Senior+English+S2+(Period+6)

__ **Here is a list of assignments, DUE dates, reading materials, and other pertinent class information:** __
 * All assignments and due dates that appear in green are worth points in the grade book. **

__ **Tues. Jan 6** __
Go Over Syllabus

Norm the Achieve, Respect, and Engage Section of the Syllabus as a class Complete the bottom of the syllabus by answering questions...why are you here and what do you hope to learn... DUE: Signed syllabus ** (Jan 7) **

Take the Reading for Purpose Quiz

Explore various texts at their tables. Look for different purposes and different skills needed to master each one. (Complete the sheet) Discuss which was the most difficult...the easiest...the most entertaining...the most useful... WHY?

Go back and check quiz (COLLECT)

__**Ticket out:**__ Make a list one example of each type of reading that they have done in the last year.


 * Homework: **
 * Pre-Reading Vocabulary Guess and Check **

Signed Syllabus and Vocabulary Due
Collect syllabus - Hand Our Agendas and Journals (Blue Papers)
 * Collect ** Reading for Purpose Quiz from yesterday for a participation grade


 * Journal: What is your favorite type of food...why do you think that is so? What has influenced your choices? **

Take Out Vocabulary Sheets Discuss terms with a partner. Then choose three and create as picture that demonstrates the meaning on the back of your sheets. Share pictures in groups of three. ** Collect and Check During the Movie **

Watch a segment of Taboo by National Geographic: **In your journals write down five new things you learned about taste and choice.**


 * Taste Article:**

Read Smithsonian article about taste. Refer to vocab sheets as you come across the new words. Annotate the article by underlining or highlighting __**TEN**__ things you learned from the article or things you could use as evidence in a discussion about why we choose which food
 * Homework:**

DUE: Annotated Articles and Vocabulary Sheets

 * Journal: What is one reason for the taste choices we make according to the Taste article and do you agree with that reasoning? Why or why not?**

Finish watching twenty minutes of Taboo

Learn how to write an effective summary:

[|how to write a summary]
 * Summary Information:**

[|Informative vs. Persuasive Paragraphs]

Create a paragraph summarizing the article. Refer to the highlighted/underlined information here if you need it

__**Mon. Jan 12**__

 * Journal: What does it mean to have a discussion? What is the purpose of a discussion and how does it work? (Discuss advantages and disadvantages of a discussion.)**


 * Watch a clip of Ted: Choices...**
 * [|Ted Talk: Malcom Gladwell]**

In the IMC select two of the following articles.
 * Go to IMC to Research Taste Choices**
 * 1) Print them out.
 * 2) Then read them and annotate them by underlining or highlighting ten things of importance in the topic of taste choice.
 * 3) Next write notes out to the side near the underline/highlight as to why they are important
 * 4) Finally, write TEN questions that you could use in a discussion where you were deciding what was the most important factor in what foods we **like...biology, culture or environment. (See examples below)**

In the article Accounting for Taste, the author says that when people were given "frozen savory mousse" they liked it better than "salmon ice-cream" even though the two were actually the same thing. Does the name change the taste for people?
 * For example.... **

In the movie the man said he drank the cobra blood because it made him feel better. Can we make the case that biology actually decides what we like and so our 'favorite foods' are actually tastes we are born with?













[|Modified Article 1 McDonalds]

[|Modified Article 2 Oreos]

__Tues. Jan 13__
Journal: Answer the following questionnaires. Based on your answers, what do you feel is the most prevalent reason that you make the food choices that you do?

Learn about the purpose of a Socratic Seminar and how it is conducted.

[|Socratic Seminar 101]





Go over the grading sheet

__** Thurs. Jan 15 **__
Journal: Predict what will happen in the Socratic Seminar. What are you going to do to ensure that the seminar is successful?

Have students choose a partner to 'grade' for this activity.

Using the Socratic Seminar method have a 'discussion' about the idea of taste preference for thirty minutes.
 * Students will grade their partner. **

** (COLLECT grading sheets, annotated articles and questions) **

 * === Based on your discussion, write a persuasive paragraph about the one thing that most determines our taste preferences. DUE Friday ===
 * ===** Reflect about whether or not they feel this is a useful way to conduct a discussion...Why or why not. (Due FRIDAY) **===

__Fri. Jan 16__
Watch the following trailer... [|Bucket List Official Trailer]

Journal: Take out your journals and go back to the list of ten things you would like to learn before you leave high school. Then choose one and write about why it is important to learn that.
 * As you look at your list choose a smart goal.**


 * ** S ** – Specific (or Significant).
 * ** M ** – Measurable (or Meaningful).
 * ** A ** – Attainable (or Action-Oriented).
 * ** R ** – Relevant (or Rewarding).
 * ** T ** – Time-bound (or Trackable).

You have __**three months**__ to learn that skill and demonstrate that you have learned it.

Use the sheet below and create a plan in order to achieve it.

