Language Arts 7 Daily Agenda - PowerPoint Presentation

Language Arts 7 Daily Agenda Mr. Schmitt & Mr. Opfermann

9/8/15 Agenda Bell Work: Find a seat and wait for further directions. Daily Learning TargetsI can follow directions the first time they are given. I can recognize and comply with classroom policies. In class activities: Take AttendanceBuilding AnnouncementsIntroduce Remind & iblogIce Breaker: On a notecard, write three interesting facts about yourself. Homework: Sign up for Remind Bring your student id for the library tomorrowVisit iblog page

9/9/15 Agenda Bell Work: 1. Word of the Day: belie (verb)Definition: disguise or contradictSynonyms: disprove, debunk, negateAntonyms: approve, consent, endorseSentence: 2. Word of the Day: bellicose (adjective)Definition: demonstrating aggression and willingness to fightSynonyms: aggressive, hostile, warlikeAntonyms: calm, easygoing, peacefulSentence: Learning Targets: I can identify a book to read that sparks my interest and also meets my personal reading level. I can apply new vocabulary terms in my writing. In class activities: -Assign seats -Bell Work -Media Center -Book Pass Activity -Check out bookHomework: You must have a book to read by Friday. 

9/10/15 Agenda Bell Work: Word of the Day = abstemious (adj)Definition: not self-indulgent, especially when eating and drinking.Synonyms: moderate, restrained, self-disciplinedAntonyms: excessive, extreme, uncontrolledSentence:2. Word of the Day = acumen (noun)Definition: the ability to make good judgments and quick decisions, typically in a particular domain.Synonyms: awareness, insight, sensitivity Antonyms: ignorance, stupidity, inability Sentence: Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/10/15 Agenda In class activities: -Seating Chart -Bell Work-Review syllabus (in groups), Nice to know vs. Need to know-Review the 4 P’s-Scavenger Hunt game-Goal setting (if time)Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/11/15 Agenda Bell Work: Word of the Day = antebellum (adj)Definition: occurring or existing before a particular war (i.e. American Civil War)Synonyms: prewar, prior to the war, historicalAntonyms: modern, post war, after the warSentence: 2. Word of the Day = auspicious (adj)Definition: conducive to success; favorable.Synonyms: advantageous, favorable, opportune Antonyms: unsuitable, unfortunate, inopportune Sentence: Daily Learning Targets: -I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.-I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

9/11/15 Agenda In class activities: -Listen to podcast on college essays -Create an outline for your essay-Begin writing college essays-SSR (20 minutes)-Record SSR and file in binderDaily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media.-I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/14/15 Agenda Bell Work: 1. Word of the Day = abjure (verb) Definition: give upSynonyms: deny, abandon, rejectAntonyms: allow, emphasizeSentence:2. Word of the Day = abrogate (verb) Definition: repeal or do away with (a law, right, or formal agreement) Synonyms: revoke, overturn, cancel Antonyms: approve, permit, validate Sentence:Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media.-I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/14/15 Agenda In class activities: -Introduce College Essay Unit -Read and discuss prompts (how would you respond?)-AoW due at the end of the hour (from Friday)-Work on Student Survey for Mr. O and Mr. SDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/15/15 Agenda Bell Work: 1. Word of the Day = bowdlerize (verb) Definition: edit by omitting or modifying partsSynonyms: censor, purge, sanitizeAntonyms: approve, authorize, sanctionSentence:2. Word of the Day = chicanery (noun) Definition: the use of trickery to deceive someone Synonyms: deception, dishonesty, fraud Antonyms: honesty, truthfulness, openness Sentence:Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media. -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/16/15 Agenda Bell Work: 1. Word of the Day = chromosome (noun) Definition: a threadlike strand of DNA that carries genesSynonyms: heredity, genetic code, nucleic acidAntonyms: Sentence:2. Word of the Day = churlish (adj) Definition: having a bad attitude Synonyms: grumpy, rude, vulgar Antonyms: happy, sophisticated, pleasant Sentence:Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument . -I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/17/15 Agenda Bell Work: 1. Word of the Day = circumlocution (noun) Definition: an indirect way of addressing somethingSynonyms: verbiage, wordiness, indirectnessAntonyms: concise, straight forward, directSentence: The con man tried to use circumlocution to avoid explaining his real intentions to the wealthy couple.2. Word of the Day = circumnavigate (verb) Definition: go around Synonyms: bypass, skirt, circle Antonyms: confront, face, meet Sentence: Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media.-I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem.

