Use this website to stay up-to-date on what's happening in LA 12. If you are absent, check here for what went on in class and links to assignments you may have missed.
Link to LA 12 Course Syllabus
In April, 2016, MLA published its newest edition of the MLA Handbook, and there are many changes included.
This MLA Changes document attempts to outline the proper MLA documentation for in-text citations and Works Cited while also identifying key changes when appropriate.
In April, 2016, MLA published its newest edition of the MLA Handbook, and there are many changes included.
This MLA Changes document attempts to outline the proper MLA documentation for in-text citations and Works Cited while also identifying key changes when appropriate.
Language Arts 12
Wednesday, 5 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
Tuesday, 4 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
Monday, 3 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
Friday, 31 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
***ALL LATE WORK IS DUE TODAY FRIDAY, 31 MAY 2019***
NO EXCEPTIONS.
Thursday, 30 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Tuesday, 28 May and Wednesday, 29 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE THIS FRIDAY, 31 MAY 2019*** NO EXCEPTIONS.
Friday, 24 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
***Have you printed the Rubric for your Personal Exploration Project?? PLEASE do so very soon.
Monday, 20 May; Wednesday, 22 May; and Thursday 23 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
***Have you printed the Rubric for your Personal Exploration Project?? PLEASE do so very soon.
Friday, 17 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Thursday, 16 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Tuesday, 14 May and Wednesday, 15 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Monday, 13 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Friday, 10 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
Thursday, 9 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
Tuesday, 7 May and Wednesday, 8 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
Monday, 6 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
Friday, 3 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.” I can explain my use of satirical tools in creating an original piece of satire--”Another Modest Proposal.”
**If you are re-submitting your Synthesis Essay, please re-submit your Rubric as well.
Place it in the correct Inbox with Resubmitted printed across the top.
Thursday, 2 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.” I can explain my use of satirical tools in creating an original piece of satire--”Another Modest Proposal.”
***(WIOR) This is the link to the Personal Exploration Project we will be starting on Monday, 6 May.
**If you will be absent Monday, PLEASE take a look and get organized.
Tuesday, 30 April and Wednesday, 1 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.”
Monday, 29 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
Friday, 26 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
Thursday, 25 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
Tuesday, 23 April and Wednesday, 24 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
Monday, 22 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
Friday, 19 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
The Complete Persepolis pdf
Thursday, 18 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
The Complete Persepolis pdf
Tuesday, 16 April and Wednesday, 17 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Monday, 15 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Friday, 5 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Thursday, 4 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Tuesday, 2 April and Wednesday, 3 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Monday, 1 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Friday, 29 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Thursday, 28 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Tuesday, 26 March and Wednesday, 27 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Monday, 25 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Friday, 22 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Thursday, 21 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
Tuesday, 19 March and Wednesday, 20 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
Monday, 18 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
Friday, 15 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
Thursday, 14 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
The Hero’s Journey in The Road graphic organizer
Tuesday, 12 March and Wednesday, 13 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Monday, 11 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Friday, 8 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Language Arts 12
Thursday, 7 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Tuesday, 5 March and Wednesday, 6 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Yes, they’re gone.
Did you see them?
Yes.
Were they the bad guys?
Yes” (McCarthy 92). The boy and his father then continued their journey South, vigilantly on the lookout for others who did not carry the fire in their hearts.
b. (WOR) Work time!!
***You will have class time all this week (March 4 through 8) to work on your essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Monday, 4 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
***You will have class time all this week (March 4 through 8) to work on your essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Friday, 1 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
Thursday, 28 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
Tuesday, 26 February and Wednesday, 27 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
BREAK--(IC) Walk and Talk
Choose a partner you did NOT work with on your paragraph above
Discuss your predictions as you walk
Monday, 25 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Friday, 8 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Wednesday, 6 February and Thursday, 7 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Thursday, 31 January and Friday, 1 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Tuesday, 29 January and Wednesday, 30 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
LA 12--2nd period, 2nd semester LA 12--2nd semester, 5th period
Enrollment key: LA1222 Enrollment Key: LA1252
Class ID: 20234040 Class ID: 20234056
7th period:
Monday, 28 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Friday, 25 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing
and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
Thursday, 24 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
Wednesday, 23 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
Thursday, 17 January and Friday, 18 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
Tuesday, 15 January and Wednesday, 16 January 2019Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel. Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
****ALL missing quizzes from The Road will be made up in your next Block period (Th./Fri.)
****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Monday, 14 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing
and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
*****ALL LATE WORK IS DUE BY TODAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER TODAY.
Friday, 11 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
Thursday, 10 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Tuesday, 8 January and Wednesday, 9 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Monday, 7 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so.
**The Road audiobook link--If you listen to the book, you must also read along.
Friday, 4 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY. ***LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Thursday, 3 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Wednesday, 2 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Wednesday, 5 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
- Personal Exploration Project Presentation Time Continued…
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Your scoring Rubric is in the packet.
- Your scoring Rubric is in the packet.
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Senior Presentation Audience Form--Today’s color is goldenrod.
- You must fill out the form for all presentations today.
- DUE at the end of presentations.
- DUE at the end of presentations.
- Make certain to be a delightfully appropriate audience member.
- You must fill out the form for all presentations today.
- Papers/assignments returned
- You are DONE!!!!!
- Celebrate!!
- Celebrate!!
Tuesday, 4 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
- Personal Exploration Project Presentation Time Continued…
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Your scoring Rubric is in the packet.
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Senior Presentation Audience Form--Today’s color is blue.
- You must fill out the form for five presentations today.
- DUE at the end of class!
- You must fill out the form for five presentations today.
- Make certain to be a delightfully appropriate audience member.
Monday, 3 June 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
- Personal Exploration Project Presentation Time Continued…
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Your scoring Rubric is in the packet.
- You MUST give Ms. Murphy your completed Presentation packet before you go up to present.
- Senior Presentation Audience Form--Today’s color is pink.
- You must fill out the form for five presentations today.
- DUE at the end of class!
- You must fill out the form for five presentations today.
- Make certain to be a delightfully appropriate audience member.
Friday, 31 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
***ALL LATE WORK IS DUE TODAY FRIDAY, 31 MAY 2019***
NO EXCEPTIONS.
- Personal Exploration Project Presentation packets are due NOW.
- Turn them in to the Inbox.
- Personal Exploration Project Presentation Time!
- Senior Presentation Audience Form
- You must fill out the form for five presentations today.
- DUE at the end of class!
- You must fill out the form for five presentations today.
- Make certain to be a delightfully appropriate audience member.
- Ms. Murphy will give you your Project back for your presentation.
- If your Project hasn’t been graded, make sure to return it to Ms. Murphy after your presentation.
- Senior Presentation Audience Form
Thursday, 30 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information and create and present an effective oral presentation.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (W) Complete the Personal Exploration Project Presentation packet
- Use bullet points to complete each of the five sections on the first page.