In the next week spend some time researching your chosen goal. ** The Planning Sheet is due next Friday, Jan 23 **

__**Now watch the following clip:**__ __[|Happy by Pharrell Williams]__ Do you think you are happy? If so, why? and if not, why not? What about ten years from now? What will you do to pursue the happiness you want? How will you go about achieving that happiness?

In table groups discuss the meaning of the word happy...come to a consensus and agree on a one sentence definition for the word happy. Share sentences ** COLLECT for participation grade **

__Monday, Jan 19__

 * __MLK Day -- No School For Students__**

__**Tuesday, Jan 20**__
__**Teacher Professional Day -- No School For Students**__

__**Thursday, Jan 22**__
Students will be taking the District Writing Assessment in class and will be given the entire ninety minutes should they need it to complete the writing.




 * COLLECT WRITTEN PRE-ASSESSMENT **

__Friday, Jan 23__
Journal: What do you remember about the Declaration of Independence?

Read the Declaration of Independence at tables.

Modified Declaration of Independence

Summary and Analysis of The Declaration of Independence

Write an Informational Paragraph summarizing the Declaration. (Paragraph must have at least five sentences.) ** due Monday **

__ Monday, Jan 26 __

 * Collect Declaration Summary and Planning Sheet for "What I Needed to Learn in High School" **

Journal: What did the idea of the pursuit of happiness mean to Thomas Jefferson, to the colonists, to the British? What about the more current version of the phrase "the pursuit of happiness"? How are they different? How has our pursuit of happiness changed? How to people go about obtaining the pursuit of happiness in today's world?

Can Happiness be measured? Twitter Happiness measure

[|Happiness index]

In the IMC look at the happiness index and find three select dates. Why do you think those dates registered in that way? Is this a realistic way of measuring the 'mood' of the country? Why or why not?

Consider these philosophers views on the pursuit of happiness? Complete the sheet provided to compare their views. (Click on their names to find the information.

[|John Locke The Pursuit of Happiness]
 * 1) Sees happiness as the 'big picture'
 * 2) We should be concerned with the end game and not give in to immediate gratification.
 * 3) We are free to choose the route to happiness, but it should be in making moral choices for the good of others.
 * 4) We are a blank slate at birth and through our experiences we gain happiness.

[|Aristotle's Pursuit of Happiness]
 * 1) We alone are responsible for our happiness.
 * 2) Virtues lead to happiness
 * 3) Contemplation before action is best
 * 4) Use of balance and moderation to achieve your potential

[|Epicurus on Happiness]
 * 1) Hedonism or pleasure is the only intrensic value
 * 2) People fear death and the Gods...He says doesn't concernt himself with day to day events and there is no pain after death so we shouldn't be afraid of this.
 * 3) Hedonism - Pleasure (often confused in today's society) He says we should want to make good moral choices in search of pleasure, not necessarily gluttony just because we want more stuff...)

[|Maslow's Ideas on Happiness]
 * 1) Heirarchy of needs (All we do is in search of filling these needs)
 * 2) Bottom is physical needs for survival
 * 3) Top is self-actualization
 * 4) We can't move up unless we fill the bottom first
 * 5) People often sell themselves short when it comes to happiness.


 * Collect Twitter Index and Philosophy Sheet **

__** Homework: **__ Read the Times Magazine Article about the pursuit of happiness





Homework: ** Reflect about the idea of the pursuit of happiness: then, now and in the future... (half a page) **
 * Response DUE Thursday, Jan 29 **

__Tuesday, Jan 27__
Journal: Which philosophy that we have discussed in class most closely follows your own philosophy of happiness? Explain...

Watch the documentary __**Happy**__. Before you watch review the philosophers studied so far. As you watch make note of examples that apply to the various philosophers. Then discuss connections at your table. For example... Would John Locks have agreed with the film? Can Aristotle's philosophy be seen throughout the documentary?

Read the excerpt of The Prince by Nicolo Machiavelli or listen to the audio book provided. (Be prepared to discuss the way in which he would answer the question...what is the pursuit of happiness?)
 * Homework: **

[|The Prince Full Audio Book]



Explanation of The Prince (Modification)

__ **Thursday, Jan 29** __
Journal: How would Machiavelli answer the question...what is the pursuit of happiness? What does he mean when he says 'the end justifies the means' Do you agree with him? Consider the following list in your discussion
 * Pursuit of Happiness Writing Due **

Discuss the Informative Essay Assignment Go to the IMC and begin to explore resources.Create a thesis including a guiding focus and the three supporting philosophies you will use. ** Check for Grade on Friday **


 * Essay Rough Draft - DUE Tuesday, Feb 3 **
 * Essay Final Draft Submitted to Turnitin.com - DUE Tuesday, Feb 10 **

__ **Friday, Jan 30** __
Journal: What are three things you now know about Machiavelli that you did not before? Is his a realistic philosophy? Do you think there are people in the world today that follow his ideas? Why or why not?

