Spring Semester - 2017
(Click the week to see the curriculum.)
Last Week of Classes! (May 15-19)
April 17-21, 2017
April 10-14, 2017
March 27-30, 2017
March 20-24, 2017
March 14-17, 2017
March 6-10, 2017
February 28-March 3, 2017
February 20-24, 2017
February 13-17, 2017
February 6-10, 2017
January 30-February 3, 2017
January 23-27, 2017
January 16-20, 2017
January 9-13, 2017
January 2-6, 2017
Fall Semester - 2016
(Scroll to see the curriculum)
Extra Credit Opportunity! - 10 points
Attend the Spartan Talent Show AND take a picture of yourself there or say hi to Ms. Simpson.
Friday, December 9, 2016
7pm at Stuart Academy (GYM)
Tickets $5
Write a review of the show that addresses the following questions:
Friday, December 9, 2016
7pm at Stuart Academy (GYM)
Tickets $5
Write a review of the show that addresses the following questions:
- What is the author’s/creator’s purpose for the show? How do you know? (provide evidence AND explanation)
- What did you like about the show? What did you dislike? Why did you like/dislike these things? (NO COMMENTS ON INDIVIDUAL PEOPLE – BE OBJECTIVE – I will not accept “This person sucked” or similar responses)
- What do you think makes a talent show successful? Unsuccessful? Defend your response.
- What do you think are the top three things a performer needs to do in order to prepare for a successful for performance? Provide reasoning for your answer.
December 5-9, 2016
Google Form: Readng Proficiency #2 Review (Click HERE)
| dakota_access_pipeline_article.docx |
Google Form: Dakota Access Pipeline (click HERE)
Evaluating Evidence
Complete the comparison chart below for the two articles on King Tut using the step-by-step process below:
1. Read each article on King Tut
2. Highlight/Underline the 3 best pieces of evidence that support the argument the AUTHOR is making in the article
3. Rate the quality of that evidence. Is it strong or weak? How do you know?
1. Read each article on King Tut
2. Highlight/Underline the 3 best pieces of evidence that support the argument the AUTHOR is making in the article
3. Rate the quality of that evidence. Is it strong or weak? How do you know?
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Article 1: "A Case for Ancient Murder"
Evidence 1: (quote)
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Article 2: "Tut Mystery Finally Solved?"
Evidence 1: (quote)
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Weak vs. Strong Evidence (Click HERE)
November 28 - December 2, 2016
Google Form: Everybody's Free to Wear Sunscreen
Author's Purpose
For each of the videos below, answer the following questions in complete sentences:
1. What is the author's PRIMARY purpose? (think of PIE) (1 sentence minimum)
2. How do you know this is the author's purpose? What specific evidence from the video lets you know this is the author's purpose? (1 sentence minimum)
3. How does the title help you to figure out what the purpose of the video is? (1 sentence minimum)
4. In what ways is the author conveying information to you as the viewer? (ex. are they providing facts? Are they telling a story? Trying to make us feel a certain way in order to believe what they want us to believe? Etc.) (1 sentence minimum)
5. Was the author effective in fulfilling their purpose? Why or why not? (2 sentences minimum)
For each of the videos below, answer the following questions in complete sentences:
1. What is the author's PRIMARY purpose? (think of PIE) (1 sentence minimum)
2. How do you know this is the author's purpose? What specific evidence from the video lets you know this is the author's purpose? (1 sentence minimum)
3. How does the title help you to figure out what the purpose of the video is? (1 sentence minimum)
4. In what ways is the author conveying information to you as the viewer? (ex. are they providing facts? Are they telling a story? Trying to make us feel a certain way in order to believe what they want us to believe? Etc.) (1 sentence minimum)
5. Was the author effective in fulfilling their purpose? Why or why not? (2 sentences minimum)
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Activity:
Locate a favorite youtube video of yours. Post that video to your own Weebly page but inserting a youtube video from the Build menu. Beneath or next to that video, insert a text box (also from the Build menu) and answer the same set of questions as above for that video!
