10/9/19 – 10/10/19 English 1CP and 1H Agendas

10/9/19

Break apart the essay outline and try to arrange in order while in groups.

Copy essay outline.

  1. Introduction (3-5 sentences)

Hook: Grab the reader’s attention with a quote, scenario, vivid description, etc. Must be related to your topic. (1-2 sentences)

Thesis statement: Simply and clearly state your position on the issue – ROADMAP of the entire essay (1 sentence)

  1. Body Paragraph One

Topic Sentence

Quote/Paraphrase Evidence
evidence with a citation – one sentence

Commentary – 2 sentences (analyze/explain)

Quote/Paraphrase Evidence
evidence with a citation – one sentence

Commentary – 2 sentences (analyze/explain)

Conclude

III.  Body Paragraph Two
Same as body paragraph 1

  1. Conclusion Summarize

restate your thesis statement and three arguments in different words

Make a closing statement. Tie your closing statement back to your opening hook.

10/10/19

Thesis Statement Discussion and Notes

Sentence frames and examples:

SENTENCE FRAMES FOR THESIS WRITING

EXPOSITORY:

(Statement about the topic), such as (specific details about the topic).

World War II has many causes, such as ______ and _______.

ANALYTICAL:

In (title)(author) examines (theme/idea) through ___________ and ____________.

In “The Most Dangerous Game,” the author examines irony through Rainsford’s actions and General Zaroff’s words.

ARGUMENTATIVE

After examining (topic), it is clear that (position/idea) because (reason 1) and (reason 2).

After examining the death penalty, it is clear that the death penalty must be abolished because it cruel and unusual punishment and there are wrongful convictions.

 

10/8/19-10/9/19 English 1CP Agendas

10/9/19

Finish Presentations

Silent Reading

Outline arranging exercise

I.  Introduction (3-5 sentences)

Hook: Grab the reader’s attention with a quote, scenario, vivid description, etc. Must be related to your topic. (1-2 sentences)

Thesis statement: Simply and clearly state your position on the issue – ROADMAP of the entire essay (1 sentence)

II. Body Paragraph One

Topic Sentence

Quote/Paraphrase Evidence
evidence with a citation – one sentence

Commentary – 2 sentence (analyze/explain)

Quote/Paraphrase Evidence              evidence with a citation – one sentence

Commentary – 2 sentences    (analyze/explain)

Conclude

III.  Body Paragraph Two
Topic Sentence

Quote/Paraphrase Evidence

evidence with a citation – one sentence

Commentary – 2 sentence (analyze/explain)

Quote/Paraphrase Evidence
evidence with a citation – one sentence

Commentary – 2 sentences    (analyze/explain)

Conclude

IV. Conclusion Summarize

restate your thesis statement and three arguments in different words

Make a closing statement. Tie your closing statement back to your opening hook.

10/8/19

Presentations

10/7/19 English 1H Agenda

PROJECTS are DUE!  Please have them ready for a gallery walk.  Put them on your desk with a blank piece of paper next to your project.  We will walk around and give feedback on the paper.

NEXT:

Google Slides Group Project:

In groups of three or four, please make a Google Slide Presentation about your given literary term.  It should be four slides, in this order:

Google Slides Group Project:

  1. In groups of three or four, please make a Google Slide Presentation about your given literary term.  It should be four slides, in this order:
    1. The name of your literary term and the names of group members
    2. The definition for your literary term said in your own words
    3. Two written examples of your literary term
      (1) from something you have read
      (2) from your own brain
    4. Two of the following:
      picture/image/gif/video that represents your term

      AS ALWAYS: Presentation counts

You will present these tomorrow in class.

10/7/19 English 1CP Agenda

Google Slides Group Project:

In groups of three or four, please make a Google Slide Presentation about your given literary term.  It should be four slides, in this order:

  1. The name of your literary term – names of group members
  2. The definition for your literary term
  3. A written example of your literary term
  4. A picture/image that represents that literary term

Present tomorrow in class.

In the extra time allotted, please fill out and complete the Google Form posted on Google Classroom.  This will act as your book check.  It must be done before 8 am tomorrow, at which time I will turn off the form.

9/23/19-10/04/19 English 1CP Agendas

10/4/19

Last night was back to school night.

Today is a minimum day.  Today we will do our book project check-in and work on our projects.  A good time to ask for clarification.

10/3/19

You need your textbook for this assessment.

We will use visual notes and our knowledge of the text to demonstrate our understanding of the MGD short story.

It’s an assessment…so I won’t post it here.

10/2/19

Listen and read along to remainder of story.  Visual note it on the board.  Answer the following questions in notebook on page 4:

(1) Fill in the unknown information at the end of the story. What do you believe happened. Minimum five well structured and complex sentences. (HINT: this is creative writing, which means YOU decide what happened)
(2)Was the game fair? Why or why not? Minimum of three sentences.

Get a check mark from me to show how you used your time to your benefit.

10/1/19

Read MDG up to Page 54 in small groups.  Answer two questions in notebook on new page 4 title “MDG Qs.”

  1. What was Rainsford’s first plan during the hunt (after leaving the gates)?
  2. Why didn’t this plan work?

9/30/19

STEAL chart using the student’s favorite villain from television, movie, or book.  Use what you know!

9/27/19

Visual notes and application.  Listen to a portion of MDG and apply the new concept to the short story.

9/26/19

Dates and goals for projects.

9/25/19

Hello everyone!  I am not here!  