Learn how to format an Informative Essay Create a brochure for a Philosopher's Travelling Exhibit at the Denver Museum as a means of organizing information for the Informative Essay. The brochure will include their three chosen philosophers (one on each of the folds inside a paper that has been folded in a tri-fold fashion)
 * 1) Include some opening art work that you think demonstrates the mood of the philosopher
 * 2) Include three compelling pieces of information to go in each 'section' of the exhibit
 * 3) Include a quote at the bottom of each section [|Quotes by the Philosophers]
 * 4) Include a transition word written along each fold between the 'sections' of the exhibit in your brochure


 * Check Focus and Philosophers Chosen While Students are Creating Brochures. **
 * Brochure DUE Monday, Feb 2 **

__ Monday, Feb 2 __
Journal: How many of you can name a book by Dr. Suess? Do you think that teenagers can learn things from children's books or are they only for children? Explain.
 * Brochures Due **

Learn about the components of effective introductions and conclusions [|Hoooray for Diffendoofer Day] 2. Students will learn that the introduction and conclusion are distinct using the following questions. Describe your school Describe the Diffendoofer school How did the introduction bias your opinion of the school? How did the conclusion influence your opinion of the school?
 * 1) Students will listen to the story by Dr. Suess

3. Brainstorm a list of effective introductions on the board (make sure the list includes the following information) Have a 'hook' Have a strong thesis Do NOT give everything away in the introduction

4. Brainstorm a list of effective conclusions on the board (make sure the list includes the following information) Do NOT include any brand new information Do NOT repeat yourself word for word Provide fresh new insights into the subject

Students will take out their brochures and using this a guide they will create an introduction and conclusion for their papers.

__ Tuesday, Feb 3 __
Journal: The idea of finding a pot of gold at the end of a rainbow could be used as a metaphor to describe the pursuit of happiness? What are some other things that might be used to describe the pursuit of happiness? Explain.

IMC to work on Informative Essay
 * Essay Rough Drafts Due by END OF CLASS (Printed out and turned in) **

__Thursday, Feb 5__

 * Journal:** Is the idea of the pursuit of happiness a common one in fictional stories? Can you give several examples?
 * 1) Edit your rough draft with a partner using the sheet above
 * 2) Have a second student edit your paper as well
 * 3) Learn how to submit your paper to Turnitin.com ** (FINAL DRAFT DUE TO TURNITIN.COM by Tuesday, Feb 10) **
 * 4) ** PAPERS NOT SUBMITTED TO TURNITIN.COM WILL NOT BE ACCEPTED FOR A GRADE **

Read two stories below and be prepared to write/discuss them on Tuesday. Consider Why and How do these stories fit under the category of the pursuit of happiness? [|The Bet by Chekov] [|The Gift of the Magi by O Henry]

Continue watching the documentary //**Happy**// if time permits.


 * __ Friday, Feb 6 __**
 * __ TECH DOWN DAY... __**
 * FINAL DRAFTS MUST BE SUBMITTED by Tuesday, Feb 10 **

**Journal:** What did you like/learn about Informative Writing through the Philosopher's Pursuit of Happiness Essay? What do you expecrr to get on the paper? Why? Discuss Checkov and O Henry stories. Make connections to the pursuit of happiness. Digital vs. Paper Take Survey  Read articles  <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;">Group Walk Around with Questions  <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;"><span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;">Finish with Persuasive Paragraph about which is better... <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;">

__Monday, Feb 9__
Discuss findings from the Tech Down Day... Write a persuasive paragraph about which is better, digital or paper for learning. ** COLLECT **

Journal: Watch the following clip. [|Neil Diamond Song "Be" - Seagull Introduction] Then make predictions about the novel Johnathon Livingston Seagull based on what you see. Discuss predictions.
 * FINAL DRAFT -- INFORMATIVE ESSAY DUE tomorrow by 11:59 **

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;"><span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif;">Watch three trailers and consider these statements... Is there a price for excellence? Is desire the most vital ingredient in achievement? Is Creative Life always a Fight? (Choose one and write a response. Be prepared to discuss it.) [|Happy Feet Trailer] [|Charlotte's Web Trailer] [|Bambi Trailer] <span style="background-color: #ffffff; color: #222222; display: block; font-family: arial,sans-serif; font-size: 13px;"> =<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;"> Begin silently reading __**Johathan Livingston Seagull**__ (Have Part One Finished by Thursday) After reading write a summary of what happened and include how you think this story connects to the pursuit of happiness. =

(Homework: Read Part One and write a summary paragraph DUE Thursday)
=<span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;"> =

[|Johnathon Livingston Seagull Read by Richard Harris] (entire novel)

[|Johnathan Livingston Seagull audio Part One] [|Johnathan Livingston Seagull audio Part Two]