- Complete the Language Arts 12 Exit Survey on pages three and four.
- Page two is the rubric by which your presentation will be graded.
- DUE TOMORROW at the start of class
- (O) Make certain that you have signed up for a Presentation spot on the sheet on the front board.
Tuesday, 28 May and Wednesday, 29 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE THIS FRIDAY, 31 MAY 2019*** NO EXCEPTIONS.
- (O) Senior Finals Schedule distributed
- (WICOR) Your Personal Exploration Project is DUE TODAY by the end of class.
- Your final project must sufficiently reflect the amount of time given to complete it.
- Staple your Project’s Rubric and your purple Daily Log together
- If they can be stapled to your Project--DO SO
- These two items MUST be turned in with your Project
- Show me your Rubric before placing your Project in the box
- This project WILL NOT BE ACCEPTED LATE.
- Turn in what you have even if it’s not completed,
- Sign up for a presentation time slot (sheets taped to the front board)
Friday, 24 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
***Have you printed the Rubric for your Personal Exploration Project?? PLEASE do so very soon.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Are there any supplies you need that I can help you with?
- Have you completed Check-in #3?
- If not, DO IT NOW!!!!
- Your completed Project is DUE:
- Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)
- Your final project must sufficiently reflect the amount of time given to complete it.
- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
Monday, 20 May; Wednesday, 22 May; and Thursday 23 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
***Have you printed the Rubric for your Personal Exploration Project?? PLEASE do so very soon.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Are there any supplies you need that I can help you with?
- Check-in #3:
- 5th period will be Wednesday, 22 May
- 2nd and 7th periods will be done during your next class period this week.
- Your completed Project is DUE:
- Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)
- Your final project must sufficiently reflect the amount of time given to complete it.
- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
Friday, 17 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Are there any supplies you need that I can help you with?
- Are you working on the Poetry Collection?
- Yes--in the Table of Contents, please make certain that you are listing the actual name of the Activity as well as the number of the Activity and title of your poem.
- Your completed Project is DUE:
- Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)
This project WILL NOT BE ACCEPTED LATE-----DO NOT ASK!!!
- Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)
- Your final project must sufficiently reflect the amount of time given to complete it.
- (O) Check-in #2
- If you were absent yesterday, please make sure to see me for Check-in #2.
Thursday, 16 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Are there any supplies you need that I can help you with?
- Your final project must sufficiently reflect the amount of time given to complete it.
- Check-in #2
- Is your Daily Log complete?
- Bring EVIDENCE of what you have been working on to the front table with you for your check-in.
- Your completed Project is DUE:
- Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)
- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
- Have you seen the May 20th-24th State Testing Schedule link?
- Check it out!
Tuesday, 14 May and Wednesday, 15 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (WICOR) Personal Exploration Project Work Time
- We will take a BREAK halfway through the Block period
- What will it be…?
- We will take a BREAK halfway through the Block period
- Your final project must sufficiently reflect the amount of time given to complete it.
- Are there any supplies you need that I can help you with?
- We will have Check-in #2 on Thursday.
- Be sure to fill out your Daily Log each day.
- Your completed Project is DUE:
Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods)- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
- This project WILL NOT BE ACCEPTED LATE.
- (O) May 20th-24th State Testing Schedule link
- Let’s take a look.
Monday, 13 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Your completed Project is DUE:
Tuesday, 28 May 2019 (2nd period) Wednesday, 29 May (5th and 7th periods) - This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
- Please see me if you were gone Thursday and Friday last week.
Friday, 10 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- (WIO) Daily Log Check in #1 and (WIR) Project Proposal
- If you were absent yesterday, please
- bring your completed Daily Log and evidence of what you have been working on to the front table.
- make sure to turn in your purple Project Proposal sheet as well.
- If you were absent yesterday, please
Thursday, 9 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
- (W) PRIDE Grams
- Write three
- Show some gratitude for the staff who have been here for you--it goes a long way
- Write three
- (WIR) Project Proposal
- DUE TODAY, Thursday, 9 May 2019
- Turn in to the Inbox by the end of class TODAY.
- DUE TODAY, Thursday, 9 May 2019
- (WICOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- (WIO) Daily Log Check in #1
- When I call your name, bring your completed Daily Log and evidence of what you have been working on to the front table.
- Let’s chat!
- When I call your name, bring your completed Daily Log and evidence of what you have been working on to the front table.
Tuesday, 7 May and Wednesday, 8 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
**Make certain that you turn in your “Another Modest Proposal” Rubric to the Inbox.
- (WIOR) Personal Exploration Project Work Time
- Your final project must sufficiently reflect the amount of time given to complete it.
- Daily Log requirements
- Write two to three sentences explaining what you complete each day.
- Every Thursday, you will meet with me individually to share your Log and show me what you have been working on.
- Project Proposal
- DUE no later than Thursday, 9 May 2019
- If you are able to turn it in earlier, PLEASE do so
- DUE no later than Thursday, 9 May 2019
- Your completed Project is DUE:
Tuesday, 28 May 2019 (2nd period)
- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
Monday, 6 May 2019
Learning Goal: I will explore a literature- or writing-based topic of my choice and respond to it in a non-traditional or traditional structure and articulate the reasoning behind my choice of topic and structure.
Learning Targets: I can produce a written, creative/informative/explanatory product of my choice that examines and conveys complex ideas, concepts and information.
***ALL LATE WORK IS DUE BY FRIDAY, 31 MAY 2019---NO EXCEPTIONS.
- (WIOR) Personal Exploration Project
- Explanation of Project
- Your task today is to look through the options and begin thinking about what you will create.
- Your final project must sufficiently reflect the amount of time given to complete it.
- Daily Log requirements
- Every Thursday, you will meet with me individually to share your Log and show me what you have been working on.
- Project Proposal
- DUE no later than Thursday, 9 May 2019
- If you are able to turn it in earlier, PLEASE do so
- DUE no later than Thursday, 9 May 2019
- Your completed Project is DUE on Tuesday, 28 May 2019.
- This project WILL NOT BE ACCEPTED LATE.
- DO NOT ASK!!!
- This project WILL NOT BE ACCEPTED LATE.
- Explanation of Project
- “Another Modest Proposal” writing assignment
- Upload to turnitin.com by 11:59 pm TODAY, Monday, 6 May.
Friday, 3 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.” I can explain my use of satirical tools in creating an original piece of satire--”Another Modest Proposal.”
**If you are re-submitting your Synthesis Essay, please re-submit your Rubric as well.
Place it in the correct Inbox with Resubmitted printed across the top.
- (WOR) Work time: “Another Modest Proposal” writing assignment
- READ the instructions and highlight the basic requirements of the assignment.
- This will be checked for points today.
- Upload to turnitin.com by 11:59 pm on Monday, 6 May.
