English III

Standard: R.CS.6

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: R.KID.3

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Monday 4/15

SOAPstone for two articles of your choice....

Use this website ---> ( PicktheBrain.com )

Tuesday 4/16 & Wednesday 4/17

The Ultimate Gift

Thursday 4/18 *PROM DAY!

ASSIGNMENT

Go to this link --> https://www.pickthebrain.com/blog/

Read two articles of your choice; then, I want you to email me sharing the knowledge you acquired, including WHY you picked the article and HOW it can benefit you!  [email protected]  

Friday 4/19 – No School

English III

Standard: R.CS.6

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: R.KID.3

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Monday, April 8*

• “Protect Your Privacy Online” article and questions
• CHOICES: Pick 1 from the Reflection List about Mark Zuckerburg/Facebook

Tuesday, April 9

Bell Work -> What Trauma Taught Me About Resilience | Charles Hunt | TEDxCharlotte

“How Resilience Works” by Diane Coutu

Exit: How can you lay the foundation for resilience for yourself and your future family?

Wednesday, April 10

Bell Work ->  PBS Short Video – Jewish Tradition

1. “Adam” 1180-1186 Reading Check   (A, C, E, G)
2. Create characterization chart for Heinz Knechtmann, including textual evidence and line numbers on handout
3. Complete Comprehension Check from handout

Exit: What can younger people do to produce a society that is more accepting and void of indifference?

Thursday, April 11

Assessment – “Adam” & Textbook p. 1231 – 1232 (A-E)

Friday, April 12

**Computers & Laptops**

Bell Work -> Explain the connections that exist between the two videos.  Be sure to explore the central ideas and the details each use to express it.

Mob Mentality

Social Influence: Crash Course Psychology 

Follow the directions on the handout to sign-in to our CommonLit online work.

English III

Standard: R.CS.6  

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.  

Standard: R.IKI.8  

Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.  

Standard: W.TTP.1

Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

*Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

Monday 4/1

Bell Work -->    What's your claim and why?

For some people, online social networking sites help them make new friends and keep in touch with old ones.

For others, social networking sites may be reinforcing existing biases and limits new social experiences.

Video : Online "Filter Bubbles"

"ANTI-SOCIAL NETWORKS? WE’RE JUST AS CLIQUEY ONLINE"

"What Adolescents Miss When We Let Them Grow Up in Cyberspace"

• Gather evidence from both articles… one color to represent the FOR evidence and another color to represent the AGAINST evidence…
• Answer the questions from each article
• Plan your outline.

EXIT: From memory, write out the format for argumentative writing…

Tuesday 4/2

Bell Work à   Explain what position you plan to take on your essay and why…

• Using your outline, create your argumentative essay. Make sure to use argumentative nouns and that you follow the format for writing.
• Color Code your essay.

EXIT: From memory, write out the format for argumentative writing…

Wednesday 4/3

Standard: R.CS.6

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Bell Work – Introducing Mark Zuckerberg à

 The Social Network

1. Read & Annotate “Mark Zuckerberg’s Big Blind Spot and the Conflict within Facebook”
2. Answer the three bulleted questions @ end of article
3. Write a 1 page reflection over the central ideas of the article, including your reaction/connection to these ideas and to the world in general.

Thursday 4/4  *Report on the knowledge learned

Life Story of Facebook Boss Mark Zuckerberg - Documentary Video Part I

Life Story of Facebook Boss Mark Zuckerberg - Documentary Video Part 2

Friday 4/5 – The Social Network (real movie)

Standard: R.CS.6

Cornerstone: Assess how point of view or purpose shapes the content and style of a text.

Standard: R.IKI.7

Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Standard: W.TTP.1

Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1. Introduce precise claim(s).
2. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
3. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
4. Provide a concluding statement or section that follows from and supports the argument presented.
5. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
6. Establish and maintain a formal style and objective tone.

Monday, March 18

Bell Work à Understanding different perspectives

Discussion: Arguments

How can it be important to determine who is it fault for a breakup?

When would it not matter to hear the truth for the breaking apart of a couple?

Learning Intentions:

SUCCESS Criteria: 

Informative Writing vs. Argumentative Essays

Position- Chris is to blame for the breakup because….

Label the essay to demonstrate your understanding 

We will read two articles, “Letter of Despair” by Rhi and “Letter of Deceit” by Chris, and practice underlining evidence to defend and oppose Chris & Rhi.  Writing Prompt: Who is to blame for the breakup?

EXIT: Brain Dump- Focus & Organization – What is the set-up for argumentative writing?  What is different about the set-up from expository/informative essay writing?  

*Tuesday, March 19 

Article: "Do Juvenile Killers Deserve Life Behind Bars?"

Assignment: 

1) Highlight evidence supporting life behind bars in one color; highlight evidence that is against life behind bars in a different color.