__Tuesday, Feb 10__
Watch [|Happiness Is by Charlie Brown]
 * FINAL DRAFT -- INFORMATIVE ESSAY DUE TONIGHT by 11:59 **

Journal: What are three sports or activities that you enjoy. Choose one and write about how it could be use to represent happiness...not how it makes you happy DISCUSS

Learn requirements of personal narrative metaphor for happiness

Go back to your journal and write three questions for Part One of Johnathan Livingston Seagull that could be used on a test at the end of the unit. Provide questions and answers.
 * In class Reading Time...**


 * Have Part One Read and a summary written by Thursday **
 * Have Part Two Read and Summary Written by Tuesday, Feb **

__Thursday, Feb 12__
Journal: Make a list of ten of your favorite things. then choose two and write about why they are your favorites.
 * Part One Summary Due **

Mini Lesson on Metaphors for Happiness Create an advertisement that 'sells' your metaphor Include a picture that connects your idea to happiness in some way and write your three reasons somewhere on the 'ad'

Ad is due Friday and will act as a rough draft. Be prepared to type rough draft and conference

Continue Reading Johnathan Livingston Seagull it any time left in class. **(Finished with part two and summary of part two for Tuesday)**

__Friday, Feb 13__.

 * Read Part Two of Jonathan Livingston Seagull and create a Summary Paragraph for Tuesday. **

Journal: What are three things you have learned so far in the novel? Do you like it so far? Why or why not? Discuss

Think about the seagulls. Are they actually personifications of people? Why do you say that? --Pass out the poems. (Have students read them silently) --Pass out and go over the SIFT explanation.



Then complete a poster-write-around using the poems and the SHIFT sheets as starting points for the 'writing conversation.' There is to be no talking 20 minutes. (Five per poem)

Then discuss what they came up with and connect it to the novel

Homework: In half a page respond to the following question. Which poem most closely reflects either Jonathan or the other flock of seagulls? Use quotes from the poem to justify your response. ** DUE TUESDAY **

__Monday, Feb 16__

 * __No School for Students__**

**__Tuesday, Feb 17__**
Journal: Write a sensory description of your chosen metaphor. For example, let us see the football game, taste the ice-cream, hear the music or smell the roses in your garden.
 * Summary of Part Two DUE **

Go to IMC and type your rough drafts using the metaphor sheet from yesterday and your last three journals. Conference with the teacher as needed. ** COLLECT DRAFT on Thursday by the end of class **

__Thursday, Feb 19__
Journal: Write three questions about Part Two of Johnathan Livingston Seagull that could be used on a test at the end of the unit. Discuss

Use the assignment sheet as a guide to the writing of the paper:

Work in IMC and turn in draft when finished If class is finished return to class and continue reading the novel ** (Must be read by next Friday, Feb 27 ) **

__Friday, Feb 20__
Journal: What do you think about Jonathan Livingston Seagull so far? Can you see its relevance in your life or is it too old to be valid in today's' English classroom? Discuss


 * ** Review the Extended Metaphor Created by Jonathan Livingston Seagull through a series of group activities. (10 pts. per activity for a total of 60 points) **
 * ** Students will move throughout the room every ten minutes **
 * ** (This will take sixty minutes and be done over two class periods) **
 * ** Complete the task in each group and collect the work in a folder with all group members names on the folder. **
 * ** Turn in tomorrow when finished with all the activities. **

__ **Group One:** __ Create a twelve question quiz and answer key for the novel. (Four questions for each part.)

__ **Group Two:** __ Consider the symbols of flight and eating in the novel.

1. Define each symbol 2. Find four specific examples from the novel to support your definition. (cite page numbers) 3. Create an analogy for each word using the novel in your choice that shows your definition of the symbol.

Flight: __ as Eating: ___

**Group Three:** __ Consider the characters of Jonathan, Sullivan, Chiang and Fletcher __ __ Choose two and complete the character profile sheets __





**Group Four** __ Create analogies for the following words. Analogies are one word comparisons that show the relationship between the two words. For example Hot: Cold as Summer: Winter. __

__** Ordinary: Conventional as **__**_ : _** __** Traditions: Rules as **__**_ : _** __** Freedom: **__ **__as__ ___:___** Then choose one and answer the following questions in a statement...
 * Excellence:___ as__ ___:___ **
 * Creativity:_ as :___ :__ **
 * ___ (Insert word in the blank) ..... looks like__ **


 * __smells like__**


 * __tastes like__**


 * __feels like__**


 * __is...__**

**Group Five:** __ Create a cartoon which demonstrates a theme of lesson learned by the novel. __

**Group Six:** __ Choose what you feel is the most important quote from the novel. Create a graphic that contains the quote, the title and author of the novel, and art work which is representative of the quote.

__Monday, Feb 23__
Journal: What did you like best about Johnathon Livingston Seagull? What did you like least? Why? Discuss Turn in Last Summary (Part Three)

Finish the group work began on Friday. (Collect and put into a folder with student names on front.)

