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December 19, 2017

12/19/2017

Objective: I can see how central ideas of a text appear throughout Shakespeare's life and analyze their development throughout the reading, in my own life, and the world at large (RL2).
Agenda:

Entry Task: Get your notes organized into your notebook and get out your preferred coloring utensils.
- Go over each theme, coloring the picture from the Shakespeare prezi
  - Then write a personal example for each
Exit Task: As you go off into break, look for evidence of each of these themes in your life as you read, watch, listen, and talk with with friends and family on your vacation.

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December 18, 2017

12/18/2017

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Entry Task: Get your notes organized into your notebook.
- Complete guided notes from Shakespeare prezi
Exit Task: Complete the crossword and coloring picture and add to your notebook.

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December 15, 2017

12/15/2017

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Objective: I can read for enjoyment to improve my reading skills and attitude toward reading.
Agenda:

Entry Task: Get out book folder, your independent reading book, and get comfortable.
- StoryTime! Review devices
- 25 min. Sustained Silent Reading
- 15 min. Continue "B" work of your contract OR practice your devices on Quizlet. Show me your 100% score on a FULL test to replace your Kahoot! score.
Exit Task: Return folder to file cabinet and consider how much of your contract and book you have left; you have 3 more in-class Fridays until your project is due on January 13 at the end of the period.

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December 13-14, 2017

12/13/2017

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Objective: I can use technology to publish and update my individual writing products, taking advantage of technology's capacity to link and display information in a creative way to show my own style (W6).
Agenda:

Entry Task: Get out your Chromebook
- If you are not done with your 3rd body paragraph, you must complete it first (see previous post)
Follow the step-by-step directions to add your favorite film trailer to your website.
Exit Task: Check in on your progress this week. You should be done with both your Body Paragraph 3 and your website on Thursday. If not, you should come in for access time on Thursday or do some homework.

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December 12-13, 2017

12/12/2017

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Objective: I can apply the lessons I learned from revising my second body paragraph to writing my third body paragraph (W5).
Agenda:

Entry Task: Get your Chromebook and sit in your assigned seat. Open to your comma handout in your notebook.
- Use the parallel structure handout to help organize your thoughts
- In Google Classroom, open the Body 3 template
- Continue with the directions and example for Body Paragraph 3
  - Make sure you copy and paste your WHOLE essay at the bottom of the document before you press "turn in"
Exit Task: "Turn in" your assignment to Body Paragraph 3 assignment.

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November 11, 2017

12/11/2017

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Objective: I can review my second body paragraph, and I can make changes according to the comments to improve my writing before moving on to my third body paragraph (W5).
Agenda:

Entry Task: Get your Chromebook and sit in your assigned seat (we will sit in these seats whenever we are typing). Open to your comma handout in your notebook.
- Use the parallel structure handout to help organize your thoughts
- In Google Classroom, open the Body 2 template; if you make corrections to your Body 2, you must "share" it with me via email. DO NOT RESUBMIT.
- Then, review the comments and the directions and example for Body Paragraph 3
  - Once you have made the appropriate changes to your first paragraphs, you should begin the work for your second body paragraph.
Exit Task: Find a good place to stop in your work; you will come back to this later this tomorrow. It will be due at the end of the period on Thursday.

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December 6-8, 2017

12/6/2017

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Objective: I can cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (RL1) using figurative language to explain my answers (RL4).
Agenda:

Entry Task: You have just entered a movie theater, silence your phones and put them away. Get out your notebook and a pen(cil).
- Review the expectations for the movie test for the film your class selected. (If you are absent, select any of the films you have access to; you will need to watch the film again, even if you have seen it before, to answer the questions thoroughly)
- Answer question one and two before the film begins; this is your movie ticket--it must be answered to begin; you have 10 min,
- Watch the film, answering the questions as they appear throughout. You should answer 4-6 questions, beyond the first, each day we watch.
  - You may use your notes at any point, but you may not use a partner's notes.
Exit Task: Turn in your test at the end of each day we are viewing. Your neatly organized and completed notebook/journal is worth 25 extra credit points at the end of the film.

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December 5, 2017

12/5/2017

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Objective: I can annotate evidence that supports analysis of Vincent for Cinematic Techniques and Literary Devices to see how inferences drawn from the short film can be written about to improve my own academic writing style (RI1).
Agenda:

Entry Task: Of the Burton influences and works we saw last week, which do you like best?
Watch Vincent

Of the influences we learned about last week, which were most apparent in this short film?
- Read the analysis paragraph and annotate with three different colors for Cinematic Techniques/Literary Devices, evidence, and commentary to see how a writer can write about another's style.
- Explain what you notice about how the writer writes about another's work.
If time, let Poe, a big influence on Burton, influence your own style by reading an excerpt from The Fall of the House of Usher and then manipulating it to give it your own mood.
Exit Task: Tim Burton has been influenced by a great number of popular writers and illustrators. To really show our understanding of the devices we have been learning and the influences writers and producers can have on one another, we will be watching a film that blends some of these influences. Your choices are Edward Scissorhands (Poe influence), The BFG (Dahl influence), or Alice in Wonderland (Carroll influence). The choice is yours! Mark which movie you prefer on the board on your way out. The film will be implemented as your assessment.

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December 4, 2017

12/4/2017

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Objective: I can analyze the representation of a key scene from the Charlie and the Chocolate Factory book and film to compare how or if mood and tone change from one interpretation to another (RL7).
Agenda:

Entry Task: Organize your worksheet into your notebook and answer what books do you know that have been made into movies.
- Review and rewrite the definitions of diction, imagery, mood, and tone.
- Practice identifying mood in passage one of Charlie and the Chocolate factory by underlining diction, imagery, and other details that help you identify your mood.
  - Share out appropriate mood words and what creates these from the reading.
  - Select your mood and explain it to your nearest neighbor to your right.
- Now, practice identifying tone in passage two by underlining words or diction that help contribute to the tone.
  - Share out appropriate tone words what creates these from the reading.
  - Select an appropriate tone and explain it to your nearest neighbor to you left.
- Get out your Cinematic Techniques "cheat sheet," and we will look at these two scenes from Tim Burton's film version.
  - While watching, jot down evidence of the types of Cinematic Techniques used.
  - After watching, identify the mood and tone for each of these.
Exit Task: Using the framed paragraph, explain how both mood and tone are shown in both the reading and the viewing: In the first passage of Charlie and the Chocolate Factory, the mood was ____________________ because ______________________________; whereas, in the second passage, the tone was _____________________ because _______________________________. In comparison, the mood and tone were influenced by Tim Burton's style because the mood was ____________________ while the tone was ____________________ which was most strongly caused by the Cinematic Technique __________________ that ___________________________________. Overall, the passages and clips are (similar or different) because ___________________________________________________________________.

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December 1, 2017

12/1/2017

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Objective: I can read for enjoyment to improve my reading skills and attitude toward reading.
Agenda:

Entry Task: Get out book folder, your independent reading book, and get comfortable.
- StoryTime! Review devices
- 25 min. Sustained Silent Reading
- 15 min. Begin "B" work of your contract OR practice your devices on Quizlet. Show me your 100% score on a FULL test to replace your Kahoot! score.
Exit Task: Return folder to file cabinet and consider how much of your contract and book you have left; you have 3 more in-class Fridays until your project is due on January 13 at the end of the period.

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LA9 Daily Objective & Agenda

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