9/18/15 Agenda In class activities: -Study for your WotD Quiz-Take the quiz. If you talk or do anything that appears to resemble an attempt to cheat, you are making the choice to receive a score of 0/28 Summative Points. -When you are finished, put it in the box (on top of the book shelf) for 4th hour.-Check in the SSR book you plan to read for the next month-Work on your outline/rough draft for your Personal Statement OR read your SSR book.  **If you do not have a book, next time, you will have to write a one page response explaining why you do not have it in class. Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/21/15 Agenda Bell Work: 1. Word of the Day = deciduous (adj) Definition: short lived Synonyms: temporary, fleeting, briefAntonyms: persistent, lifelong, durableSentence:2. Word of the Day = deleterious (adj) Definition: harmful to living things Synonyms: destructive, detrimental, hurtful Antonyms: aiding, helpful, assisting Sentence: Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/21/15 Agenda In class activities: -Bell Work -Counselors presentation regarding upcoming events for seniors and for applying to college. -Peer Editing Workshop (you must read at least one classmate’s essay)-Check in the SSR book you plan to read for the next month (if you have yet to do it). Homework:-Your final draft of your Personal Statements must be typed and turned in by the end of the hour, tomorrow. You will include the following items:Brainstorming SheetOutline or Rough DraftPeer Editing Workshop formFinal Draft w/ Rubric (on top)Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/22/15 Agenda Bell Work: 1. Word of the Day = diffident (adj) Definition: modest or shy because of a lack of self-confidence Synonyms: timid, humble, your synonymAntonyms: aggressive, brave, your antonymSentence: Your sentence2. Word of the Day = enervate (verb) Definition: cause (someone) to feel drained of energy or vitality; weaken. Synonyms: incapacitate, jade, your synonym Antonyms: aid, empower, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/22/15 Agenda In class activities: -Bell Work -Peer Editing Workshop (you must read at least one classmate’s essay)-Check in the SSR book you plan to read for the next month (if you have yet to do it)-Type up Final Draft -When you are finished: Complete a survey for Mr. Schmitt (due Monday 9/28/15)-Extra Assignment: 20 facts about the famous Greek philosopher, Sophocles, and his play, Oedipus Rex. **You must include links to explain where your information came from and include why the source is credible. **20 formative points (due Monday 9/28/15)Homework:-Your final draft of your Personal Statements must be typed and turned in at the beginning of the hour on Monday 9/28/15. You will include the following items:Brainstorming SheetRough Draft (Outline is optional) Peer Editing Workshop form Final Draft w/ Rubric (on top) Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/28/15 Agenda Bell Work: Word of the Day = enfranchise (v) Definition: grant freedom to, as from slavery or servitudeSynonyms: free, liberate, your synonymAntonyms: hold, incarcerate, your antonymSentence: Your sentence2. Word of the Day = epiphany (n)Definition: a divine manifestation Synonyms: revelation, realization, your synonym Antonyms: confusion, secret, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/29/15 Agenda Bell Work: Word of the Day = equinox (n)Definition: when the sun crosses the earth’s equatorSynonyms: autumn, fallAntonyms: springSentence: Your sentence2. Word of the Day = evanescent (adj)Definition: tending to vanish like vapor Synonyms: brief, fading, your synonym Antonyms: stable, long lasting, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

9/30/15 Agenda Bell Work: Word of the Day = expurgate (v) Definition: edit by omitting or modifying parts considered indelicateSynonyms: censor, cut, your synonymAntonyms: allow, open, your antonymSentence: Your sentence2. Word of the Day = facetious (adj)Definition: cleverly amusing in tone Synonyms : kidding, not serious, your synonym Antonyms: formal, not funny, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

10/1/15 Agenda Bell Work: Word of the Day = fatuous (adj) Definition: silly and pointlessSynonyms: absurd, foolish, your synonymAntonyms: aware, bright, your antonymSentence: Your sentence2. Word of the Day = feckless (adj)Definition: lacking initiative or strength of character Synonyms : aimless, ineffective, your synonym Antonyms: efficient, useful, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument.-I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.-I can write a personal statement to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

10/2/15 Agenda In class activities: -Study for your Quiz -WOTD Quiz-Introduce SSR Projects-Read for 20 minutes -Finish “Thank You” Letter to a hero/leader in your life. **Due Monday Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media.