- READ the instructions and highlight the basic requirements of the assignment.
- ***(WIOR) This is the link to the Personal Exploration Project we will be starting on Monday, 6 May. **If you will be absent Monday, PLEASE take a look and get organized.
Thursday, 2 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.” I can explain my use of satirical tools in creating an original piece of satire--”Another Modest Proposal.”
***(WIOR) This is the link to the Personal Exploration Project we will be starting on Monday, 6 May.
**If you will be absent Monday, PLEASE take a look and get organized.
- (WICOR) Complete the “A Modest Proposal” Graphic Organizer with a partner
- YES, both sides.
- Turn in
- (WOR) “Another Modest Proposal” writing assignment
- READ the instructions and highlight the basic requirements of the assignment.
- This will be checked for points on Friday.
- Upload to turnitin.com by 11:59 pm on Monday, 6 May.
- READ the instructions and highlight the basic requirements of the assignment.
Tuesday, 30 April and Wednesday, 1 May 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire. I can identify and explain the types of satire and satirical devices used in “A Modest Proposal” by Jonathan Swift.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project. I can explain Swift’s intent in using satire in the essay “A Modest Proposal.”
- Complete the Satire Group Presentation presentations
- BREAK
- Get a Chromebook, log-in to this agenda click on “A Modest Proposal” by Jonathan Swift
- CONTEXT is key.
- READ the rest of the essay (partner?)
- Did you miss the Satire Vocabulary Quiz on Monday?
- See Ms. Murphy during reading time.
Monday, 29 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
- (WOR) Satire Vocabulary Terms Quiz
- (OR) Synthesis Essays returned/updates
- Not all essays are done being graded--2nd period: yours are done.
- If your Rubric was returned to you, your grade is in.
- If you did not meet the 1200 word minimum requirement, you received a 50%/F and your Rubric will be returned to you.
- Complete your essay, email me to delete your original, and resubmit it to turnitin.com.
- If you were over 1,000 words, I graded your essay but you lost points because it did not meet the minimum 1200 word requirement.
- Should you complete your essay and resubmit it?
- YES!!!!!
- Should you complete your essay and resubmit it?
- Not all essays are done being graded--2nd period: yours are done.
- (WICOR) Finish Satire Group Presentation
- You will be graded using both of the rubrics below:
- Be an attentive audience member; don’t lose points on your presentation because of your behavior in the audience.
- You will be graded using both of the rubrics below:
- (WICR) “A Modest Proposal” by Jonathan Swift
- Read and discuss
- “A Modest Proposal” Graphic Organizer
- Fill out as we read the essay.
Friday, 26 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
- (WICOR) Satire Group Presentation
- Five minutes to:
- Make certain your presentation is in a group member’s LA 12 google folder
- Get ready...
- Begin presentations!
- You will be graded using both of the rubrics below:
- Be an attentive audience member; don’t lose points on your presentation because of your behavior in the audience.
- Five minutes to:
- (WIR) Make certain that you are ready for Monday’s Satire Vocabulary Terms Quiz
Thursday, 25 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
- (WICOR) Continue working on your Satire Group Presentation
- DUE at the beginning of class on Friday, 26 April
- Presentations will begin at that time
- You will be graded using both of the rubrics below:
- Make certain that your group leaves some time to rehearse your presentation today.
- DUE at the beginning of class on Friday, 26 April
Tuesday, 23 April and Wednesday, 24 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
- (WICOR) Complete the Satire Unit Introduction
- Satire Vocabulary Graphic Organizer
- Follow along with the slides; provide a clear, complete definition and an example for each term.
- Satire Vocabulary Graphic Organizer
- (WICOR) Introduction to Satire Group Presentation
- Groups of four--Team Shake!
- DUE at the beginning of class on Friday, 26 April
- Presentations will begin at that time
- Group work time
Monday, 22 April 2019
Unit Goal: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can find and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. I can explain an author’s intent in using satire.
Learning Goals: I can identify, create and explain examples of satire and the four types of satire: parody, caricature, burlesque, and wit. Using these examples, I can work with a group to create and present a coherent project.
- (WO) 10 minutes for any last edits/fixes on your Persepolis Final Project: One-Pager.
- Staple the Rubric to the back of your One-Pager before turning it in.
- NO RUBRIC = NO GRADE.
- Turn in--LATE ONE-PAGERS WILL NOT BE ACCEPTED!
- Staple the Rubric to the back of your One-Pager before turning it in.
- (WR) PLEASE go on your phone and complete this survey for the Yearbook staff:
- (WICOR) Satire Unit Introduction
- Satire Vocabulary Graphic Organizer
- Follow along with the slides; provide a clear, complete definition and an example for each term.
- Satire Vocabulary Graphic Organizer
Friday, 19 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
The Complete Persepolis pdf
- (WIOR) Continue working on your Persepolis Final Project: One-Pager
- Create a One-Pager as described in the instructions.
- Does your theme meet the actual definition of a complete theme? Or is it a thematic topic?
- A theme is a reflection of the author’s message about the connection between the thematic topics in a piece of literature and why that message matters; the message must be to the world or to humanity as a whole. A theme is usually implied and is never just a single word or phrase.
- Does your theme meet the actual definition of a complete theme? Or is it a thematic topic?
- Use the piece of paper provided.
- Follow all directions carefully.
- Staple the Rubric to the back of your One-Pager before turning it in.
- NO RUBRIC = NO GRADE.
- DUE Monday 10 minutes into class.
- Create a One-Pager as described in the instructions.
Thursday, 18 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
The Complete Persepolis pdf
- (WIOR) Work on Persepolis (page 299 “The Socks” through page 341 “The End”) assignment
- Read the assigned pages first.
Read the directions carefully.
DUE TODAY 20 minutes into class.
- Read the assigned pages first.
- (ICOR) “Persepolis Page 342” group activity (groups of 4)
- Share and explain your Page 342 panels
- Explain why you chose the situation
- Pick one person’s Page 342 to share out with the class.
- Share out under document camera
- Share and explain your Page 342 panels
- (WIOR) Persepolis Final Project: One-Pager
- A theme is a reflection of the author’s message about the connection between the thematic topics in a piece of literature and why that message matters; the message must be to the world or to humanity as a whole. A theme is usually implied and is never just a single word or phrase.
- Choose a theme that you have encountered that runs through Persepolis.
- You should be able to state your chosen theme in one, coherent sentence without referring directly to Persepolis.
- Find evidence of this theme throughout the book.
- Use this evidence to create a Persepolis One-Pager.
- Use the piece of paper provided.
- Follow all directions carefully.
- Perhaps check off the pieces of the One-Pager as you complete them on your Rubric.
- Staple the Rubric to the back of your One-Pager before turning it in.
- NO RUBRIC = NO GRADE.
- DUE Monday, 22 April at the start of class.
