions
Jan 31-Feb 1:
Julius Caesar Act 2, Sc 2 Scene Analysis. Students will analyze the Act 2, Sc 2 speech between Caesar, Calphurnia, and Decius. ONLY looking at Decius's and Calphurnia's lines, how does Decius convince Caesar to go to the Capitol, and how does Calphurnia convince Caesar to stay how? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how the characters use the element.
Directions: Open the Act 2, Sc 2 Decius Calphurnia Assignment
- ONLY looking at Decius's and Calphurnia's lines, how does Decius convince Caesar to go to the Capitol, and how does Calphurnia convince Caesar to stay how? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how the characters use the element.
You may check your answers by looking at the Decius Calphurnia Rhetoric document.
Read Act III, Sc I
Julius Caesar Act 2, Sc 2 Scene Analysis. Students will analyze the Act 2, Sc 2 speech between Caesar, Calphurnia, and Decius. ONLY looking at Decius's and Calphurnia's lines, how does Decius convince Caesar to go to the Capitol, and how does Calphurnia convince Caesar to stay how? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how the characters use the element.
Directions: Open the Act 2, Sc 2 Decius Calphurnia Assignment
- ONLY looking at Decius's and Calphurnia's lines, how does Decius convince Caesar to go to the Capitol, and how does Calphurnia convince Caesar to stay how? Label LOGOS, ETHOS, and PATHOS in the column to the right and explain how the characters use the element.
You may check your answers by looking at the Decius Calphurnia Rhetoric document.
Read Act III, Sc I
Feb 2- Mar 10:
Poetry Crossover Analysis and Short Story Cross Over Analysis
Focusing on TONE AND THEME
Using PITT Strategy and TP-CASTT
Come to class for work missed or email me.
March 20-29
ENGLISH II STAAR EOC REVIEW
Poetry Crossover Analysis and Short Story Cross Over Analysis
Focusing on TONE AND THEME
Using PITT Strategy and TP-CASTT
Come to class for work missed or email me.
March 20-29
ENGLISH II STAAR EOC REVIEW
Mar 31-April 3:
Unbroken theme analysis
Students will analyze the themes from Unbroken and make connections to their own life.
Unbroken theme analysis
Students will analyze the themes from Unbroken and make connections to their own life.
April 4-5:
PITT Quiz
Journal Assignment: Navigating the dictionary. Define the following terms:
1. Personification 9. Controlling Idea
2. Simile 10. Irony
3. Imagery 11. Tone
4. Alliteration 12. New England Region (What states?)
5. Repetition 13. Southeast Region (What states?)
6. Foreshadow 14. Southwest Region (What states?)
7. Allusion
8. Theme
Answer this question: Is it surprising to you to find all of these definitions in the dictionary? How many of these words had multiple definitions?
PITT Quiz
Journal Assignment: Navigating the dictionary. Define the following terms:
1. Personification 9. Controlling Idea
2. Simile 10. Irony
3. Imagery 11. Tone
4. Alliteration 12. New England Region (What states?)
5. Repetition 13. Southeast Region (What states?)
6. Foreshadow 14. Southwest Region (What states?)
7. Allusion
8. Theme
Answer this question: Is it surprising to you to find all of these definitions in the dictionary? How many of these words had multiple definitions?
April 11-12:
A Long Way Gone Webquest
Students will follow the directions on the webquest and answer the questions.
A Long Way Gone Webquest
Students will follow the directions on the webquest and answer the questions.
April 13/17:
Read A Long Way Gone Chapter 1
- From the ALWG Daily Analysis packet, complete CH 1.
- In your notebooks, complete ALWG Notebook Response Questions from CH 1.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 1
- From the ALWG Daily Analysis packet, complete CH 1.
- In your notebooks, complete ALWG Notebook Response Questions from CH 1.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
April 18/19:
Read A Long Way Gone Chapters 2-5
- From the ALWG Daily Analysis packet, complete CH 2-5.
- In your notebooks, complete ALWG Notebook Response Questions from CH 2, CH 3, CH 4, and CH 5.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapters 2-5
- From the ALWG Daily Analysis packet, complete CH 2-5.
- In your notebooks, complete ALWG Notebook Response Questions from CH 2, CH 3, CH 4, and CH 5.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
April 20/21:
A Long Way Gone chapters 1-5 quiz.
Read A Long Way Gone Chapters 6-7
- From the ALWG Daily Analysis packet, complete CH 6-7.
- In your notebooks, complete ALWG Notebook Response Questions from CH 6 and CH 7.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
A Long Way Gone chapters 1-5 quiz.
Read A Long Way Gone Chapters 6-7
- From the ALWG Daily Analysis packet, complete CH 6-7.
- In your notebooks, complete ALWG Notebook Response Questions from CH 6 and CH 7.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
- HOMEWORK: READ CHs 8 & 9, then complete your daily response packet and notebook questions. Due Mon, 4/24 (A-day) and Tues, 4/25 (B-day)
April 24/25:
Read A Long Way Gone Chapter 10
- From the ALWG Daily Analysis packet, complete CH 10.