10/5/15 Agenda Bell Work: Word of the Day = fate (noun)Definition: the development of events beyond a person's control, regarded as determined by a supernatural powerSynonyms: destiny, fortune, your synonymAntonyms: commencement, misfortune, your antonymSentence: Your sentence2. Word of the Day = suppliant (noun)Definition: a person making a humble plea to someone in power or authoritySynonyms: beggar, petitioner, your synonym Antonyms: leader, nobleman, your antonym Sentence: Your sentenceDaily Learning Targets: -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text. -I can analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its overall impact.

10/5/15 Agenda In class activities: -Bell Work -Intro. to themes in Oedipus Rex using The Matrix-Turn in Hero/Leader Letter w/ questions answered-Turn in Bell Work-Exit Ticket: On a separate sheet of paper, answer the following questions in 4-5 complete sentences. What is the difference between fate, free will, and predeterminism? Which of these beliefs do you believe in? Support your reasoning (include a specific moment from your life to help justify your response). Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media.

10/6/15 Agenda Bell Work: Word of the Day = citadel (noun)Definition: a fortress, typically on high ground, protecting or dominating a citySynonyms: fortress, castle, your synonymAntonyms: limit, fragility, your antonymSentence: Your sentence2. Word of the Day = defile (verb)Definition: to make foul, dirty, or uncleanSynonyms: disgrace, shame, your synonym Antonyms: cleanse, purify, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/7/15 Agenda Bell Work: Word of the Day = compunction (noun)Definition: a feeling of guilt or moral scruple that follows the doing of something badSynonyms: misgivings, worries, your synonymAntonyms: happiness, indifference, your antonymSentence: Your sentence2. Word of the Day = indiscretion (noun)Definition: behavior or speech that shows a lack of good judgmentSynonyms: recklessness, thoughtlessness, your synonym Antonyms: thoughtfulness, discreetness, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/8/15 Agenda Bell Work: Word of the Day = malice (noun)Definition: the intention or desire to do evilSynonyms: animosity, hostility, your synonymAntonyms: kindness, sympathy, your antonymSentence: Your sentence2. Word of the Day = perquisite (noun)Definition: a special right or privilege enjoyed as a result of one's positionSynonyms: perk, gratuity, your synonym Antonyms: disadvantage, loss, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/12/15 Agenda Bell Work: Word of the Day = sepulchre (noun)Definition: a room or small space where a dead person is buriedSynonyms: vault, crypt, your synonymAntonyms: N/ASentence: Your sentence2. Word of the Day = overwrought (adj)Definition: in a state of nervous excitement or anxietySynonyms: tense, high-strung, your synonym Antonyms: calm, unruffled, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/13/15 Agenda Bell Work: Word of the Day = accurst (adjective)Definition: under a curseSynonyms: doomed, ill-fated, your synonymAntonyms: blessed, privilegedSentence: Your sentence2. Word of the Day = tumult (noun)Definition: confusion or disorderSynonyms: agitation, mayhem, your synonym Antonyms: calm, tranquility, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/19/15 Agenda Bell Work : Watch video to recap and explain characteristics of a tragic hero. Begin reading the article on Brett Favre. Read the first three paragraphs. Star any of the five characteristics of a tragic hero that are mentioned. Underline your “golden line.” The “golden line” is a line that sums up the entire article (for you, personally). https://www.youtube.com/watch?v=ip97YDkvbtY Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/19/15 AgendaNotes to help you (five characteristics of the tragic hero ): Flaw or error of judgment which is usually associated with seeking justice or revenge (hamartia) 2) A reversal of fortune (peripeteia) brought about because of the hero's error in judgment. 3) The discovery or recognition that the reversal was brought about by the hero's own actions (anagnorisis)4) Excessive Pride (hubris)5) The character's fate must be greater than deserved (catharsis)

10/19/15 AgendaThe Greek Tragic Hero Common traits and characteristic of a tragic hero (in addition to Aristotle’s five, mandatory traits): Hero must suffer more than he deserves. Hero must be doomed from the start, but bears no responsibility for possessing his flaw. Hero must be noble in nature, but imperfect so that the audience can see themselves in him. Hero must have discovered his fate by his own actions, not by things happening to him. Hero must understand his doom, as well as the fact that his fate was discovered by his own actions. Hero's story should arouse fear and empathy. Hero must be physically or spiritually wounded by his experiences, often resulting in his death. The hero must be intelligent so he may learn from his mistakes. The hero must have a weakness, usually it is pride.He has to be faced with a very serious decision that he has to make.