Tuesday, 16 April and Wednesday, 17 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WIR) 25 minutes to complete the Persepolis page 267 “Skiing” through page 298 “The Convocation” assignment
- (WICO) Groups of four to share/discuss
- Each member of the group is responsible for leading discussion of one question
- Turn in assignments
- BREAK
- (WIR) Begin reading the final section of Persepolis.
- Persepolis page 299 “The Socks” through page 341 “The End” assignment
Read the assigned pages first.
Read the directions carefully.
DUE Thursday 20 minutes into class.
- Persepolis page 299 “The Socks” through page 341 “The End” assignment
Monday, 15 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (R) Begin reading from page 267 “Skiing” through page 298 “The Convocation” of Persepolis.
(WIR) Complete the Persepolis “Skiing” through page 298 “The Convocation” assignment- Read and follow all of the directions.
- Please remember and follow the directions about how to cite panels carefully
- DUE 25 minutes into your next Block period
Friday, 5 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WIR) 20 minutes to complete the Persepolis “Hide and Seek” through “The Joke” (pp. 207-266) assignment
- Turn in to proper In-Box
- (WIR) Eight-minute Quick Write/Draw: What connections to your own life can you make with Marjane’s life in Persepolis?
- Be thoughtful and specific.
- You must include an illustration.
- Write and draw for the entire eight minutes.
- Share in pairs/fours.
- Turn in to the proper Inbox.
- (R) Reading time.
- If you are behind in your reading, use this time and the time over Spring Break to get caught up.
Thursday, 4 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WIR) 20 minutes to complete the Persepolis “The Soup” through “The Horse” (pages 155-206) assignment
- At the end of 20 minutes, turn to a neighbor and compare and contrast your Venn Diagrams.
- Do you need to edit? Do so.
- Turn in assignment to the proper Inbox.
- At the end of 20 minutes, turn to a neighbor and compare and contrast your Venn Diagrams.
- (WIR) Begin reading page 207 “Hide and Seek” through page 266 “The Joke.”
- Work on the Persepolis “Hide and Seek” through “The Joke” (pp. 207-266) assignment
- DUE 20 minutes into class tomorrow.
- Work on the Persepolis “Hide and Seek” through “The Joke” (pp. 207-266) assignment
- (WIR) If you are going to be absent tomorrow, go to tomorrow's entry on my website and complete the Eight-minute Quick Write/Draw.
Tuesday, 2 April and Wednesday, 3 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (O) Turn in Persepolis assignment (pp. 103 to 153)
- Turn in any other Persepolis assignments you may still have.
- (WIR) Persepolis Quiz #1:
- Answer the question below in two or three complete sentences on a half-sheet of paper:
- On page 117, bottom row, panel 4, why did Marjane say that she had “kissed childhood goodbye”?
- Yes, you may look at your book.
- On page 117, bottom row, panel 4, why did Marjane say that she had “kissed childhood goodbye”?
- Answer the question below in two or three complete sentences on a half-sheet of paper:
- (WIR) Begin reading Persepolis page 155 “The Soup” through page 206 “The Horse”.
1. “The Soup” begins Book Two of Persepolis. Satrapi originally wrote her story in two books.
2. Persepolis “The Soup” through “The Horse” (pages 155-206) assignment
3. DUE 20 minutes into class on Thursday.
Monday, 1 April 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WIR) Complete the Persepolis assignment (pp. 103 to 153)
****Is your theme description complete?- You MUST have a complete sentence that is a statement about life Satrapi is trying to get across to you as the reader.
- Theme = thematic topic + author’s message + so what
- On page 117, why did Marjane say that she had “kissed childhood goodbye”?
- Finish the assignment for your next Block period.
- Make certain your are citing panels correctly
- Example: (p. 54, middle row, panel 1)
- Make certain your are citing panels correctly
- You MUST have a complete sentence that is a statement about life Satrapi is trying to get across to you as the reader.
- (R) Catch up on your reading
Friday, 29 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WICO) Take about 15 minutes to finalize and set out your visual responses.
- (ICOR) Set out all the different visual responses around the room. Take a few minutes to walk around and look at what other people created and talk with a partner about the differences in interpretations of the questions. Think about how the responses are showing something unique about each groups own perspective about the reading. (5-7 minutes)
- (IR) Now, start reading page 103 “The Wine” to page 153 “The Dowry” of Persepolis.
- As you read, consider the following:
- A theme is a statement about life the author is trying to get across to the reader; it is usually implied and can be expressed in a complete sentence, not just a single word.
- What themes have you encountered so far in Persepolis? What general themes or ideas did you see that connected the visual responses from across the class?
- On page 117, why did Marjane say that she had “kissed childhood goodbye”?
- Complete the Persepolis assignment (pp. 103 to 153)
Thursday, 28 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WICOR) Group Discussion/Activity
- Work in a group of four to discuss the answers to these questions. Spend 10-15 minutes discussing your ideas about the questions from pages 47 “The Heroes” through page 102 “The Key”--refer to your notes about these questions from your reading on the block day. Pay careful attention to and spend some time discussing the new question 4:
- In “The Heroes,” what effects do the men’s stories have on Marjane? Why?
- What are Marjane’s thoughts about patriotism in this section of the memoir?
- What effects does the war have on daily life in Tehran? Do people act differently? Why?
- Consider how your answer to these questions reveal some kind of a larger message or theme from the graphic novel. What do they help you to understand about Marjane’s perspective as a whole?
- Prepare a visual response to each of the questions above--this must be done on PAPER (NOT online). They can be done all on one paper or on multiple.
- Create something that fully answers each question and reveals a range of ideas from both you and your partner as well as other ideas from the group of 4 that you started with. It is entirely up to you as to how you choose to present it, but the final product needs to reflect significant thought and work from both partners in order to be given full credit.
- Be thoughtful, take time to consciously create something that shows your thinking. It must be creative, colorful, reflect the story, and show significant effort. Simply writing a few words or drawing a picture with a bunch of text answers to the questions is not enough. This is your chance! Have fun with it.
Tuesday, 26 March and Wednesday, 27 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WICOR) Work time: 45 minutes to complete your Persepolis Graphic Organizer #1
- This covers pages 3 “The Veil” through page 46 “The Party”
- You may work with a partner, but each of you must complete the assignment on your own assignment
- 5 minute Break--get a drink of water, use the restroom, take a walk
- (ICR) Discuss pages 3 through 46:
- As a class, discuss how the layout, figures and the text helped you to understand the story and the topics listed on your assignment. Use specific pieces of information from the book; refer to your Persepolis: Pictures Tell the Story handout if necessary.
- Hand in your assignment
- (IR) Read pages 47 “The Heroes” through page 102 “The Key” for Thursday.
- As you read, consider the following questions:
- In “The Heroes,” what effects do the men’s stories have on Marjane? Why?
- What are Marjane’s thoughts about patriotism in this section of the memoir?
