• OCTOBER 18  and 19

    BELL RINGER: Join google classroom 4th, 5th, and 6th periods

    CLASS WORK: Vocabulary 3 practice on Socrative.com, Rhetorical Devices assignment

    HOMEWORK: study for Vocab test next Tuesday

     

    OCTOBER 16 and 17

    BELL RINGER: None

    CLASS WORK: finish Crucible Movie, notes

    HOMEWORK: study for Vocab test next Tuesday

     


    SEPTEMBER 27 and 28

    BELL RINGER: None

    CLASS ACTIVITIES: completing the Puritan Close Read

    CLASS WORK: culminating writing response

    HOMEWORK: none

     

    SEPTEMBER 25 and 26

    BELL RINGER: None

    CLASS ACTIVITIES: Puritans Close Read Lesson

    CLASS WORK: Read and highlight text for goals, charactristics, and influences of the Puritans; answer text based questions on the document

    HOMEWORK: none

     

    SEPTEMBER 21 and 24

    BELL RINGER: None

    CLASS ACTIVITIES: Argument assessment for unit 1 planning

    CLASS WORK: Unit 1 assessment essay - write 

    HOMEWORK: none

     

    SEPTEMBER 19 and 20

    BELL RINGER: None

    CLASS ACTIVITIES: Argument assessment for unit 1 planning

    CLASS WORK: creating reasons and gathering evidence for essay assessment

    HOMEWORK: none

     

    SEPTEMBER 17 AND 18

    BELL RINGER: None

    CLASS ACTIVITIES: vocabulary practice, discussion of written assessment (pg 103)

    CLASS WORK: Vocabulary worksheet

    HOMEWORK: none

     

    SEPTEMBER 13 AND 14

    BELL RINGER: None

    CLASS ACTIVITIES: Review guiding questions and note for Blaxicans discuss story

    CLASS WORK: PAGE 94,  Analyze the text questions, 2,3,4,7,8.

    HOMEWORK: none

     

    SEPTEMBER 11 AND 12

    BELL RINGER: Write a paragraph detailing how you would react to being a stranger in a strange land.

    CLASS WORK: Finish reading Blaxicans and take notes

    HOMEWORK: none

     

    SEPTEMBER 7 AND 10

    BELL RINGER: None

    CLASS WORK: Begin reading Blaxicans and Other Reinvented Americans, notes

    HOMEWORK: none

     

     SEPTEMBR 5 AND 6

    BELL RINGER: What hardships did the pilgrims at Plymouth have to overcome in order to establish a successful colony?

    CLASS ACTIVITIES: Read Book 2 of Of Plymouth Plantation. text questions. 

    CLASS WORK: make notes of the pilgrims' relationships with the Native Americans, summarize by discussing how and why the relationship b/t native Americans and pilgrims evolved over time. Analyze text questions: 1,2,3,5,6,8

    HOMEWORK: finish text questions for next class.

     

    AUGUST 31 and SEPTEMBER 4

    BELL RINGER: ?NONE

    CLASS ACTIVITIES: Read section 2 of Plymouth 

    CLASS WORK: cornell's notes for section 2 chapter X, i.d. major events for the colonists and summarize with themes presented in the selection so far. 

    HOMEWORK: 1.  Response paragraph:  What diescriptive words does Bradford use in his account of the settlement of Plymouth?  How do those words make you feel about the situation?  How do they lead to a purpose for this acount? 

    2.  Vocab 2 chart (due next class).

     

    AUGUST 29 and 30

    BELL RINGER: What do you know about early American Colonies and the people who settled them?

    CLASS ACTIVITIES: grammar practice, vocab 2, rubric review, read 1st section from "of Plymouth Plantation."

    CLASS WORK: define new vocab words, cornell's notes for section 1 (chapter 9), i.d. hardships and summarize with central ideas of section 1. 

    HOMEWORK: Vocab 2 chart (haughty, inevitable, affirm, desolate, shoals, lamentable, solace, aught, providence, brevity, valiant, procure)

     

    AUGUST 27 AND 28

    BELL RINGER: None

    CLASS ACTIVITIES: Baseline Writing Assignment

    CLASS WORK: write essay in response to BWA. 

     

    AUGUST 23 AND 24

    BELL RINGER: Choose one myth we've read:  Identify 2 archetypes contained within, 2 elements of the environment, and 1 instruction about individual behavior.

    CLASS ACTIVITIES: Quiz

    CLASS WORK: work in group to write your origin myths. 

     

    AUGUST 21 and 22

    BELL RINGER: What do all the myths we've read have in common?  How do you know?

    CLASS ACTIVITIES: Review origin myths, and determine how each myth performs each of the functions of an origin myth, plan group origin myth.

    CLASS WORK: Myth posters

     

    AUGUST 18 and 20

    BELL RINGER: Choose one of the functions of an origin myth and provide one lesson one could learn from it.

    CLASS ACTIVITIES: Read origin myths, fill in charts from notes, and answer coprehension questions.

    CLASS WORK: Comprehension questions for myths

     

    AUGUST 15 and 16

    BELL RINGER: Give three reasons why it is important to know where we came from.  How is that knowledge passed on from generation to generation?

    CLASS ACTIVITIES: Notes on Origin Myths 

    CLASS WORK: Vocabulary unit 1:  unconscious, uprooted, buckskin, ancestors, industry, mollify, pilfer, baseness

     

    AUGUST 13 and 14

    Intro to class, student information sheet, questions and answers