10/19/15 Agenda In class activities: -Brett Favre Article -Partner Assignment (T-Charts)-SSR (25 minutes) + Record in log-Exit Ticket: You need to write down three possible ideas for SSR projects. Also include a detailed plan / schedule in order to finish reading your book prior to 11/6. Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can identify the characteristics of a tragic hero and apply them to support my analysis of a text. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes, central ideas, or motifs and how they manipulate meaning in a piece of the literature.

10/21/15 Agenda Bell Work: Complete the Vocab Practice assignment with your table groups. Again, this is practice before taking the quiz. You will have 15 minutes to complete the assignment. In class activities: 1) Bell Work = Vocab Practice2) Quiz on the Prologue through Scene 2 in Oedipus Rex **Renumber questions after #263) Grab a book and notes to begin reading Scene 3 and taking notes **We will finish Scene 3 tomorrow in classSeniors, please be on your best behavior, today. I was not planning to be absent today. I woke up feeling ill, so I would appreciate your help. –Mr. SchmittDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can identify the characteristics of a tragic hero and apply them to support my analysis of a text. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes, central ideas, or motifs and how they manipulate meaning in a piece of the literature.

10/22/15 Agenda Bell Work: Word of the Day = hegemony (n) Definition: the dominance or leadership of one social group over othersSynonyms: command, authority, your synonymAntonyms: follower, peasant, your synonymSentence: Your sentence2. Word of the Day = hubris (n)Definition: overbearing prideSynonyms: vanity, cockiness, your synonym Antonyms: humility, respect, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/22/15 Agenda Bell Work: Word of the Day = hegemony (n) Definition: the dominance or leadership of one social group over othersSynonyms: command, authority, your synonymAntonyms: follower, peasant, your synonymSentence: Your sentence2. Word of the Day = hubris (n)Definition: overbearing prideSynonyms: vanity, cockiness, your synonym Antonyms: humility, respect, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/23/15 Agenda Bell Work: Word of the Day = impeach (v) Definition: bring an accusation againstSynonyms: discredit, reprimand, your synonymAntonyms: absolve, praise, your antonymSentence: Your sentence2. Word of the Day = incognito (n)Definition: without revealing one’s identitySynonyms: disguised, masked, your synonym Antonyms: unhidden, revealed, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/26/15 Agenda Bell Work: Word of the Day = incontrovertible (adj) Definition: impossible to deny or disproveSynonyms: indisputable, undeniable, your synonymAntonyms: variable, uncertain, your antonymSentence: Your sentence2. Word of the Day = inculcate (v) Definition: teach and impress by frequent repetitions or admonitions Synonyms: communicate, instruct, your synonym Antonyms: learn, neglect, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/27/15 Agenda Bell Work: Word of the Day = infrastructure (n) Definition: the basic features of a system or organizationSynonyms: base, footing, your synonymAntonyms: N/ASentence: Your sentence2. Word of the Day = interpolate (v) Definition: insert words into texts, often falsifying it therebySynonyms: admit, insert, your synonym Antonyms: erase, take away, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/28/15 Agenda Bell Work: Word of the Day = irony (n) Definition: incongruity between what might be expected and what occursSynonyms: satire, criticism, your synonymAntonyms: compliment, flattery, your antonymSentence: Your sentence2. Word of the Day = jejune (adj) Definition: lacking interest or significance or impact Synonyms: childish, immature, your synonym Antonyms: mature, adult like, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/29/15 Agenda Bell Work: -Attendance and quick announcements In class activities:-Apply to colleges and universities-Finish the “Who’s to blame” assignment and turn it in at the beginning of the hour tomorrow. Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

10/30/15 Agenda Bell Work: Word of the Day = kinetic (adj) Definition: energetic Synonyms: active, spry, your synonymAntonyms: lethargic, inactive, your antonymSentence: Your sentence2. Word of the Day = lexicon (n)Definition: a reference book containing an alphabetical list of wordsSynonyms: word list, terminology, your synonym Antonyms: N/A Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/2/15 Agenda Bell Work: Word of the Day = loquacious (adj) Definition: tending to talk a great deal; talkativeSynonyms: chatty, windy, your synonymAntonyms: quiet, silent, your antonymSentence: Your sentence2. Word of the Day = metamorphosis (n)Definition: striking change in appearance or character or circumstancesSynonyms: change, transformation, your synonym Antonyms: stagnation, stable, your antonym Sentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/2/15 Agenda Bell Work: -WOTD In class activities:-Bell Work-Turn in Personal Statements-SSR (20 minutes)-Defining the Tragic Hero Assignment-Review over Scene 4 and ExodosDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/5/15 Agenda Bell Work: Word of the Day = moiety (n)Definition: each of two parts into which a thing is or can be dividedSynonyms: component, portion, your synonymAntonyms: N/ASentence: Your sentence2. Word of the Day = nihilism (n)Definition: refusal to believe or the rejection of all religious and moral principlesSynonyms: skepticism, denial, your synonymAntonyms: belief, faith, your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/5/15 Agenda Talk to the Text Code 1=Summary 2=Author’s Craft3=Theme4=Connections**When you are done, work on your Study Guide! 