__Tuesday, Feb 24__
Journal: What is the relationship between friends and family? Which is more important? Why? Has it changed? Do you think it will over time?

Take a quiz over the novel. Remind students that papers are due on Sunday night on Turnitin.com.

Choose two of the following stories and read them. [|The Devoted Friend by Oscar Wilde]

[|The Luck of Roaring Camp by Harte]

[|The Lamb to the Slaughter by Dahl]

[|Two Friends by Guy de Maupassant]

[|The Outcasts of Poker Flat by Bret Harte]

[|Desiree's Baby by Kate Chopin]

[|Thoue Baron of Grogzwig by Dickens]

[|Ligeia by Poe]

Read and write a summary paragraph of two of the six stories. (Be sure to include a supportable topic sentence that states the main idea.) Be prepared to discuss the story in class. There will be quiz over the stories on Friday.

__Thursday, Feb 26 (1-8 Day)__

 * __Extended Metaphor Essays Due Sunday night by 11:59__**


 * Journal: Answer the following questions on your journal. **
 * 1. What did you learn about happiness through this paper and h ow will you apply that learning to your life? **
 * 2. What did you learn about metaphors and how they are analyzed? **
 * 3. Do you feel you earned the grade you deserved? Why or why not? **
 * 4. Are you getting the grade you want in this class? If not, what will you do to change that? If so, what do you plan to do to keep it? **


 * IMC to finish papers and submit **
 * Read two stories and write summary paragraphs **

=__ **Friday, Feb 27** __= Watch the two short films and the write a narrative paragraph in which you explain what friendship or family means to you. (Write on your journals) [|Family - A Short Film]

[|You've Got a Friend in Me Youtube]

See what the class thinks is important at the start of the unit. [|Friends/Family Poll]

__ **Quiz on stories... COLLECT** __ Put your story names at the top of the page. Make a list of ten things that happened in your story in the order that they happened. Then answer the 'why' question. Why did the instructor choose these two stories in starting a unit on friends and family?

Choose the story you liked best...

Go to that table and complete the story sheet

Then switch tables and 'learn' about the other stories.

__Monday, March 2__
Journal: If you had to be dropped on a deserted island, where you would live for the next ten years and you could bring only two other people, who would you choose, your friends or your family? Why?

IMC - Select one article and get one of your own. (consider the source and when choosing)

Find and record the statistics on the sheet provided.













[|Scholastic Peer Influence on Teens]

In class - Annotate articles and prepare for Socratic Seminar (ten annotations and ten questions that could be asked)

Journal: What did your research/reading show you about the importance of friends or family? Would you still vote the same as you did yesterday? Why or why not?
 * __ Tuesday, March 3 __**

Watch the following clip from Dead Poet's Society. [|Dead Poet's Society Seize the Day Clip]

Then go on to formalize your 'plan of action' for your bucket list learning.

Use this template to contact your experts and then thank them afterwards.

Remember to bring two annotated articles, ten questions and your fact sheet with you on Thursday.

**__Thursday, March 5__**
Friends and Family Fact Sheet
 * DUE: Two articles, ten possible questions for the seminar, and fact sheet. **

Complete Socratic Seminar about whether friends or family have the greatest influence on a teen's decisions

DUE at end of seminar: Articles with Annotations, Questions, Persuasive Paragraph, Seminar Grading Sheet __ **If Absent for the Seminar:** __

Write two informative summaries of your articles and a persuasive paragraph in which you make a claim as to whether friends or family have the largest influence on teens decisions.


 * When finished complete following journal. (Last fifteen minutes of class) **
 * Journal: ** Consider secrets between your friends and family...Everyone has them. Do you feel guilty for keeping them? What are the consequences when the secret comes out...(And it almost always does!)

Watch the following summary of the novel, The Scarlet Letter [|Thug Notes Scarlet Letter]

__**Friday, March 6**__
__**Extra Credit Option:**__ Read the book and complete an essay using one of the following prompts by May 4, 2015.

E-book of //**The Scarlet Letter**// Below [|The Scarlet Letter by Nathaniel Hawthorne (e-books)]

Journal: If you have seen //**Easy A**// you have seen how __**The Scarlet Letter**__ still has an appeal for audiences 150 years after it was originally written. Are rumors, stereotypes and hypocrites still a large part of society today. Explain your answer.

Then read the following pages to get a sense of the 'players' in the novel: Hester, Dimmesdale, Chillingworth and Pearl.

__ **BLACK BOOK** __ Hester p. 6/7 Dimmesdale p. 19 and p. 209 - 211 Pearl p. 41/42 Chillingworth p. 69-71

__ **RED BOOK** __ Hester p. 39/40 Dimmesdale p. 49/50 and p.195-197 Chillingworth p. 90-92 Pearl p. 67/68

__Monday March 9__
Journal: Connect the idea of friends and family with the novel, The Scarlet Letter. How are friends and family used to develop the story-line in the novel? Could the ideas be applicable in today's society? Why or why not?

