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April 30, 2019

4/30/2019

Objective: I can cite strong and thorough textual evidence to support analysis of a dystopia by drawing inferences from the text, including determining where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: 5 min. Take a walk around the room and look at all of the characteristics of a dystopia from the posters you created yesterday. Talk with someone who is looking with you about which characteristics you are most intrigued by and why. Did yesterday’s article “Why Teens Find the End of the World So Appealing” resonate with you?
- 3 students to share out back at your seats; pick up a Chromebook on the way back--do not sign in yet
Follow along as the beginning of the Dystopia presentation is shared with you and how it is laid out.
- Take notes in your notebook about the popular definition,
- Log in and open your copy of the slideshow and copy the titles and authors of each story, and ideas about which you would most like to read, narrowing it down to one.
Once we have gone through the slideshow, you will select which story you want to read and begin reading it.
While reading, you should be looking for the Dystopian characteristics from the popular definition and two of the characteristics from the class.

Exit Task: Complete the characteristics handout after you have finished the reading.

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April 29, 2019

4/29/2019

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Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly about the dystopian and horror genres and make inferences drawn from the text about what characteristics these readings contain (RI.11-12.1).
Agenda:

Entry Task: Share with a neighbor a dystopian or horror book I have read or movie I have seen.
- Be prepared to share out
- As students share out, write down some reading and viewing titles in the Dystopian & Horror handout
  - Underline those that you have read or watch
Address why you think we are drawn to these types of readings and viewings in your handout
Popcorn read “Why Teens Find The End of the World So Appealing”
- Select at least 5 characteristics from the reading and jot them on your handout
Teacher read aloud “Why Is Horror So Popular”
- Select at least 5 characteristics from the reading and jot them on your handout
Share out characteristics and notice the posters that are related
- Go to one of the posters hanging around the classroom (you may take it down to complete) with a small group (2-4 people) and add the following:
  - Title(s)/Author(s) of readings or viewings that use this characteristic
  - How the characteristic is present in each reading/viewing listed
  - A visual of how the characteristic is present
  - An explanation/definition of how that characteristic supports the genre dystopia or horror
  - Leave space for additions on the poster
- Take a walk around the room looking at the characteristics and examples.
Exit Task: Back on your handout, answer which genre do you prefer to read from or are intrigued to write in most?

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April 26, 2019

4/26/2019

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Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W11-12.4).
Agenda:

Entry Task: Grab your Chromebook and turn to your credo in your journal
Type your credo and turn in to Google Classroom
Take your vocabulary test over sets 1, 2, or 3.
Exit Task: Put any finishing touches on your journal and turn in by end of period.

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April 25, 2019

4/25/2019

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Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W11-12.4).
Agenda:

Entry Task: Quickwrite--what are some of the rules you learned in kindergarten? To what extent are those rules still applicable to life for you today?
Copy the definition of credo and precept into your journal
- Credo: A personal statement about life
- Precept: A rule, instruction, or principle that guides somebody’s actions and/or moral behavior
Follow along, highlight phrases you agree with, as we read Robert Fulghum’s “All I Really Need to Know I Learned in Kindergarten”
After reading, review at least 5 statements we highlighted as a class
If a personal credo can be considered a literary genre, what are some conventions that would characterize this genre based on Fulghum’s example? Find and label the following:
- Imperative sentence
- Compound sentence with parallel structure
- Dash--
- Ellipsis . . .
- Polysyndeton is a literary technique in which conjunctions (e.g. and, but, or) are used repeatedly in quick succession, often with no commas, even when the conjunctions could be removed.
Review the directions for “My Credo” in your Journal Rubric
- Fold and tape the reading into your work
- Begin with your perception of life, identify where you learned important precepts
- List your 14-16 precepts, using at least 3 of the syntactic structures analyzed
- Close with a reflective commentary and a related call to action
Exit Task: Be ready to type your credo tomorrow; we will also take a test over all three sets of vocabulary.