- What effects does the war have on daily life in Tehran? Do people act differently? Why?
- Be prepared to discuss these questions on Thursday.
- As you read, consider the following questions:
Monday, 25 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (IR) Read aloud the Introduction to Persepolis
- (WICOR) Begin reading pages 3 “The Veil” through page 46 “The Party” and work on the Persepolis Graphic Organizer #1
- Think about: what does “identify” mean in the instructions?
- You may work with a partner, but each of you MUST complete the assignment
- DUE 45 minutes into your next Block period.
Friday, 22 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (WICOR) Complete the assignment Persepolis: Pictures Tell the Story
- DUE at the end of class TODAY.
Thursday, 21 March 2019
Unit Goal: I understand the artistic/graphic choices the author of Persepolis made in creating the graphic memoir. I understand the choices Satrapi makes as a character in Persepolis. I understand the themes present in Persepolis.
Learning Targets: I understand the vocabulary and techniques associated with cartoons and graphic novels. I understand how Marjane Satrapi forms her beliefs as she grows up. I understand why Marjane Satrapi makes the choices she does. I understand and can identify several themes in Persepolis.
- (IR) Graphic Novel/Comics Terms and Concepts
- Read aloud and discuss as a class
- (WICOR) With a partner, complete the assignment Persepolis: Pictures Tell the Story
- Due at the end of class Friday.
Tuesday, 19 March and Wednesday, 20 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
- (WICOR) Persepolis Historical Context WebQuest and Presentations
- 20 minutes to edit/rehearse
- Presentations
- Take bullet point notes as you watch your colleagues’ presentations on the Historical Context of Persepolis Graphic Organizer
Monday, 18 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
- (W) All materials to be turned in for your essay (Hero’s Journey graphic organizer and the lists) are DUE TODAY at the beginning of class.
- (WICOR) Persepolis Historical Context WebQuest and Presentation Work Time
- Be sure to spend at least 15 minutes rehearsing your group’s presentation.
- Your presentation is due 20 minutes into your next Block period.
- Persepolis WebQuest Introduction and Task Sheet.
Friday, 15 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
- (O) DATE CHANGE:
- All materials to be turned in for your essay (Hero’s Journey graphic organizer and the lists) are now DUE ON MONDAY at the beginning of class.
- You may actually need them to finish your essay...
- All materials to be turned in for your essay (Hero’s Journey graphic organizer and the lists) are now DUE ON MONDAY at the beginning of class.
- (WICOR) Persepolis Historical Context WebQuest and Presentation
- Persepolis WebQuest Introduction and Task Sheet.
- Make certain that you have read the instructions and the rubric carefully.
- If you were not in class yesterday, Ms. Murphy will tell you to which group you were assigned.
- Find your group; your group mates will explain the assignment to you and your part in it.
- Remember: your group’s presentation MUST be saved in all group members’ electronic LA12 folders
- Presentations will begin 20 minutes into your next Block period:
- 2nd--Tuesday, 19 March
- 5th and 7th--Wednesday, 20 March
- Presentations will begin 20 minutes into your next Block period:
- Work time!
- Persepolis WebQuest Introduction and Task Sheet.
Thursday, 14 March 2019
Unit Goal: I understand the historical context of Persepolis.
Learning Targets: I can work with a group to research information about Iran before and after the Islamic Revolution. I can help design an effective slide show and accompanying presentation. I can effectively present my findings to the class.
- (WICOR) Persepolis Historical Context WebQuest and Presentation
- Persepolis WebQuest Introduction and Task Sheet.
- Discussion/Questions
- Group selection done by Team Shake app
- Six groups
- Your presentation MUST be saved in all group members’ electronic LA12 folders
- Presentations will begin 20 minutes into your next Block period:
- 2nd--Tuesday, 19 March
- 5th and 7th--Wednesday, 20 March
- Presentations will begin 20 minutes into your next Block period:
- Work time!
- Persepolis WebQuest Introduction and Task Sheet.
- (WO) Quiz Make-ups
- If you have any quizzes to make up for The Road, discuss a plan with Ms. Murphy to make up your quizzes.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
The Hero’s Journey in The Road graphic organizer
Tuesday, 12 March and Wednesday, 13 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) MLA Format Review
- Open the LA 12 Course Syllabus
- MLA General Format link
- Make certain that your heading, pagination, and paragraphing formats are correct.
- Your essay MUST include a Works Cited page.
- “The Labors and Death of Heracles” was taken from the anthology World Mythology: An Anthology of the Great Myths and Epics (3rd edition), edited by Donna Rosenberg, published in Chicago by NTC/Contemporary Publishing in 1999.
- The LA 12 Writing Expectations are found on pages 3 through 6.
- You may want to refresh your memory of LA 12 Structured writing on page 7 as well.
- MLA General Format link
- Open the LA 12 Course Syllabus
- (WOR) Check the embedding in your essay so far.
- On your rough draft, highlight all sentences that contain quotes.
- Have you used a variety of embedding methods?
- If not, work to mix it up a bit.
- Using a mixture of methods throughout your essay improves sentence fluency.
- If not, work to mix it up a bit.
- (WOR) Work time.
Monday, 11 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) Review: Embedding Quotations into Your Writing
- Review and practice
- (WOR) Check the embedding in your essay so far.
- On your rough draft, highlight all sentences that contain quotes.
- Have you used a variety of embedding methods?
- If not, work to mix it up a bit.
- Using a mixture of methods throughout your essay improves sentence fluency.
- If not, work to mix it up a bit.
- (WOR) Work time.
Friday, 8 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) The Hero’s Journey Synthesis Essay Work Time
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Language Arts 12
Thursday, 7 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) The Hero’s Journey Synthesis Essay Work Time
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Tuesday, 5 March and Wednesday, 6 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) Continue working on The Hero’s Journey Synthesis Essay
- Review Lesson: Citations
- Citations are to be placed directly after the quote. Remember: there should only be ONE period at the end of the sentence.
- Example one:
- Because the boy was frightened, Papa “held the boy by the hand and they went along the rows” (McCarthy 139) looking for food that was safe to eat.
- Example two:
- Showing his mighty strength, “Heracles changed the course of two nearby rivers” ("Heracles" 102).
- Example one:
- When using a CD from The Road, include the author’s last name and the page number. That’s it! Do NOT place a comma between the author/title and the page number.
- Example: (McCarthy 139)
- When using a quote from “The Labors and Death of Heracles” you will not include the author’s last name because we do not know the original author. Abbreviate the title of the myth, as shown below, and include the page number. NO comma.
- Example: (“Heracles” 102)
- If you are quoting dialogue from The Road, it should appear in your essay exactly as it does in the novel. Use quotation marks at the beginning of the quoted dialogue and at the end of the quoted dialogue, followed by a citation.