2) Answer the multiple choice and discussion questions

Wednesday, March 20

Bell Work à What should determine your position for the prompt of an argumentative essay?  Why? 

Learning Intentions:

SUCCESS Criteria: 

 Using the gathered evidence from Tuesday, determine your position....

Use the organization chart and sample essay as a guide to write your first rough draft of an argumentative essay.

EXIT: What is different about the set-up from expository/informative essay writing?  

Thursday, March 21

“Teens and the Internet: How Much Is Too Much?” Stephanie Newman, Ph.D.

“10 Great Things Teens Learn While “Playing” Online” Christy Matte

Friday, March 22 – Reward Day!

English III

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 3/11

Bell Workà Respond to the 3 questions from our LEARNING INTENTIONS.

LEARNING INTENTIONS:

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

*Opportunity to make MIDTERM corrections…

(Color Code Essay from Tuesday 3/5 in TEAMS—resubmit)

Tuesday 3/12 – ACT Day @ HHS

SOAPStone for 2 articles --- Use rewire.org or curiosity.com

Wednesday 3/13 (Waffle - TEAMS) *from Tuesday 3/5

*Finish your essay

*Color Code (resubmit essay in TEAMS before you leave class.)

*Evaluate your own essay using the feedback form.

Thursday 3/14

Bell Work à   Indirect Characterization Notes in SPIRAL

Exit: What was Victor’s motivation for fleeing?  Explain TWO reasons. 

Friday 3/15

Bell Work à   How Fear is Wired in Our Brain

What creates fear?

1. The Complexity of Fear article & Questions
2. Why Do Some People Love Horror Movies? / Discussion / Questions

Exit:  Explain the structure of the article "Why is it fun to be frightened?."

English III

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 3/4

Bell Workà Respond to the 3 questions from our LEARNING INTENTIONS.

LEARNING INTENTIONS:

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

TEXTS:

“Suleiman the Magnificent”

“Nelson Mandela Inaugurated President of South Africa”

“Accomplishments of Queen Elizabeth II”

Exit: What other verbs should I use to introduce the important evidence besides “The text states, “Boring!” ?

Tuesday 3/5 

Bell Workà Respond to the 3 questions from our LEARNING INTENTIONS.

LEARNING INTENTIONS:

1. How do you determine evidence to select?
2. How do you develop an effective introductory paragraph?
3. How do you develop effective body paragraphs? 

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

Exit: GOAL Setting – What area of informative writing is your strength?  What area are you continuing to work on so that it is your strength as well?

Standard: R.KID.2

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Standard: W.TTP.2

Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Monday 2/25 No School

Tuesday 2/26 - Lesson with Tech Coach

Wednesday  2/27

LEARNING INTENTIONS:

How do you determine evidence to select?

How do you develop an effective introductory paragraph?

How do you develop effective body paragraphs?

SUCCESS Criteria: 

*I can match relevant information from the text to best support the writing prompt question.

*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.

*I can utilize the TIDIDE method to explain my topic with focus and organization.

Whole class instruction using the following texts:   

(This worked example will stay in your comp. book)

“Wash Your Hands”

“Quit Smoking”

“A Dozen Reasons to Exercise”

PROMPT: How can our health be improved?

1. Whole Class- Review each article. Underline specific evidence that can be used as textual evidence.  Find two per article. 
2. Whole Class- Create introductory paragraph. 
3. Begin TIDIDE body paragraphs. 

Exit: Write all the information you have know about informative essay writing.

QUIZ on Friday 

Explain the process for selecting evidence as you read the articles.

Explain how to write an introductory paragraph using the 3 part requirement. (hook, background, thesis)

Explain how to create body paragraphs using TIDIDE.

Thursday 2/28

Bell Workà What are some pre-writing notes and strategies you plan to implement when given a writing prompt? 

LEARNING INTENTIONS:

How do I vary my introducing of relevant textual evidence?

How do I provide a smooth transition between sentences and paragraphs?

SUCCESS Criteria: 

*I can incorporate varying techniques of introducing textual evidence into my writing by use of my notes.

*I can include appropriate transitional words based on the relationship of ideas within the paragraph and at the start of a new paragraph to link my ideas.

Continue body paragraphs using the worked example

Exit: Without using your notes, share how to vary introducing textual evidence. Provide examples to demonstrate your mastery.

Friday 3/1

Bell Workà Critique the following YUCKY introductory paragraph and provide edits. 

I think health can be improved a lot.  It take time to fix things. Both articles talk about being clean, smoking working out. I will talk about all of that stuff in my essay.

LEARNING INTENTIONS:

How do I write an effective concluding paragraph?

How do I monitor my writing to make sure I am using effective techniques?

SUCCESS Criteria: 

*I can write an effective concluding paragraph by beginning with a concluding transitional word, summarizing each topic from my thesis, and ending with a strong statement about why the topics matter.