Note: MAY NOT CONTAIN ANY EXPLICIT OR INAPPROPRIATE CONTENT OR YOU WILL RECEIVE A ZERO ON THE ASSIGNMENT AND YOUR PARENTS WILL BE NOTIFIED IMMEDIATELY!
Locate a favorite youtube video of yours. Post that video to your own Weebly page but inserting a youtube video from the Build menu. Beneath or next to that video, insert a text box (also from the Build menu) and answer the same set of questions as above for that video!
Note: MAY NOT CONTAIN ANY EXPLICIT OR INAPPROPRIATE CONTENT OR YOU WILL RECEIVE A ZERO ON THE ASSIGNMENT AND YOUR PARENTS WILL BE NOTIFIED IMMEDIATELY!
November 21-22, 2016
November 9-11, 2016
Homework: The 8 Rules of Commas
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Due Date: Monday, November 14, 2016
NOTE: I will NOT be accepting late work for this assignment. Please have it with you and turn it in. | ||
On Demand Writing Structure
October 31-November 4, 2016
Appositives
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Appositives:
- noun phrases that rename or expand upon the primary noun in a sentence
- typically hugged by commas (if in the middle of the sentence)
- Ms. Simpson, my crazy English teacher, loves to torture her students by making them learn.
- The tallest mountain in the world, Mt. Everest, is covered in snow no matter what time of year it is.
- Even though I meet new people regularly, I prefer hanging out with Ms. Dalton, my BFF supreme.
Appositives Formative Assessment
https://goo.gl/forms/NzVP79W4Kt4erBIZ2
October 24-28, 2016
Weekly Grammar Work (extended learning): Adjectives
| alliterations_and_adjectives_test_no_key.pdf |
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For more information on adjectives:
http://www.chompchomp.com/terms/adjective.htm For more information on alliteration: http://literarydevices.net/alliteration/ |
Harrison Bergeron
Compare and Contrast: Movie vs. Story
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Instructions:
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Vocabulary Webs: Harrison Bergeron
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Instructions:
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October 17-21, 2016
Reading Logs: NONE THIS WEEK :)
Class Daily Entry Slips: |
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Harrison Bergeron
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Check out the images in the file -------------------------------------------------->
What do they make you think of? What do you think this story is going to be about? |
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Read and annotate the story of "Harrison Bergeron"
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October 10-14, 2016
Reading Logs: NONE THIS WEEK :)
Proficiency Test 1 on Monday and Tuesday!
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What is a Myth? What are its features? What is its purpose? Can you think of some myths that you know about?
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The Myth of Prometheus
What type of myth do you think this is? How do you know? (Cite evidence from the video and the text). | ||
Activity: Using the myth of Prometheus, identify a portion of the plot that represents one of the above text structures! DRAW a picture of that moment in the text. On that same paper where you drew the picture, write a short paragraph (3-5 sentences) where you describe which text structure that moment of the story represents. Tell us what evidence you have from the story to support this and explain how this qualifies it is that type of text structure. Use the PEE formula!
P - Position
E - Evidence
E - Explain
EXAMPLE: "The moment when Prometheus decides to give humans fire in spite of what Zeus directed him to do represents a Problem and Solution text structure. The problem is that humans do not have fire to keep them warm, allow them to cook their food, or to build/create more complex tools and goods. The solution that Prometheus comes up with is to give them fire. As a result of Prometheus' actions, humans were able to start building civilizations."
P - Position
E - Evidence
E - Explain
EXAMPLE: "The moment when Prometheus decides to give humans fire in spite of what Zeus directed him to do represents a Problem and Solution text structure. The problem is that humans do not have fire to keep them warm, allow them to cook their food, or to build/create more complex tools and goods. The solution that Prometheus comes up with is to give them fire. As a result of Prometheus' actions, humans were able to start building civilizations."
October 5-7, 2016
Reading Logs: NONE THIS WEEK :)
Review for Proficiency Test 1
(see information from prior weeks)
September 26-28, 2016
Reading Logs: NONE THIS WEEK :)
Class Debate: Looking at and Acknowledging Opposing Arguments
Our Goal: To look at opposing arguments on a sensitive issue, while also leaving our personal feelings and biases out of the equation!
