Block 2 Humanities I in Room K120

Today I will: ~ Explain how the social and historical context of TKAM shapes the narrative, and relate this to our own lives. ~ Present information by working collaboratively in a "jigsaw" activity. Agenda: ~ Warm-up : get your 10+ questions generated by your reading of chapter 1 of TKAM . Index-card question-sharing ~Review diction  (author's word choice) & discuss new seating ~ TKAM Historical Context jigsaw activity :   " An Overview of the Great Depression, " Screencast overview , and FDR's 1st Inaugural Address ~Chapter 2 read-aloud, note-taking, discussion, etc (will stamp for participation) ~ Quickwrite : How does knowing more about the period in history in which a novel is set help you understand the characters and the choices they make? How does your own context (current events, your family, school, ethnic &/or religious background) shape who you are and the choices you make? (WE WILL START WITH THIS

Today I will: Formulate a prediction about TKAM based on visual representations of the novel in a short writing assignment. Define the literary term diction  and explain what it has to do with To Kill a Mockingbird . Read Chapter 1 of To Kill a Mockingbird, focusing on character, setting, & diction . Take notes on setting, characters & relationships Agenda: Warm-up : virtual "gallery walk" of book cover art & skim through pp. 1-57 // QUICKWRITE: What do you think this novel is all about? What kind of book do you think this will be? Why do you think so many people love this book? Preview film adaptation of To Kill a Mockingbird  (6 min) Learning about diction  // digital handout via Google Classroom Begin reading Ch 1 Purpose/Goal: Character/setting info + DICTION Homework: Finish reading To Kill a Mockingbird ch 1 Come to class tomorrow with a list of at least 10 questions. Honors (EMAIL ME YOUR RESPONSE):  Focus on the dic

Today I will: Write a paragraph that takes a clear position on smartphones and uses text evidence from the two articles we read in class. Synthesize what I learned about the components of a paragraph into a creative illustration/poster Agenda: Timed writing (30 minutes) // turn it in digitally when done Directions: Write a one paragraph response answering the question: Are smartphones destroying your generation? Prompt: Take a position and make a claim. Then, choose at least two pieces of evidence to backup your claim. Finally, provide analysis that explains how your evidence proves your claim. The parts of a perfect paragraph art activity Use your notes from yesterday's slideshow & discussion to create an original infographic / art work Homework: Everyone: Finish up your paragraph art piece Honors: Letter assignment due Monday (details on Google Classroom) Some example paragraph art from Mrs. Capen's class:

Today I will: Summarize two articles about smartphone usage in 2 Tweets. Complete my evidence collector with 5 pieces of evidence from each article. List the components of an analytical paragraph and understand how they work together. Agenda: Warm-up: Think back on the two articles we have read together that represent two sides of the smartphone debate. If the two authors simply "tweeted" instead of writing articles, what would they have written?  1-2 sentences 1-2 hashtags Time to either finish Evidence Collector or to refine it What Makes a Good Paragraph? (Slideshow) I will stamp your notes at the end of class to check for active listening and understanding. Homework: Everyone : bring art materials you would like to use to creatively illustrate a paragraph tomorrow. (I will also have some construction paper, markers, scissors, and glue.) Honors: new packet (I will distribute in class; due Monday)

Today I will: ~Read an article that presents the opposite perspective on the smartphone debate ~Identify the author's claims and select useful evidence ~Write 2 evidence sentences Agenda: ~  "No, smartphones are not destroying a generation" (2017) ~Identify claims and evidence types ~Add to evidence collector ~ES dance + writing practice If time: trip to library  Homework: Tomorrow is the English Language Arts portion of the ICA (interim comprehensive assessment). Please get a good nights' sleep and eat breakfast before school tomorrow. Don't forget: pen/pencil for making notes/pre-writing headphones colored pencils/pens if you'd like to color or draw between testing sessions a book to read between testing sessions

Today I will: ~Define evidence sentences and explain each component of an effective evidence sentence ~Learn new words and use them both visually and in original sentences ~Survey and read an article that presents the opposite perspective on the smartphone debate Agenda: ~ Evidence Sentences assessment for learning ~Vocabulary study of new article (see Google Classroom) ~Surveying the text: "No, smartphones are not destroying a generation" (2017) ~Begin reading a new article (see Google Classroom) Homework: Honors: Complete next two sections in honors assignment packet (read article, highlight claims and evidence) ~Everyone: finish anything that we completed in class.