*I can monitor my writing by creating notes upon the start of my TNReady writing exam which includes an outline and helpful reminders. 

1. QUIZ
2. Advanced: Concluding Paragraph  Notes / Create Concluding Paragraph
3. Feedback Form

Exit: What difficulties are you experiencing with informative writing? 

Introductory Paragraph

Hook - PURPLE

Background Information - YELLOW

Thesis (which has your three topics listed) - BROWN

EACH Body Paragraph

Topic Sentence - GRAY

Important Evidence - RED

Detailed Analysis - GREEN

Ending Statement - BLUE

Concluding Paragraph

Sentence that states thesis in a different way – BOX it in

Summarizing of each topic – CIRCLE it

Statement about why the topics matter – SQUIGGLY underline it

Exit:  GOAL Setting: What areas do you need to study or commit to memory in order to write an effective informative essay?  

English III

**Standard: R.KID.2 

Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 

**Standard: R.IKI.9 

Cornerstone: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. 

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Monday 2/11

Bell Work- Irony Introduction   &    Irony Notes

1. Alter Ego article & questions
2. YouTube Video: Introducing Con Artist Frank Abagnale
3. The Con Artist: Frank Abagnale – article and questions

Exit:  Why is it ironic that Frank Abagnale became an FBI agent?

Tuesday 2/12

Bell Work- What characteristics do successful con artists need to have?

I can comprehend a text by pausing to assess my understanding of events. 

I can evaluate the interaction among characters and ideas by making inferences about each character’s motivations.

1. Read and Listen: “The Life You Save May Be Your Own” textbook p. 1079
2. Analyzing Author’s Choices from Story - handout

Exit: How is Mr. Shiftlet different from Frank Abagnale?

Wednesday 2/13

Bell Work- Write a critical summary of “The Life You Save May Be Your Own.”

  Learning Intentions & Success Criteria: 

I can produce an effective paragraph response by using the TIDE method and referring to my notes as a resource.

Short Video Adaptation - Similarities/Differences

Could You Spot a Con Artist? TIDE Response questions

Exit: What motivates a con artist?  Explain if you think a particular group is more susceptible to being conned.... 

Thursday 2/14

Bell Work- What makes a con artist successful?

Comprehension test over “The Life You Save May Be Your Own” p. 1079

*Finish TIDE response questions

NOTES:
How to Write a Thesis Statement
How to Write an Introductory Paragraph
Simple: How to Write a Concluding Paragraph
Advanced: How to Write a Concluding Paragraph

Exit Ticket: What three items must exist in the introductory paragraph?

Friday 2/15 Reward Day~

ENGLISH III

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: W.TTP.3 

Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Monday 2/4

Bell Work- YouTube- Descriptive/Sensory Language - Using Imagery (Take Notes in Spiral)

Tasks (2): 

Stimulus: Use your notes from the movie trailer.

Color Code:

Dialogue = purple

Foreshadowing & Suspense = red

Showing NOT telling = green (setting, characters, etc.)

Task 2. Use the Feedback Form to evaluate your writing.

Exit: Show how to transform the following: 

The senior was happy at graduation.

What questions do you still have about narrative writing?

 Tuesday 2/5

 Bell Work- What does the word creep mean? Is it a noun or a verb?

Learning Intentions & Success Criteria:

I can analyze multiple texts to determine the meanings of a word. 

I can evaluate the treatment of a character by tracking the actions of other characters.

1. CREEP / Analyze Lyrics
2. AUDIO / “The Yellow Wallpaper” 798 / Highlight treatment of narrator by other characters

Exit: Explain how CREEP is used in the short story.

Wednesday 2/6

 Bell Work- How did the author demonstrate the narrator’s sickness as getting worse rather than better?

1. Finish “The Yellow Wallpaper” / Highlight in yellow how the author demonstrates the narrator's obsession
2. Story Assessment

Friday 2/8 *  quick writing assignment & Ketchup 

Bell Work- Charlotte Perkins Gilman (YouTube) Notes

Make sure to include vivid imagery, dialogue, and responses similar to the community’s opinion from the late 1800s and early 1900s.  You must make references to specific details provided about the treatment of women in general, patriarchal roles, and medical responses to nervous disorders. 

Self-Assess your Narrative Writing

Friday 2/8  Ketchup Day! 

Monday 2/11

Bell Work-

What is the purpose of having an alter ego? 

How could it be positive in life, and could it cause problems?

1. Alter Ego article & questions
2. YouTube Video: Introducing Con Artist Frank Abagnale
3. The Con Artist: Frank Abagnale – article and questions

Exit:  Why is it ironic that Frank Abagnale became an FBI agent?

Tuesday 2/12

Bell Work- What characteristics do successful con artists need to have?