Our Topic: Is it fair to make the comparison between Donald Trump and Adolf Hitler
Our Topic: Is it fair to make the comparison between Donald Trump and Adolf Hitler
| trump_vs._hitler_article_1.docx |
| trump_vs._hitler_article_2.docx |
Our Task:
REMEMBER: This task is apolitical. This is not about whether we love Trump or hate Trump, it's about what evidence is being presented to us in the articles!
- read the above articles
- list the supporting evidence that each side gives as to why it is fair or unfair to make a comparison between Trump and Hitler
- write a paragraph using the PEE (Position, Evidence, Explain) in which you pick which side you agree with, cite evidence to support your side (evidence must be rooted in factual information, not our personal feelings), and explain how that evidence supports your chosen position
REMEMBER: This task is apolitical. This is not about whether we love Trump or hate Trump, it's about what evidence is being presented to us in the articles!
September 19-23, 2016
Reading Logs: Tuesday, Wednesday, and Thursday
Main Idea/Central Idea vs. Theme
Maid Idea/Central Idea:
- what the story is mostly about
- this is supported by facts that can be found within the text
- applies only to the text that you are reading
- primarily used when talking about information texts
- the underlying meaning of a literary work that may be stated directly or indirectly
- this is supported by details that can be found in the text
- is a universal message
- primarily used when talking about literary texts
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Answer the following questions for the video:
1. What is the topic of this video? (Remember that a topic is only 1-2 words) 2. What is the central/main idea of the video? 3. What are three supporting details from the video that support your central/main idea? |
Looking at Central/Main Idea in Informational Passages
| informational_text_practice_passages.docx |
Looking at Central/Maid Idea in Music!
| wings_with_main_idea.docx |
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Using the document above, explore the central/maid idea throughout the lyrics in Macklemore and Ryan Lewis' "WING$" and how it changes. These are known as shifts!
SHIFT: -A change that occurs in the tone (or another important aspect of literary and informational texts), often causing a change in the central idea or theme as it has been understood thus far. |
Meathooked
Create a bubble graph to go with the video:
CENTER BUBBLE: What is the main idea of the video?
OUTSIDE BUBBLES: What are the supporting details that create this main idea? (You should have 6 of these!)
Looking at the Opposite Side! |
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Read the article above called "Veggie Article" and create another bubble graph of the main idea and supporting details!
CENTER BUBBLE: What is the main idea of the article? (AKA write a one sentence summary of what they article wants us to believe!)
OUTSIDE BUBBLES: What are the supporting details that create this main idea? (Aka what facts and information do they give us that supports this argument?)
CENTER BUBBLE: What is the main idea of the article? (AKA write a one sentence summary of what they article wants us to believe!)
OUTSIDE BUBBLES: What are the supporting details that create this main idea? (Aka what facts and information do they give us that supports this argument?)
Acknowledging Opposing Viewpoints
For the above documentary and article, please answer the following questions:
What is my position on this topic? __________________________________________________________________________________
What is my position on this topic? __________________________________________________________________________________
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My arguments (aka supporting details from the above sources):
1. 2. 3. |
The Opposite View (what might someone who takes the opposite view of you say against each of your arguments?):
1. 2. 3. |
September 12-14, 2016
Reading Logs: Monday, Wednesday, and Friday
Elements of Narrative and Plot Structure Graphic Organizer
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Practice: See if you can outline the plot of a popular Disney or Pixar film using this graphic organizer!
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Practice with Plot Structure
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Examine plot structure for "The Passenger". Use the plot structure graphic organizer to map out exposition, inciting force, rising action, climax, and falling action.
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Horror Movie Cliches!
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After watching the video, make a list of all the horror movie cliches that you notice. This will help us in brainstorming and developing our scary narratives for our portfolio!
cli·ché klēˈSHā/ noun
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Narrative Brainstorm
| brainstorm__1_.pdf |
Narrative Outline
| scary_narrative_outline.docx |