- Example:
- After hiding in terror from the hoard of bloodcult members for an hour, the boy asked,
- Example:
- Citations are to be placed directly after the quote. Remember: there should only be ONE period at the end of the sentence.
- Review Lesson: Citations
Yes, they’re gone.
Did you see them?
Yes.
Were they the bad guys?
Yes” (McCarthy 92). The boy and his father then continued their journey South, vigilantly on the lookout for others who did not carry the fire in their hearts.
b. (WOR) Work time!!
***You will have class time all this week (March 4 through 8) to work on your essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Monday, 4 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Who is the hero of The Road?
- Think about your answer to Quiz #9: Explain who you believe to be the hero of The Road and why.
- Complete the graphic organizer based on who you have chosen as the hero.
- You should have a minimum of two CDs in each section of the graphic organizer.
- Remember--The information and CDs you choose to include for the first stage and the last four stages on your hero’s journey graphic organizer will be very different depending upon who you see as the hero of the story.
- Complete the graphic organizer based on who you have chosen as the hero.
- Think about your answer to Quiz #9: Explain who you believe to be the hero of The Road and why.
- Who is the hero of The Road?
- (WOR) Begin writing The Hero’s Journey Synthesis Essay
- Read over the assignment sheet.
- Highlight the main tasks you must perform.
- Make notes on items that need further clarification.
- Yes, I will be checking for completion of steps b and c.
- Open the LA 12 Course Syllabus
- Read the LA 12 Writing Expectations found on pages 3 through 6.
- You may want to refresh your memory of LA 12 Structured writing on page 7 as well.
- You may want to access the following documents as well:
- The Hero’s Journey Visual
- You should have your own copy of this with notes on it that we took in class.
- “A Practical Guide to Joseph Campbell’s The Hero with a Thousand Faces” by Christopher Vogler
- This contains detailed descriptions of each of the stages of the hero’s journey.
- The Hero’s Journey Visual
- Paper copies of “The Labors and Death of Heracles” are on the front table.
***You will have class time all this week (March 4 through 8) to work on your essay.
Next week (March 11 through 15) you will NOT have class time to work on your essay.
Plan accordingly.
Friday, 1 March 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand how The Road and “The Labors and Death of Heracles” are both hero’s journeys and can articulate that in a synthesis essay.
- (WOR) Quiz #9:
- In a complete paragraph, explain who you believe to be the hero of The Road, Papa or the boy, and why. Include at least two CDs (with correct citations). YES, you may use your book.
- Hero definition:
- a mighty warrior who is often the son/daughter of a god and goes on an epic quest/adventure
- Hero definition:
- In a complete paragraph, explain who you believe to be the hero of The Road, Papa or the boy, and why. Include at least two CDs (with correct citations). YES, you may use your book.
- (WIOR) Work on Long Response #3
- DUE tonight at 11:59 pm, uploaded to turnitin.com
- Make CERTAIN that you get the turnitin.com confirmation receipt before logging out.
- DUE tonight at 11:59 pm, uploaded to turnitin.com
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
- Collaborate with a partner
- Details?
Thursday, 28 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
- Work time:
- (R) Read!
- You should be done with the book tomorrow at the start of class.
- Be prepared for a quiz, assignment, or?
- You should be done with the book tomorrow at the start of class.
- (O) The Road Long Response #3 is DUE at 11:59 pm on Friday, 1 March
- Have you turned in Long Response #2?
- If not--FINISH IT and upload to turnitin.com.
- Have you turned in Long Response #2?
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
- Collaborate with a partner
- Details?
- (R) Read!
Tuesday, 26 February and Wednesday, 27 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (O) The Road Long Response #3 is now due at 11:59 pm on Friday, 1 March
- (WI) Quiz over sections 19 and 20 (pp. 222 to 253)
- (ICR) Discuss Sections 19 and 20 (pp. 222 to 253)
- With a partner, write one short paragraph which makes a prediction about what will happen next.
- On what are you basing this prediction? Include at least two CDs from pages 3 to 253.
- What has Papa done previously thsat points to what he may do next?
- Turn in
- On what are you basing this prediction? Include at least two CDs from pages 3 to 253.
- With a partner, write one short paragraph which makes a prediction about what will happen next.
BREAK--(IC) Walk and Talk
Choose a partner you did NOT work with on your paragraph above
Discuss your predictions as you walk
- (R)Read sections 21 and 22 (pp. 253 to 287) for FRIDAY
- Read aloud pages 253 to 260
- Complete reading the assigned pages.
- Be prepared for a quiz/assignment over what you read in these sections.
- (O) If you have missed a Quiz or the Venn Diagram assignment, we will make up those items NOW
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
- Collaborate with a partner
- Details?
Monday, 25 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (O) The Road Long Response #3 is now due at 11:59 pm on Friday, 1 March
- (O) If you have missed a Quiz or the Venn Diagram assignment, we will make up those items during your next Block period
- (WICR) Discussion--Sections 17 and 18 (pp. 205 to 221)
- Recap sections 17 and 18
- Discussion questions:
- On page 215, the man and the boy finally make it to the ocean. Describe what they find when they arrive at the beach. What is their mood/emotion when they see the ocean?
- Why does Papa let the boy play in the surf? Why do you think the boy cries afterward? (217-218)
- Do you think the disaster was truly worldwide, or might it have been confined to just one continent? Why? What specific evidence helps to explain your position?
- What is your prediction for what happens next? On what specific evidence is your prediction based?
- (R) Read sections 19 and 20 (pp. 222 to 253) for your next Block period.
- Read aloud pages 222 to 231
- Complete reading the assigned pages.
- Be prepared for a quiz/assignment over what you read in these sections.
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
- Collaborate with a partner
- Details?
Friday, 8 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (R) Catch up on your reading.
- You should be done reading through page 221 for Monday,11 February.
- This is a change from The Road Reading Schedule Bookmark
- Please note this change.
- You should be done reading through page 221 for Monday,11 February.
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
- Collaborate with a partner
- Details?
Wednesday, 6 February and Thursday, 7 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (WI) Quiz #7--Sections 15 and 16 (pp. 180 to 204)
- (ICR) Discuss Sections 15 and 16
- Make a prediction about what will happen next
- On what are you basing this prediction?
- Make a prediction about what will happen next
- (R) Begin Sections 17 and 18 (pp. 205-221)
- You should be done reading through page 221 for Monday,11 February.
- This is a change from your The Road Reading Schedule Bookmark
- Please note this change.
- This is a change from your The Road Reading Schedule Bookmark
- You should be done reading through page 221 for Monday,11 February.
- (WICOR) The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
Thursday, 31 January and Friday, 1 February 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (WR) Quiz #6--Sections 13 and 14 (pp. 156 to 180)
- (ICOR) Discuss Sections 13 and 14
- With a partner, create a Venn Diagram that compares and contrasts how the man sees the world versus how the boy sees it.