Read your own books silently for the first ten minutes of class.  After…

Get out paper for the following work:

On this page (or another that you glue/staple in your notebook) please create a visual of each of the characters,describing what they look like, what their personality is like, and what major things they have said or done.  One example for you character sketches is attached in Google Classroom.

EACH character, after they are identified and THOROUGHLY described, should then be given a theme song.  Choose a theme song (or walk-up song for baseball fans) from your own music tastes or pop culture that you feel fits the character and what they are about.

There are FOUR characters total. You can use your STEAL notes to help create your characters.  I will collect your notebooks first thing Thursday.

Don’t forget to add Theme/Walk Up Song.

9/24/19

Hello my beautiful students!

After your ten minutes of silent reading, please get out your notebooks and textbooks. Based on the reading done yesterday, you should be able to fill in your STEAL charts pretty thoroughly for EVERY INDIVIDUAL CHARACTER.

I expect at least three items per letter in STEAL for every individual character (not total). You may or may not be able to fill out the letter “T” (“thoughts”) for the characters. This would depend on narration style.

 9/23/19

Silent reading.

STEAL charts.

Read through page 44 MDG.

9/23/19-10/2/19 English 1H Agendas

10/2/19

Go over project options and start working.

10/1/19

Complete MDG in groups.  Answer questions 1, 4, 8 on page 58 of your textbook.  Answer, additionally, “Was the game fair?  Why or why not?”

9/30/19

STEAL chart based on your favorite movie villain

9/27/19

Go over what visual notes are.  Take visual notes for the short story as a listening activity from MDG short story.

9/26/19

Review the reading and give extra time for completing diagrams.  Make sure notebook is complete.

9/25/19

Hello everyone!  I am not here!  

Read your own books silently for the first ten minutes of class.  After…

Get out paper for the following work:

On this page (or another that you glue/staple in your notebook) please create a visual of each of the characters,describing what they look like, what their personality is like, and what major things they have said or done.  One example for you character sketches is attached in Google Classroom.

EACH character, after they are identified and THOROUGHLY described, should then be given a theme song.  Choose a theme song (or walk-up song for baseball fans) from your own music tastes or pop culture that you feel fits the character and what they are about.

There are FOUR characters total. You can use your STEAL notes to help create your characters.  I will collect your notebooks first thing Thursday.

Don’t forget to add Theme/Walk Up Song.

9/24/19

Hello my beautiful students!

After your ten minutes of silent reading, please get out your notebooks and textbooks. Based on the reading done yesterday, you should be able to fill in your STEAL charts pretty thoroughly for EVERY INDIVIDUAL CHARACTER.

I expect at least three items per letter in STEAL for every individual character (not total). You may or may not be able to fill out the letter “T” (“thoughts”) for the characters. This would depend on narration style.

 9/23/19

Dates and goals for projects.

 

9/23/19-9/27/19 Criminal Law Agendas

9/26/19-9/27/19

Present witness statements.

Take notes.

Begin alternative timelines.

9/25/19

Wednesday: Please take notes in your notebook on pages 65-73 of the textbook. You may read together, but individual notes are required. I will check these notes and give credit on Thursday. We will begin witness statements on Thursday.

9/23/19-9/24/19

Monday and Tuesday: Please be sure that you are ready to share your witness statement (character) with the whole class. Please include:

(1) Reading of the entire statement assigned to one or more people to read BEFORE you present.

(2) A timeline of what that witness thinks happened.

(3) How that fits or does not fit with the big timeline in the back.

(4) What facts favor prosecution? What facts favor defense?

(5) What questions this new information leaves you with.

9/16/19-9/20/19 Criminal Law Agendas

9/20/19

Go over answers from yesterday.

Read first deposition and place on the timeline.

9/19/19

Answer the following questions in your notebook from pages 3-4 book:

  1. What is a criminal case?
  2. What is a burden of proof?
  3. What is the criminal burden of proof?  Elaborate!
  4. What are “aggravating” and “mitigating” circumstances?
  5. What are affirmative defenses?
  6. Why is case law important?

9/16/19-9/18/19

Complete personal timeline.

Create gigantic timeline on the back wall of events as set out in the basic fact pattern.

9/19/19-9/20/19 English 1H Agendas

 

9/20/19

Vocabulary Jam

MDG group reading and characterization continues.  Choose one character that particularly fascinated you.  Get a blank sheet of paper and draw the character using the gingerbread format I have shown in class.

9/19/19

Break into groups.  Read pages 40-45 of MDG.  Analyze EACH character you meet by using the acronym STEAL and the corresponding questions.  Do so on a loose leaf piece of paper. One per person.

Characterization questions:

Image result for characterization steal

9/18/19

Review project for Independent Reading. Begin working on part one of the project which is due Friday.  The project is on Google Classroom.

9/16-9/17

Library orientation leading up to checking out your own personal reading book.

 

9/16/19-9/20/19 English 1CP Agendas

9/20

Silent Reading.

9/20/2019 Page ___

Characterization and “The Most Dangerous Game”

Characters Char. Element What we know
Rainsford S

 

T

 

E

 

A

 

L

 

 
Whitney S

 

T

 

E

 

A

 

L

 

 
Ivan S

 

T

 

E

 

A

 

L

 

 
General Zaroff S

 

T

 

E

 

A

 

L

 

 

Read MDG as a class.

9/19/20

Silent reading.

Vocabulary Jam.

Characterization chart and graphic organizer.

9/18/19

Review Novel Project (instructions handed out and posted on Google Classroom).

Silent reading.

Complete vocabulary definitions from the list copied down last week.  Due tomorrow first thing in class.

9/16 and 9/17

Library orientation leading up to checking out an independent reading book.