Today I will: Establish 12 different conversation partners in the class, sharing answers to various getting-to-know you questions. Identify and label claims and evidence in the article, "Have Smartphones Destroyed a Generation?" Define an evidence sentence and write evidence sentences Agenda Set up "Appointment Clock" Revisit evidence collector from yesterday Writing Academy: Evidence Sentence for Non-Fiction Articles Handout distributed during class; click the link if you misplace it or are absent Homework: The vocabulary is due today on Google Classroom. Please remember to digitally turn it in. I will check it in and enter points into the grade book today. Prospective honors students: Honors Assignment // "Apple Investors Urge Action on iPhone Addition Among Kids" (yellow packet) Over the weekend, complete the first two sections: Vocabulary Study & Survey the Text

Today I will: -Write sentences for vocabulary words in section 3 of the article. -Identify and label claims and evidence in section 3 of the article. -Collect evidence that I find useful for writing an analytical paragraph Agenda: ~Warm-up: survey ~ Smartphone article vocabulary (Do part 3) ~Here is the article: "Have Smartphones Destroyed a Generation?" by Jean M. Twenge (You have your own copy on Google Classroom) ~Smartphone claim & evidence types ~Read Section 3 together ~Begin collecting evidence to use for writing a paragraph (See Google Classroom ) Homework: ~Finish anything that we worked on in class

Today I will: -Write sentences for vocabulary words in part 2 of the article. -Explain the meaning of "claims" and "evidence" -Identify and label claims and evidence in parts 1 and 2 of the article. Agenda: ~ Smartphone article vocabulary (Do part 2) ~Here is the article: "Have Smartphones Destroyed a Generation?" by Jean M. Twenge (You have your own copy on Google Classroom) ~Smartphone claim & evidence types ~Read Section 2 together (article linked above Homework: ~Finish anything that we worked on in class

Today I will: -Write sentences for vocabulary words in part 1 of the article. -Survey a text by identifying the author's background, reading the first and last paragraph, and making a prediction about what the article will be about. -Identify and label claims in part one of an article. -Identify and label different types of evidence in part 1 of the article. Agenda: ~ Smartphone article vocabulary ~Here is the article: "Have Smartphones Destroyed a Generation?" by Jean M. Twenge (You have your own copy on Google Classroom) ~Surveying the text (which research indicates helps immensely with comprehension & learning): Your own copy is on Google Classroom , due tomorrow ~Smartphone claim & evidence types ~Read Section 1 together (article linked above) Homework: Finish anything you did not complete in class. ~"Surveying the text" should be submitted as "complete" on Google Classroom by tomorrow ~Smartphone ar

Today I Will: - respond to a survey via Google forms -discuss survey results and relate to writing prompt -break down and understand a prompt by completing a do/what chart Warmup: Quickwrite (paper or digital) In response to our four corners discussion yesterday, answer the question: Are smartphones destroying your generation? Take 10 minutes to answer this question, using your best writing style. Use real life examples to support your thinking. You can use examples from the four-corners discussion. "I Forgot My Phone": https://youtu.be/OINa46HeWg8 Quick survey about smartphones Examine paragraph prompt Homework: -Buy required supplies for Humanities (see syllabus)

Today I will: -join a Google Classroom and participate in a Digital Challenge/quiz -write an introduction email to swright@schscougars.org -participate in a four corners activity, provide opinion on a topic, engage in a whole class discussion Details: -Using complete sentences, write an introduction email. Be sure to give your email a descriptive (and appropriate) subject. In a few sentences, please share: Interests, hopes and dreams Hobbies/activities Family Anything I should know to help you have a positive learning/growing experience Homework: -Discuss Honors Program Agreement with parents and begin thinking about the path you will take -Buy required supplies for Humanities (see syllabus)

Welcome! You're in room K120 Ms. Wright's Humanities I English Class Please take a seat in the room and write your name in big letters on the 3 x 5 card. Please write the name you would like to go by in our class.  Today I will:  Get to know my new  English teacher and classmates learn about the Humanities program understand what is expected of me and what I can expect of my teacher gain an understanding of Honors versus College Prep Please Take out :  A Pen or Pencil Today's Agenda : Introductions and Roll Call Classroom Introduction and Expectations Honors Vs. College Prep Homework : 1 . Honors explanation and parent signature 2. Buy required supplies for Humanities (see syllabus) Let's Get Started! Click here to view our classroom expectations