- Write at least five specific details in each of the three sections of the diagram
- Bullet points are fine.
- Turn in to the InBox when you finish
- Write at least five specific details in each of the three sections of the diagram
- With a partner, create a Venn Diagram that compares and contrasts how the man sees the world versus how the boy sees it.
- (R) Read Sections 15 and 16 (pp. 180 to 204)
- Be ready for a quiz, discussion, or ? on Monday
- (WIOR) Work on Long Response #2
- The Road Novel Study Reflection Long Responses
- You must cite page numbers from the book!
- Do NOT cite from a PDF!!!!
- Book titles are underlined when typing/word processing.
- You must cite page numbers from the book!
- 2nd period upload to turnitin.com by Thursday, 31 January, 11:59 pm
- 5th and 7th periods upload to turnitin.com by Friday, 1 February, 11:59 pm
- The Road Novel Study Reflection Long Responses
Tuesday, 29 January and Wednesday, 30 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (WICOR) Theme Activity
- Theme = thematic topic + author’s message + so what
- In your assigned group of three, generate a theme that you have encountered in The Road.
- Write each piece of your theme in the spaces across the top of the large sheet of paper.
- Turn the pieces of your theme into a complete sentence; write the sentence underneath the equation.
- Find, quote, and correctly cite two CD’s from pages 3 through 180 that are evidence of your theme.
- Add one piece of commentary for each CD
- Turn the pieces of your theme into a complete sentence; write the sentence underneath the equation.
- Write each piece of your theme in the spaces across the top of the large sheet of paper.
- Rotate to the next group when directed to do so.
- BREAK
- (WIOR) Work time
- Make up any quizzes that you have missed
- Continue reading (to page 180 by your next Block period)
- Sign up for turnitin.com for second semester
LA 12--2nd period, 2nd semester LA 12--2nd semester, 5th period
Enrollment key: LA1222 Enrollment Key: LA1252
Class ID: 20234040 Class ID: 20234056
7th period:
- LA 12--7th period, 2nd semester
- Enrollment key: LA1272
- Class ID: 20234069
- Work on Long Response #2
- The Road Novel Study Reflection Long Responses
- You must cite page numbers from the book!
- Do NOT cite from a PDF!!!
- You must cite page numbers from the book!
- 2nd period upload to turnitin.com by Thursday, 31 January, 11:59 pm
- 5th and 7th periods upload to turnitin.com by Friday, 1 February, 11:59 pm
- The Road Novel Study Reflection Long Responses
Monday, 28 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- (WR) Quiz #5--Sections 11 and 12 (pp. 131 to 156)
- Use the paper provided.
- (ICR) Discuss Sections 11 and 12
- Turn and Talk--Make a prediction--what do you think happens next? Why?
- (R) Sections 13 and 14 (pp.156 to 180)
- Be ready for a quiz, discussion, or ? on Thursday/Friday Block.
Friday, 25 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing
and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
**The Hero’s Journey in The Road graphic organizer
- Partner discussion:
- Read the last paragraph on page 130 together.
- Discuss the following quote:
- “Borrowed time and borrowed world and borrowed eyes with which to sorrow it” (130).
- Together with your partner, write a short paragraph explaining what this quote means to you at this point in the story.
- Sign up for turnitin.com for second semester--you MUST sign up for the appropriate 2nd semester class!!
- 2nd period
- LA 12--2nd period, 2nd semester
- Enrollment key: LA1222
- Class ID: 20234040
- LA 12--2nd period, 2nd semester
- 5th period:
- LA 12--5th period, 2nd semester
- Enrollment key: LA1252
- Class ID: 20234056
- LA 12--5th period, 2nd semester
- 7th period:
- LA 12--7th period, 2nd semester
- Enrollment key: LA1272
- Class ID: 20234069
- LA 12--7th period, 2nd semester
- Read Sections 11 and 12 (pp. 131 to 156) for Monday
Thursday, 24 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
- Reading time:
- Sections 9 and 10 (pages 107-130)--This section is a bit intense at the start...
- Be done reading these sections by the beginning of the class on Friday.
- There will be a quiz on Friday/tomorrow.
- Be done reading these sections by the beginning of the class on Friday.
- Sections 9 and 10 (pages 107-130)--This section is a bit intense at the start...
- Were you absent yesterday? You have a quiz to make up.
- The Hero’s Journey in The Road graphic organizer
- Work on adding details---CD’s with page numbers
Wednesday, 23 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
- Mr. Belcher’s video on the Four Block Schedule
- The Road Quiz #4 (Sections 7 and 8; pages 79-106)
- Two questions--answer each question in one or two complete sentences with specific details.
- Discussion of Sections 7 and 8
- Begin Sections 9 and 10 (pages 107-130)--This section is a bit intense at the start...
- Ms. Murphy will read pages 107 to 113
- Be done reading these sections by the beginning of the class on Friday.
- There will be a quiz on Friday.
Thursday, 17 January and Friday, 18 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
- Discussion:
- What do you think of the wife? Why?
- Bad person? Good person? Why?
- What do you think of the wife? Why?
- Begin Sections 7 and 8 (pp. 80-106)
- Ms. Murphy will read pages 80 to 84 aloud
- Discuss
- Continue reading…
- Finish for the start of class on Wednesday, 23 January
- Ms. Murphy will read pages 80 to 84 aloud
- Options:
- Read!
- Make up any quizzes or The Road assignments you have missed
- Quiz #1, Quiz #2
- Three questions from Jan. 8/Jan. 9--check my website for instructions
- Three questions from Jan. 14--check my website for instructions
- Work on adding details to your The Hero’s Journey in The Road graphic organizer
- CD’s with page numbers
Tuesday, 15 January and Wednesday, 16 January 2019Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel. Learning Target: I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature.
****ALL missing quizzes from The Road will be made up in your next Block period (Th./Fri.)
- The Road Novel Study Reflection Long Response #1
- Write, complete, and upload your first long response by the end of your Finals period TODAY.
- PLEASE read and follow the directions as explained on your assignment sheet.
- Upload to turnitin.com for your class period.
- Assignment is listed as The Road long Response #1
- Write, complete, and upload your first long response by the end of your Finals period TODAY.
****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Monday, 14 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot
them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing
and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
*****ALL LATE WORK IS DUE BY TODAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER TODAY.
- Partners/trios discussion of Sections 5 and 6 (pages 49-79)
Work in groups of twos/threes to answer the questions below. Work TOGETHER to come up with the answers to the questions. This is NOT a “divide and conquer” activity.- Describe the argument that the man had with his wife--explain the differences in their points of view on whether to choose to live or choose to die.
- Is or was Papa a doctor? What evidence suggests this possibility?
- What happened to the man with the knife, after Papa and his son got away? How do you know?