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April 24, 2019

4/24/2019

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Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: Pick up the Table of Contents; as you listen, number your pages and the Table of Contents, so it is clear to both you and your teacher where each item is in your journal. Today is our last in-class reading day!
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 18 “The Stampede Trail” (29:50)
Review the rubric and accomplish BOTH of the following from Chapter 18:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: If you do not have 5 quotes and 10 vocabulary, you should use access time tomorrow to make sure this part of your journal is caught up. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

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April 23, 2019

4/23/2019

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Entry Task: Review your rubric; how many quotes/vocabulary do you have? You need 5 quotes and 10 vocabulary. Today and tomorrow are our last in-class reading days.
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 17 “The Stampede Trail” (34:16)
Review the rubric and accomplish BOTH of the following from Chapter 17:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for BOTH the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

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April 22, 2019

4/22/2019

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Entry Task: Pick up the quotes sheet and review the directions.
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 16 “The Alaska Interior” (31:37)
Review the rubric and accomplish BOTH of the following from Chapter 16:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for BOTH the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

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April 19, 2019

4/19/2019

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Since we completed the below agenda yesterday, you have a Work Day! Let's review the rubric then your options are:

Organize your journal (cut, paste, number, table of contents)
- Get missing pieces
- Edit and print letter
Make sure you have 4 quotes with full-page responses
Make sure you have 7-8 vocabulary words
Catch up on missed reading
Add color and creativity
Study and make test corrections to vocabulary
Learn about our visiting author next Wednesday and get a pass from your 3rd period!

Objective: I can determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Review Vocab Set 3 in your journal then turn to your 3-Circle Venn Diagram
- Be on the lookout for at least one vocabulary word as you are listening.
- Continue to add differences to your 3-Circle Venn Diagram between you, McCandless, and Krakauer
Follow along to Ch. 15 “The Stikine Ice Cap” (25:51) p. 145-156
- Complete at least 2 differences between you, McCandless, and Krakauer
Finish your 3-Circle Venn Diagram by identify at least two similarities between each circle, then two in the middle.
- Exit Task: Review the rubric and accomplish a vocabulary word by:
  Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.

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April 18, 2019

4/18/2019

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Objective: I can determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Review Vocab Set 2 in your journal and any words that you found in the last two weeks.
Take Vocab. Set 2 Quiz
When you are done, turn in your test and
- Cut and paste Vocab Set 3
- Cut and paste 3-way Venn Diagram onto next blank page in journal
Pre-reading: Review the definition of a foil:
- In literature, a foil is a character that shows qualities that are in contrast with the qualities of another character. The objective is to highlight the traits of the other character.
- Be on the lookout for differences between Krakauer and McCandless.
Follow along to Ch. 14 “The Stikine Ice Cap” (25:28) p. 133-144
- Complete at least 2 differences between you, McCandless, and Krakauer--leave room for more!
Review new vocabulary with Kahoot! Set 3
Exit Task: Introduction to Claudia Castro Luna Washington State Poet Laureate visiting next Wednesday during 3rd! Optional assignment in Google Classroom.

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April 16, 2019

4/16/2019

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Entry Task: In your journal, writing to a parent, share with them how much of an impact they have had on your future plans, for better or worse; try to be specific about how he/she/they influenced you.
- Be on the lookout for a quote that supports your conversation you wrote in your journal above.
Follow along to Ch. 12 “Annandale” (19:17) p. 117-126
Review the rubric and accomplish a quote by completing the entry task you began.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Review the vocabulary words for Chapters 11-13
- Be on the lookout for at least one vocabulary word as you are listening.
Follow along to Ch. 13 “Virginia Beach” (11:29) p. 127-132
Review the rubric and accomplish a vocabulary word by:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- You have a vocab test the next time we meet!
Exit Task: Look back at your rubric and tally for either the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

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