Review the novel with the following summary.

Take Out Character List. ** (Collect) ** Discuss which character was the most at fault in The Scarlet Letter? (Back up your opinion with textual evidence.)

In table groups, go through the questions at each table. Have someone record your answers. Eac ten minutes move tables to find a new question and begin the process again. Get through three 'stations' or questions today and finish on Tuesday.

__Tuesday, March 10__
Journal: Pick one of the characters from The Scarlet Letter. What is a song that could be used to represent them or the things they do in the novel? Explain your answer.

Finish Remaining Scarlet Letter Stations

After finishing 'stations' choose one of the questions and draft a response in paragraph format. Include a topic sentence and three supporting sentences using specific examples from the text or your group discussions ** (Due by end of class Thursday) ** = =

__Thursday, March 12 (Day One of PARCC Testing)__
Journal: Make a list of five of your favorite musical performers. Make a list of five of your favorite songs. Why did you choose those. Are the lyrics or the music more important?

Introduce the Soundtrack of your life assignment. [|It's My Life Bon Jovi]

Discuss the following question from National Public Radio.

__ Friday, March 13 __

 * __ No School for Students __**

__** Monday, March 16 (PARCC Day Two) **__
Journal: Brainstorm a list of events that have change your life... (need fifteen) ** DUE 3/16 ** Then choose one of the events on your list of fifteen and write about its importance to you.

Give requirements for Soundtrack of Your Life Assignment - ** DUE: Tues. Mar 31 **

__** Tuesday, March 17 **__
Journal: Make a list of ten songs and ten performers you like, admire or can relate to. Try to make a connection between the events and the songs or performers...


 * Make a pre-writing plan of your soundtrack (List of songs and their connections) **
 * Rough Drafts Due Tues. March 24 - At least six of the eleven paragraphs **

(Work on body paragraphs for each song...)
 * Topic sentence: Song title, artist and reason for choosing **
 * Three sentences of developed support (lyrics..specific connections...etc) **
 * Conclusion sentence that transitions into the next song (chronological or thematic) **

__** Wednesday, March 18 **__
Journal: No Journal

IMC to Work on Soundtrack of My Life Body Paragraphs

Conference with Skoric March 18 or 23



__Monday, March 23__
IMC to work on Soundtrack Assignments

__Tuesday, March 24__
Rough Drafts Due Check for Grade... Peer Edit for a Grade

__Thursday, March 25__
Journal: Is education important in today's society? Why or why not?

Finish Soundtracks and Create CD Covers

Essays need to be peer edited using the sheet below.

Turn in peer essay review sheets with an eleven paragraph rough draft by the end of class today.


 * SOUNDTRACK DUE TO TURNITIN.COM Due on Tuesday, March 31 **

__**Friday, March 26**__
Journal: Brainstorm a list of words and ideas about the word education. Progress check on Soundtrack Assignment DUE: Nov 12
 * Discuss whose responsibility is the education of today's youth?
 * Discuss the meaning of the word allegory
 * [|What is an Allegory?]

Begin to watch __// **The Breakfast Club** //__, directed by John Hughes... At the end, students will need to decide if this film is an example of an allegory.

__Monday, March 30__
Journal: Is __**The Breakfast Club**__ still viable in today's classroom or have students and teachers changed too much to be able to learn from the film?

Continue Watching the film.

__ Tuesday, March 31 __
Journal: Sketch out a CD cover that you could use for your soundtrack...What images best represents you?


 * Soundtracks Due to Turnitin.com by 11:59 tonight **

Finish __**The Breakfast Club**__ if needed. At the end answer the following question in a persuasive paragraph. Be sure to use the formula Claim -- Evidence -- Connection in your paragraph and finish with a restatement of the topic sentence. ** Question: Is the film, The Breakfast Club an example of an allegory? Why or why not? **


 * First Sentence: The Breakfast Club is/is not an example of an allegory. **
 * Second Sentence - Fourth Sentence: Three specific examples of characters or events in the film that support you claim **
 * Fifth Sentence: Restate your claim and finish with a personal connection to the film's content. **

__**Thursday, April 2**__
Journal: What are Plato's views on the pursuit of happiness? Where have you heard of Plato before and what do you know about him?
 * Collect Persuasive Paragraphs **

Review essential vocabulary terms from Plato's Allegory using the sheet below.

Create a CD Cover for your soundtracks. The cover will act as a visual aide for your presentation. ** Due After Spring Brak **

__**Friday, April 3**__
Journal: What did you learn about yourself through the Soundtrack assignment? Did it help you improve your writing? Why or why not?

__ Monday, April 13 __
Journal: What you know about Plato? Where have you heard of him? What do you think he would say about the pursuit of happiness?