- Each question is to be answered in a complete, short paragraph (three total paragraphs of at least five sentences each) with specific details from the novel. YES, you must properly embed and quote concrete details, with page number citations directly following each quote.
- Turn in to the Inbox when finished.
- The Road Novel Study Reflection Long Responses
- You may start working on Response #1
- DUE at the end of your Finals period this week
- Upload to turnitin.com by the end of your finals period
- You may upload as soon as you’re done.
- Continue with The Hero’s Journey in The Road graphic organizer.
- Fill in specific notes, concrete details with page number citations on each stage of the hero’s Journey as it appears in The Road.
- Think of this graphic organizer as the prewriting you are doing for your essay when we finish The Road.
- Get caught up on your reading if you are behind.
Friday, 11 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
** The Road Novel Study Reflection Long Responses
- Reading Quiz #2 over Sections 3 and 4 (pages 18-48).
- Half-sheet of paper; Name; label “Quiz #2”; answer each question in a sentence or two using specific details.
- Turn in.
- Discuss Sections 3 and 4
- Begin reading Sections 5 and 6 (pages 49-79) of The Road.
- This section of reading is to be completed by the start of class Monday.
- You should expect a short reading quiz Monday.
- Are you filling in CD’s on your The Hero’s Journey in The Road graphic organizer?
Thursday, 10 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so. I can identify and describe the stages of the hero’s journey in The Road.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
- The Hero’s Journey in The Road graphic organizer.
- Fill in specific notes, concrete details with page number citations on each stage of the hero’s Journey as it appears in The Road.
- Think of this graphic organizer as the prewriting they are doing for their essay when we finish The Road.
- Continue reading sections 3 and 4 (pages 18-48)
- Complete by the start of class Friday.
- Expect a short reading quiz on Friday.
- Have you begun to consider which of The Road Novel Study Reflection Long Responses you will be writing for next week?
- Check your Bookmark and the assignment above.
- Pick your prompt.
- Make some notes; brainstorm
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Tuesday, 8 January and Wednesday, 9 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so.
**The Road audiobook link--If you listen to the book, you must also read along.
**The Road Reading Schedule Bookmark
- Reading Quiz over Sections 1 and 2 (pages 3-17).
- Half-sheet of paper; Name; label “Quiz #1”; answer each question in a sentence or two using specific details.
- Turn in.
- Discussion over Sections 1 and 2.
- What are your impressions so far?
- What do you think has happened? Why?
- What do you think of McCarthy’s writing style? Why?
- What are your impressions so far?
- Begin reading Sections 3 and 4 (pages 18-48)
- Complete by the start of class Friday.
- Expect a short reading quiz on Friday.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
Monday, 7 January 2019
Unit Learning Goals: I know what the designated literary terms mean, and will be able to spot them in a work of literature. I will study character motivations and examine the reasons why characters make the choices that they do. I am familiar with the process of inferring, summarizing and responding to a work of literature. I understand and interpret McCarthy’s treatment of non-traditional novel structure and language style. I understand how the stages of the hero’s journey are present in the novel.
Learning Target: I understand what a post-apocalyptic novel is and can identify what makes it so.
**The Road audiobook link--If you listen to the book, you must also read along.
- Go to the library as a class to check out a copy of The Road. Print your name on the inside, front cover.
- The Road Reading Schedule Bookmark
- The Road Novel Study Reflection Long Responses
- You will write THREE, one-page reflections over the course of reading this novel.
- Follow the directions carefully and completely.
- The due dates are on your Reading Schedule bookmark.
- You will write THREE, one-page reflections over the course of reading this novel.
- The Road is a post-apocalyptic novel--Take some notes on the back of your Reflection Journal handout
- Read Author Cormac McCarthy’s Background article
- Post-apocalyptic novel
- Rarely uses any tags-- i.e. he said, she replied, the boy screamed
- Sparsity of punctuation
- Polysyndeton--conjunctions (and, but, or) used repeatedly in quick succession, often with no commas, even when the conjunctions could be removed
- McCarthy “invents” new words by combining two words together--Why?
- Examples: slutland (7); scabland (16); bloodcults (16)
- Why is McCarthy combining words in this way?
- Examples: slutland (7); scabland (16); bloodcults (16)
- The novel begins in medias res--”in the midst of the action”
- Uses flashbacks to give us the exposition
- Begin reading section one (pages 1-7)
- Teacher read aloud/discuss
- Read through the end of section 2, page 17, by the start of your next Block period.
- Be prepared for a short quiz over the assigned reading.
Friday, 4 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY. ***LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
- Fractured Fairy Tale Cover and Illustration completion time.
- Make sure your book stays together and the reader can easily turn the pages/open the book and see the pages and artwork in a true book-like fashion.
- Front cover
- Illustrator’s name on the inside of the front cover in neat font
- Dedication page
- Story and illustrations in correct order
- Back cover
- Front cover
- This final production of your book is due TODAY at the end of class!
- Make sure your book stays together and the reader can easily turn the pages/open the book and see the pages and artwork in a true book-like fashion.
Thursday, 3 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
- Fractured Fairy Tale Cover and Illustration work time
- The author’s job today is to edit their Fairytale and format it to fit with the pictures (think which part of the story goes with which illustration, and how can you break up the fairytale into parts that match the illustrations?)
- Authors need to add a “dedication” page between the cover and the first story page. Dedicate your book to someone (or multiple someones).
- Below the dedication, please write a statement of the moral or lesson that your story imparts to the reader.
- This should be typed and formatted appropriately to match your storybook.
- Once the fairytale is fully edited and formatted, the author will create a storybook that includes both their written work and their partner’s illustrations/cover.
- Please print out the pages appropriately (play with font, size: think children’s books!) and create your book. You will need to bind the book somehow… so get creative, but make sure it stays together and the reader can easily turn the pages/open the book and see the pages and artwork in a true book-like fashion.
- This final production of your book is due TOMORROW, Friday, January 4th at the end of class!
- The author’s job today is to edit their Fairytale and format it to fit with the pictures (think which part of the story goes with which illustration, and how can you break up the fairytale into parts that match the illustrations?)
Wednesday, 2 January 2019
Unit Learning Goal: Students will be able to discern the common universal themes and elements of mythology, folktales, and fairy tales, including narrative structure, the use of archetypes, and the “hero’s journey.”
Learning Targets: I understand and can identify motifs, themes and archetypes in folk and fairy tales and use those to write a fractured folk tale or fairy tale.
*****ALL LATE WORK IS DUE BY MONDAY, 14 JANUARY.
*****LATE WORK WILL NOT BE ACCEPTED AFTER MONDAY, 14 JANUARY.
- Fractured Fairy Tale Cover and Illustration work time
- Please see my website for Tuesday/Wednesday 18-19 December 2018 to make certain that you are meeting ALL of the requirements for this project.
- Once your illustrations and cover are completed to the best of your ability, give them back to the author.
- The author’s job is%2