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Homework: Return Nigh t; exchange for To Kill a Mockingbird/bring Friday

Homework: Return Nigh t; exchange for To Kill a Mockingbird/bring Friday Chapters 1-7 due by next Friday with all related assignments Web Quests 20-24 WEDNESDAY. Homework: Chapters 1-7 due by next Friday with annotation and dialectical journal Web Quests continue WEDNESDAY upon return.

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Homework: Return Nigh t; exchange for To Kill a Mockingbird/bring Friday

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  1. Homework: Return Night; exchange for To Kill a Mockingbird/bring Friday Chapters 1-7 due by next Friday with all related assignments Web Quests 20-24 WEDNESDAY

  2. Homework: Chapters 1-7 due by next Friday with annotation and dialectical journal Web Quests continue WEDNESDAY upon return

  3. Homework: Complete reading chapters 1-7 by Friday; complete with annotations and one dialectical journal to prepare for short essay test (Friday) Sophomore counseling Thursday in class

  4. Homework: Yellow registration papers due by Tuesday Continue reading over weekend, ten pages per day roughly

  5. Homework: Be ready for counseling appointments Chapters 8-14 due by next Monday February 24

  6. Homework: Respond to questions 3, 10 on study guide by Tuesday, plus two additional questions Be ready for counseling appointments Chapters 8-14 due by next Monday February 24

  7. Homework: Be ready for counseling appointments Chapters 8-14 due by next Monday February 24; study guide on line

  8. Sorting Fact from Fiction

  9. Homework: Be ready for counseling appointments Chapters 8-14 due by next Monday February 24; study guide and dialectical journal due Monday Ashland parent/student meeting March 4th at 6:30

  10. Boo Radley • How does Boo Radley get stereotyped in the town? • What other characters seem to get stereotyped in the town? • What message does the stereotyping send to the children, and Scout in particular?

  11. Homework: Be ready for counseling appointments Chapters 8-14 due Monday February; study guide and dialectical journal due Monday; prepare for objective test (level one) Ashland parent/student meeting March 4th at 6:30

  12. Homework: PEA responses due Tuesday Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

  13. Homework: Seminar prep due Wednesday Ashland meeting after school today- ten minutes Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

  14. Homework: Seminar in Room 66 Thursday Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

  15. Homework: Media policy due Friday Chapters 15-21 due Wednesday March 5 with annotations in text Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

  16. Homework: Chapters 15-21 due Wednesday March 5 with annotations in text Ashland attendees must turn in a weekly progress report to Mrs. Taser by Friday after school in the theatre; parent/student meeting March 4th at 6:30

  17. Homework: Study of chapters 17-19 due Tuesday, #1-6 only Chapters 15-21 due Wednesday March 5 with annotations in text, dialectical journal ; test Wednesday Ashland attendees mandatory parent/student meeting March 4th at 6:30- tomorrow Study skills calendar due Friday

  18. Homework: Chapters 15-21 due Wednesday March 5 with annotations in text, dialectical journal ; test Wednesday; extra mile option due Wed. Ashland attendees mandatory parent/student meeting March 4th at 6:30- TONIGHT Study skills calendar due Friday Exit Exam March 18-19 (Tues.-Wed.) Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

  19. Homework: 2 PEA responses due Thursday Study skills calendar due Friday Exit Exam March 18-19 (Tues.-Wed.) Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

  20. Homework: Study skills calendar due Friday Exit Exam March 18-19 (Tues.-Wed.); Friday we will discuss what to expect on the exam Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

  21. Homework: Study skills calendar due Friday Exit Exam March 18-19 (Tues.-Wed.); Friday we will discuss what to expect on the exam Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

  22. Homework: Exit Exam March 18-19 (Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel Chapters 22-31 due by March 20 (Thurs. after Exit Exam)

  23. Homework: Exit Exam March 18-19 (Tues.-Wed.); go to period one and wait until all sophs are called to big gym; bring novel Chapters 22-31 due by March 20; reading quiz; dialectical journal due

  24. Homework: Chapters 22-31 due Friday w/dialectical journal Select essay prompt and begin to gather textual evidence on PEA outline

  25. Homework: Thesis statement drafts due Monday, March 24 Intro due Tuesday Body paragraph #1-2 due Wednesday; #3 and conclusion due Thursday Draft due to TURNITIN by midnight next Friday

  26. Homework: Seminar prep sheet due Tuesday for seminar Intro due Wednesday Body paragraph #1-2 due Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)

  27. Homework: Intro due Wednesday Body paragraph #1-2 due Thursday; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)

  28. Homework: Intro due Wednesday by end of class Body paragraph #1-2 due Thursday and of class; complete Draft due to TURNITIN by midnight Friday (with remaining body paragraph and conclusion)

  29. Homework: Complete draft due to TURNITIN by one minute before midnight Friday night March 28 PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2 Revised Essay due Sunday, April 6 one minute before midnight STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50

  30. Homework: Complete draft due to TURNITIN by one minute before midnight Friady night March 28 PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2 Revised Essay due Sunday, April 6 one minute before midnight STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50

  31. Homework: PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2 Revised Essay due Sunday, April 6 one minute before midnight STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50 Neil Simon Festival $7.00; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

  32. Homework: PeerMark responses (3 reviews total) due to TURNITIN by Wednesday, April 2 Revised Essay due Sunday, April 6 one minute before midnight STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50 Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