- In your notebooks, complete ALWG Notebook Response Questions from CH 10.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 10
- From the ALWG Daily Analysis packet, complete CH 10.
- In your notebooks, complete ALWG Notebook Response Questions from CH 10.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
April 26/27:
TEST - Chapters 1-10
Read A Long Way Gone Chapter 11
- From the ALWG Daily Analysis packet, complete CH 11.
- In your notebooks, complete ALWG Notebook Response Questions from CH 11.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
TEST - Chapters 1-10
Read A Long Way Gone Chapter 11
- From the ALWG Daily Analysis packet, complete CH 11.
- In your notebooks, complete ALWG Notebook Response Questions from CH 11.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
April 28/May 1:
Read A Long Way Gone Chapter 12
- From the ALWG Daily Analysis packet, complete CH 12.
- In your notebooks, complete ALWG Notebook Response Questions from CH 12.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 12
- From the ALWG Daily Analysis packet, complete CH 12.
- In your notebooks, complete ALWG Notebook Response Questions from CH 12.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
- HOMEWORK: READ CHs 13 & 14, then complete your daily response packet and notebook questions. Due Wed, 5/3 (A-day) and Tues, 5/2 (B-day)
May 2/3:
Read A Long Way Gone Chapter 15
- From the ALWG Daily Analysis packet, complete CH 15.
- In your notebooks, complete ALWG Notebook Response Questions from CH 15.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 15
- From the ALWG Daily Analysis packet, complete CH 15.
- In your notebooks, complete ALWG Notebook Response Questions from CH 15.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
May 4/5:
Read A Long Way Gone Chapter 16
- From the ALWG Daily Analysis packet, complete CH 16.
- In your notebooks, complete ALWG Notebook Response Questions from CH 16.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 16
- From the ALWG Daily Analysis packet, complete CH 16.
- In your notebooks, complete ALWG Notebook Response Questions from CH 16.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
May 8/9:
Read A Long Way Gone Chapter 17
- From the ALWG Daily Analysis packet, complete CH 17.
- In your notebooks, complete ALWG Notebook Response Questions from CH 17.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 17
- From the ALWG Daily Analysis packet, complete CH 17.
- In your notebooks, complete ALWG Notebook Response Questions from CH 17.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
May 10/11:
Read A Long Way Gone Chapter 18
- From the ALWG Daily Analysis packet, complete CH 18.
- In your notebooks, complete ALWG Notebook Response Questions from CH 18.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 18
- From the ALWG Daily Analysis packet, complete CH 18.
- In your notebooks, complete ALWG Notebook Response Questions from CH 18.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
May 12/15:
Read A Long Way Gone Chapter 19
- From the ALWG Daily Analysis packet, complete CH 19.
- In your notebooks, complete ALWG Notebook Response Questions from CH 19.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 19
- From the ALWG Daily Analysis packet, complete CH 19.
- In your notebooks, complete ALWG Notebook Response Questions from CH 19.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
- HOMEWORK: READ CH 20, then complete your daily response packet and notebook questions. Due Wed, 5/17 (A-day) and Tues, 5/16 (B-day)
May 16/17:
Read A Long Way Gone Chapter 21 (LAST CHAPTER)
- From the ALWG Daily Analysis packet, complete CH 21.
- In your notebooks, complete ALWG Notebook Response Questions from CH 21.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
Read A Long Way Gone Chapter 21 (LAST CHAPTER)
- From the ALWG Daily Analysis packet, complete CH 21.
- In your notebooks, complete ALWG Notebook Response Questions from CH 21.
ALL RESPONSES MUST BE AT LEAST A HALF PAGE AND RESPOND TO ALL ASPECTS OF THE QUESTION(S).
- ALL NOTEBOOKS WITH NOTEBOOK RESPONSE QUESTIONS MUST BE TURNED IN AT THE END OF THE PERIOD!!!!!!!!
- THERE WILL BE A PENALTY OF TEN POINTS FOR EVERY DAY THE NOTEBOOK IS LATE
- THERE WILL BE A PENALTY OF TEN POINTS FOR EVERY DAY THE NOTEBOOK IS LATE
May 18/19:
A Long Way Gone Socratic Seminar (THIS IS A QUIZ GRADE)
- Complete the Socratic Seminar Preparation Packet for this day
A Long Way Gone Socratic Seminar (THIS IS A QUIZ GRADE)
- Complete the Socratic Seminar Preparation Packet for this day
May 22/23:
A Long Way Gone Unit Test
- Complete the Unit Test Study Guide to help study for unit test
Students will receive the final review today and may work on the review after the test.
A Long Way Gone Unit Test
- Complete the Unit Test Study Guide to help study for unit test
Students will receive the final review today and may work on the review after the test.
PLEASE DO NOT GO AHEAD. THE SCHEDULE HAS CHANGED. THE WEBSITE WILL BE UPDATED WEEKLY.
April 4-11
Harrison Bergeron and GATTACA
Harrison Bergeron and GATTACA
April 11-22
Students will be reading short stories. Below are the short stories and their accompanying assignments.
Students will be reading short stories. Below are the short stories and their accompanying assignments.
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