I can comprehend a text by pausing to assess my understanding of events. 

I can evaluate the interaction among characters and ideas by making inferences about each character’s motivations.

1. Read and Listen: “The Life You Save May Be Your Own” textbook p. 1079
2. Analyzing Author’s Choices from Story - handout

Exit: How is Mr. Shiftlet different from Frank Abagnale?

ENGLISH III

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: W.TTP.3 

Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Monday 1/28

Bell Work- Evaluate the TN State Dept. Narrative Rubric.  Write a short blurb for each category explaining what evaluators are looking for in your writing.

Begin watching  The Express and questions....

Exit: Explain how today’s activities helped you better understand narrative writing.

Tuesday 1/29

Bell Work- YouTube- Descriptive/Sensory Language (Notes)

1. What is the difference between telling someone how a character is and showing them?
2. Show how to transform the following: The senior was happy when walking across the stage at graduation.

Task: Create a full page narrative (front and back) in which you continue the suspenseful story from the movie trailer, The Shortcut. (ES .60)

Stimulus: Use your notes from the movie trailer.

Color Code:

*Review your Narrative Rubric

Dialogue = purple

Foreshadowing = red

Showing NOT telling = green (setting, characters, etc.)

Exit: Explain how today’s activities helped you reach our learning intentions.

What questions do you still have about narrative writing?

Wednesday 1/30 *Snow Day

Thursday 1/31 Early Dismissal Day

Bell Work- Evaluate the TN State Dept. Narrative Rubric.  Write a short blurb for each category explaining what we are looking for in your writing.

Watch The Express and questions

Exit: Explain how today’s activities helped you better understand narrative writing.

Friday 2/1

Standard: W.TTP.3 

Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

English III

Bell Work- What is suspense?  How do you identify it in movies or stories?

1. Suspenseful Writing Notes – YouTube Video
2. How do authors surprise and terrify readers? Narrative Writing Packet

Annotate and respond to questions within the document, referring to the rubric for reminders.  The last three questions should be answered in TIDE.

Exit: Give at least two methods an author can use to create suspense.

English III

Standard: R.KID.3 

Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 

Standard: R.CS.5 

Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 

Standard: W.TTP.3 

Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Monday 1/14   

Bell Work- Student Information Sheet / Bio on back

1. Whole Class Review of Syllabus / Write knowledge learned... then review syllabus and fill in learning gaps. (QUIZ tomorrow)
2. Annotating Notes / Practice  "The Most Important Question of Your Life" (questions)
3. Power of Listening 

Exit: TBA

Tuesday 1/15

 Bell Work- How to Grow Your Brain    

What does pretesting our knowledge have to do with growth mindset?

1. Pretest of Skills 
2. GROWTH MINDSET - Reading and analysis 

Exit: Explain your understanding of a growth mindset AND what effect that will have on your life.

Wednesday 1/16

Bell Work- Making Inferences and Drawing Conclusions YouTube Video 

How is watching movies similar to reading stories? What is different?

LEARNING Intentions

How does making inferences while we read impact our comprehension?

How do we create a paragraph response that includes cited evidence correctly?

SUCCESS Criteria

I can interpret character actions and events and form logical conclusions.

I can utilize the TIDE method from my notes to create effective responses.

1. How to Cite Evidence Using TIDE---- NOTES 

Dealing with happiness and disappointment - WRONG WINNER announced!! 

Exit:  What similarities exist between the short video and the plot (events) from the short story?

Thursday 1/17

Bell Work-  Write down a definition for each of the plot elements listed below...

Exposition

Rising Action

Climax

Falling Action 

Resolution

LEARNING Intentions

How do we create a paragraph response that includes cited evidence correctly?

SUCCESS Criteria

I can utilize the TIDE method from my notes to create effective responses.

1. Finish reading "April Showers" in pairs. 
2. Using your TIDE notes as a reference, respond to questions 1-7 of the handout.  Use the TIDE method for #1, 2, and 4. Answer 3, 5, 6, and 7 in complete sentences. You will need to reread the story to find important evidence to include in your responses.

Exit: Evaluate the story's ending.  Why did Theodora exclaim," 'Father--O father! ' "

Friday 1/18

Bell Work- Write on the yellow sticky note. :)

• WITHOUT using your notes or a neighbor, explain each step of the TIDE method.  
• Which step of the TIDE method is the hardest for you?  Why?

LEARNING Intentions

How do we create a paragraph response that includes cited evidence correctly?

SUCCESS Criteria

I can utilize the TIDE method from my notes to create effective responses.

1. TEST – Comprehension Assessment “April Showers” by Edith Wharton 
2. Finish questions from yesterday. 

Exit: Characterization is how an author reveals a character by how they speak, feel, think, look, act, and the effect on others.  Explain how characterization can assist a reader in making an inference.