  33. Unit Closure: Central Questions • Does race exist? • What is the root cause of prejudice, if race is not a factor? • What is the impact of discrimination in our contemporary society? Now… for an anonymous survey… Please (in pencil) write A or D to record whether you agree or disagree with each statement on the Listening Guide

  34. Radio Lab • Does race exist? • Integrate multiple sources of information and multiple perspectives on a complex topic - race • Evaluate credibility of (each) source • Evaluate point of view, reasoning, and use of evidence and rhetoric • Identify fallacious reasoning or exaggerated or distorted evidence • Be open-minded and willing to shift your perspective

  35. Radio Lab Hosts

  36. Wayne Joseph, Chino Hills High School Superintendent

  37. Post-Radio Lab • COMPLETE all boxes on your listening guide by filling in evidence to prove/disprove each statement (you may have to re-listen to www.radiolab.org • ADD questions you had/still have about each statement • REFLECT on each statement and your original belief statements (attach your original survey) • Based on the evidence that proves/disproves each statement RECORD any SHIFTS in thought you have about race, and record any part of the program you feel will stick with you…

  38. Homework: Review Listening Lab Key 14 on line to evaluate evidence to prove and disprove each theory; we will follow up with a full discussion tomorrow PeerMarkresponses (3 reviews total) due to TURNITIN by Wednesday, April 2 Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

  39. Homework: Revised Essay due Sunday, April 6 one minute before midnight STAR testing for 10th grade science Tuesday, April 8th in your first period class; Wednesday, April 9th, report to school at 10:50 Neil Simon Festival $8.00/6; Thursday at 6 pm, Friday at 7, Saturday at 2 and 7 pm

  40. Peer to Peer Paired Discussion Focus CORE Skill Set Students engage in text-based collaborative dialogue Students build analytical skills Students are encouraged to expand their own ideas band improve their written response(s) Encourages clarity in both spoken and written communications • Focused on one response to study guide question selected by teacher • Discussions are text-based • Pairs are determined by teacher • Works best when student generates an extended written response (P.E.A.) to the study guide questions

  41. Peer to Peer Discussion Procedure • Partner A share/read your response to the question as directed by your teacher • Partner B will listen without interjecting their opinion • Partner A share your thought process in composing your response; explain how you came to the conclusion you did based on your reading • Partner B will (silently) evaluate if your writing fully captured your thought process • Repeat the process above, with Partner B sharing and A listening/evaluating • Analyze your partner’s written response using the short answer rubric • Label the point P • Label the evidence E • Label the analysis A • Next to the response, score your partner’s response using the 5-point rubric • Initial your response • Explain your feedback to your partner • If you are missing P.E. or A. or if you have less than a 5, you will revise your responses

  42. 3-2-1 reflection • 3 things I learned • 2 things I can improve • 1 thing I plan to revise

  43. Web Quest Posters • Poster Title (of your choice) in Bold • Four Quadrants • Three bullet points per quadrant • Colorful, clear writing • One image or graphic to tie the ideas together

  44. Moral Development Skits • Your team will receive 1 of the 7 stages of moral development- do not share what stage you get! • Your task is to create a skit that portrays the behavior or characteristics of the stage (improvisational, no written script needed) • The skit must feature one or more of the characters from the novel To Kill a Mockingbird • Develop a skit for your stage of moral development and the rest of the class will guess what stage your skit represents • The skits will be presented at the end of class

  45. Timed Writing Tips (CAHSEE) • DO include a brief introduction • DO make a clear, defendable thesis • DO follow with body paragraphs that follow the structure in the thesis • Do use a three part structure (intro, body, conclusion) and hit 4-5 paragraphs • DO indent each paragraph • DO start paragraphs with topic sentences that relate to thesis • DO prove each point with specific examples and analysis • DO create a concluding statement that leads back to thesis

  46. Timed Writing Tips • DON’T use I, me or you in literary analysis • DON’T be sloppy • DON’T forget to read the prompt carefully • DON’T skip out on organizing your thoughts before you begin • Avoid plot summary • DON’T over-generalize • DON’T be afraid to pick a fight and boldly state your argument • DON’T write about sensitive topics that may offend or alienate your reader(s)

  47. Quick Write: Prejudice • Prejudice is responsible for much social injustice. How would you define prejudice? What is the effect of prejudice on those to whom it is directed? On those who exercise it?

  48. CORE Reading Fiction • (FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • (FICTION) CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development • (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. • (FICTION) CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. • (FICTION) CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time such effects as mystery, tensionetc… • (FICTION) CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. • (FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic • (FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work • (FICTION) CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  49. CORE Reading Non-Fiction • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance • (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

  50. CORE Writing and Research • CCSS.ELA-Literacy 9-10.1 WHST.9-10.1Write arguments focused on discipline-specific content with valid reasoning and relevant and sufficient evidence • CCSS.ELA-Literacy 9-10.2 WHST.9-10.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes • CCSS.ELA-Literacy 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, • CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • CCSS.ELA-Literacy 9-10.5 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. • CCSS.ELA-Literacy 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. • CCSS.ELA-Literacy.WHST.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • CCSS.ELA-Literacy 9-10.8 WHST.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. • CCSS.ELA-Literacy 9-10. 9 WHST.9-10.9Draw evidence from informational texts to support analysis, reflection, and research • CCSS.ELA-Literacy 9-10. 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.

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