 * Go to IMC and Read Plato's Allegory of the Cave.. Write a summary of the events in the story in the order they happen. (Be sure to put the title, author and main idea in the first sentence) **


 * Summaries Due Wednesday **

[|Plato's Allegory of the Cave]

[|Allegory in Plain English] (This version of the allegory may be easier to read and understand.)

[|Claymation Version of Allegory]

__** Tuesday, April 14 **__
Journal: Why do you think that the story was called Plato's Allegory of the Cave? What do you think the cave is being compared to?

Learn about the rhetorical device of allegory as used by Plato and apply that to your own education... How are they similar and how are they different? Students must write at least a half a page (COLLECT)


 * Questions to consider... **
 * Is school a 'cave' where reality is constructed by someone else? **
 * Has the internet, technology and improvements in transportation metaphorically killed the puppeteer? **
 * Is our world more transparent than it has ever been? **
 * How is then parable like or unlike the education you have gotten in the last twelve years? **

__ Thursday, April 16 __
__** Class Meetings Today **__ Finish Soundtrack Presentations


 * Reminder: Bucket List Final Analysis/Reflection Due Friday **

Watch the short video on educating the twenty-first century student... Then write about whether they agree or disagree with the claims made in the video clip. ** Discuss ** [|Empowering the Twenty-First Century Learner]

Write a paragraph in which you describe the education you have gotten in the last twelve years. Make the claim that you have gotten the education necessary to move forward in life or you have not gotten the education you needed. Support you claim with at least three specific examples.

What does the word utopia mean? ** Discuss **

Create a Cartoon that Demonstrates What a Utopian High School Would Be Like...

__Friday, April 17__
Journal: Share your cartoon with a partner and explain your vision of the word utopia when education is concerned.

Collect Cartoons Not Turned In For Credit

In their journal: Brainstorm a list of words connected with the word ** LEARNING. **
 * Discuss their list **

Go the IMC and complete the educational research using the notetaking sheet

Research About Learning/Education: Students will go to the IMC and find resources about the state of education in the United States and then use those resources to make predictions about the direction in which education is moving and then demonstrate both orally and in writing whether or not those constitute positive changes for students now and in the future.



__ Monday, April 20 __

 * __ No School for Students __**

**__ Wednesday, April 22 (Block Day) __**
Journal: How could the "Bucket List" Assignment be improved to be more helpful to students in future years?

Short Report Out on Bucket List Learning (1-3 minutes each)

Watch thirty minutes of each of the following documentaries. //** American Teacher **// //** Waiting for Superman **//

For each one make a list of ten things you learned and at the end write a reflection in which you decide who the film blames for the problems in education. )

If absent, consult the following sites and watch twenty minutes of each film. Create the list and bring it to class on the Monday after Thanksgiving. [|Waiting for Superman IMBD]

[|American Teacher IMBD]

__ Friday, April 24 (1-8) __
__** PARCC testing in the morning **__

__** Monday, April 27 **__
Discuss who each film sees as the blame for education's problems. Discuss Bias, Appeals, Opinions Journal: Of the two movies, which was the most effective at discussing the problems in education? Why?

Review the two fims... Go to the IMC and complete the research sheets. When finished choose a partner and discuss your findings. Between the two of you come up with ten questions you could ask using your research. Five questions must address who is responsible for education and Five questions must address whether or not future learning is important for your success.

Collect questions, articles and research sheets.

__** Possibilities for articles include: **__ __** Teachers are Responsible for Student Learning **__ [|Time: The War on Teacher Tenure]



__**Students are Responsible for Student Learning**__ [|Students must take responsibility for their own learning]



__**Parent or Society is Responsible for Student Learning**__



__** Websites that Discuss the Responsibility for Learning **__ [|Should Teachers Be Held Responsible for Student Performance]

[|Standardized Tests Pro/Con.org]

__**Is College Worth it?**__

















**ACT in the Morning. (No Class for Seniors)**
Remind Students They Need Three Articles and Ten Questions for Seminar on Monday (Either print off sources and annotate or use the sources to fill out the sheet below)

Journal: Respond to the quote...Agree, Disagree????? Connections??????

<span style="background-color: #ffffff; color: #181818; font-family: georgia,serif; font-size: 14px;">“We are taught you must blame your father, your sisters, your brothers, the school, the teachers - but never blame yourself. It's never your fault. But it's always your fault, because if you wanted to change you're the one who has got to change.”

<span style="background-color: #ffffff; color: #181818; font-family: georgia,serif; font-size: 14px;">― <span style="background-color: #ffffff; color: #666600; font-family: georgia,serif; font-size: 14px;">[|Katharine Hepburn] <span style="background-color: #ffffff; color: #181818; font-family: georgia,serif; font-size: 14px;">, //<span style="background-color: #ffffff; color: #666600; font-family: georgia,serif; font-size: 14px;">[|Me: Stories of My Life] //

Get Ready for the Socratic Seminar Monday April 27

__**Wednesday, April 29**__
__**Socratic Seminar**__

1. Who was/is responsible for the education you have gotten in the last twelve years? 2. Moving forward...Is college or some additional training necessary for the world that awaits you following graduation in May?


 * To earn the twenty points students must...**
 * 1) Have three annotated sources (articles themselves or the completed note sheet.
 * 2) Have ten questions prepared
 * 3) Speak at least twice
 * 4) When speaking refer to a specific source in either the question or the answer at least twice. ("According to the June Time magazine article about teachers...")
 * 5) Use the elements of speech effectively: eye contact, gestures, volume, inflection
 * 6) When listening to others be both attentive and involved in the discussion at all times.

Following the discussion choose one of the two questions above and create a persuasive paragraph in response. __**(Use CEC ---Claim, Evidence, Connections in the construction of the paragraph.)**__

If absent...write two summaries of the material researched...newspaper articles, magazine articles, websites. Then turn the summaries in along with the annotated evidence and the persuasive paragraph.

__** Friday, May 1 **__
__** Senior Ditch Day (No Classwork was done.) **__

__** Monday, May 4 **__

 * Twenty minutes to finish seminar and create paragraphs.**

Journal: Are you nervous, excited or both for the upcoming graduation? Spend a few minutes and reflect about the last twelve years and possibly the next twelve.
 * Collect persuasive paragraphs.**

Graduation Speech Intro... [|Time Magazine Top Ten Commencement Addresses]





**Speeches DUE: Wednesday, May 13**

 * Speeches are given in the Auditorium on May 13, 15**

__ **Tuesday, May 5** __
__ **In IMC Read the following article...As you read write down ten questions you have. COLLECT** __ __ **[|Industrial Revolution Provides Millions of Out-Of-Work Children with Jobs]** __

Journal: What did you think of the article? What are some of the questions you had?

<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">Now...look at the argument //<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">The Onion //<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;"> article made by analyzing the subject, occasion, audience, purpose, and speaker. I use the acronym **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">SOAPS **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">.


 * <span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Subject **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">: What is this article about?
 * <span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Occasion **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">: Why was it written? What is going on at the time that the author is mocking?
 * <span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Audience **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">: Who is this article aimed at?
 * <span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Purpose **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">: What does the author hope to achieve by writing it? and
 * <span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px; vertical-align: baseline;">Speaker **<span style="background-color: #ffffff; color: #373737; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">: How does the author establish himself/herself as an authority on the subject?

__**Homework:**__ Read: //**A Modest Proposal**// by Johnathan Swift.

[|Modest Proposal Audio Book]

__Thursday, May 7__
[|youtube a modest proposal]
 * Watch the following clip.**



Quiz: Write a reaction to A Modest Proposal by answering the SOAPS questons. Subject: Occasion: Audience: Purpose: Speaker COLLECT QUiZ

Watch a clip of the War of the Worlds [|The War of the Worlds by Orson Wells]

DISCUSS What is the role and responsibility of the media in the problems facing the wold today?

What is satire? Make a list of characteristics of the genre. For example it often uses hyperbole (extreme exaggeration) and it is most often tied to real life events. Try to come up with at least five. DISCUSS

Now Discuss the ways in which A Modest Proposal is an example of satire.

__** Now go up to the IMC and research a chosen current problem in society using the following sheet. **__

For those who are still confused...see the following resource. It provides links to examples from literature and entertainment. [|satire explanation and examples]

[|Directions for Editorial Articles]

[|The Onion]

[|McGuffin's Untrue News]

[|The Daily Show with Jon Stewart]

__ **Friday, May 8** __ Journal: What problem have you chosen to 'shine a spotlight on' in your editorial? List three reasons that is a problem and explain why for each one. DISCUSS


 * Problem essay must be at least a page long.**
 * It must have five separate paragraphs.**
 * It must use CEC (Claim, Evidence, Connections)**
 * Use transitions**
 * Create a conclusion**

When they are finished students will create an editorial cartoon to go along with their article. The cartoon is due by the end of class on Monday, May 11 at 11:59. [|Directions for Creating and Editorial Cartoon]

[|Examples of Editorial Cartoons]

Go to IMC and work on Essays and/or Editorial Cartoons

__Monday, May 11__
Begin to create Graduation Speeches in IMC Work on Essays and/or Editorial Cartoons if done

__ Tuesday, May 12 __
Continue Graduation Speeches (Edit with a partner in class)

__**Wednesday, May 13**__

 * Turn in a printed Copy to Skoric**
 * Give Speeches in the Auditorium**

__**Friday, May 15**__

 * Finish Graduation Speeches in Auditorium**

__**Monday, May 18**__
Complete Essays/Editorial Cartoons Due by End of Day Today

__**Tuesday, May 19**__
Journal:Think about where we started...Truth Tradition and Conflict. What are two things you learned about reading and writing and possibly what is one thing you learned about yourself through this process.

Present Problem Solution Editorial/Cartoons

__ Wednesday, May 20 __
Seniors Check Out :)