11/6/15 Agenda In class activities: Bell Work = Take out your notes for Scene 4 and the Exodos Work on your study guideJeopardy the last half of the hour

11/9/15 Agenda Bell Work: Word of the Day = nomenclature (n)Definition: the devising or choosing of names for things, especially in a science or other disciplineSynonyms: classification, codification, your synonymAntonyms: N/ASentence: Your sentence2. Word of the Day = nonsectarian (adj)Definition: not involving or relating to a specific religious sect or political groupSynonyms: multicultural, open minded, your synonym Antonyms: close minded, prejudice, your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/9/15 Agenda In class activities: Bell Work = Words of the Day Study for the test (10 minutes)Turn in Study GuideTake test on Oedipus RexPass back graded work and organize bindersSSR (project due Friday)

11/10/15 Agenda Bell Work: Word of the Day = notarize (v) Definition: authenticate by someone empowered to witness signaturesSynonyms: certify, authenticate, your synonymAntonyms: deny, reject, your antonymSentence: Your sentence2. Word of the Day = obsequious (adj) Definition: attempting to win favor from influential people by flatterySynonyms: brownnosing, groveling, your synonym Antonyms: arrogant, assertive, your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/11/15 Agenda Bell Work: Word of the Day = oligarchy (n)Definition: a small group of people having control of a country, organization, or institution.Synonyms: tyranny, authoritarianism, your synonymAntonyms: democracy, your antonymSentence: Your sentence2. Word of the Day = omnipotent (adj)Definition:(Of a god or deity) having unlimited power to do anythingSynonyms: divine, mighty, your synonym Antonyms: weak, helpless, your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/13/15 Agenda In class activities: Bell Work = Study for your Quiz (5 minutes)Take the WOTD Quiz Turn in your SSR Projects (after the quiz)Watch Beowulf and discuss themes and major eventsPass back Oedipus Rex Test (retake = Wednesday-Friday next week after school) **Requirements to retake it will be shared with you on MondayYou must have a new book by Wednesday of next week. I will try to take us down the Media Center. **We are going to read in class at the beginning of the hour two days every week until the end of the semester.  Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/16/15 Agenda Bell Work: Kennings from Beowulf A kenning is a literary device in which a poetic phrase substitutes for a noun. In the best kennings, one element of the phrase will create a striking, unexpected comparison. Anglo-Saxon poetry was heavy on alliteration, therefore kennings sometimes added alliteration to the poem. With an elbow partner, discuss and write down what you think each of the four kennings listed below means. sky candle = battle sweat = gas guzzler = boob tube = Write two modern day kennings with your partner (include what they mean):Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/16/15 Agenda In class activities: Bell Work = KenningsFinish watching the film, Beowulf, and taking notesBegin reading the poem (whole class)Retakes for the Oedipus Rex Test will be held Wednesday, Thursday, and Friday after school in E-7. You must create a Study Guide of your own and turn it in prior to taking the exam. You must have a new SSR book by Tuesday of next week. I will try to take us down the Media Center. **We are going to read in class at the beginning of the hour two days every week until the end of the semester.  Extra Credit = 4 Summative Points for two 10 packs of pencils. **Due FridayDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/17/15 Agenda Bell Work: Word of the Day = prowess (n)Definition: a superior skill learned by study and practiceSynonyms: talent, mastery, your synonymAntonyms: lack, inability, your antonymSentence: Your sentence2. Word of the Day = foe (n)Definition: a person who is an opponentSynonyms: hostile party, antagonist, your synonym Antonyms: supporter, helper, your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/18/15 Agenda Bell Work: Kennings handout (will be turned in next week with all of your Bell Work for this week and next week). Daily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/19/15 Agenda Bell Work: Get with your groups from yesterday and type up your summary and examples of author’s craft for your section. If your group is finished, or waiting to type, find two examples from your section that include a major theme (greed, good vs. evil, bravery, etc. Also, you will need to come up with at least three connections (total) to another text, your lives, or the world around in you. In class activities: -Review sections and post to iblog to visit when needed-Introduce Battle of the Boasts and Boast Assignment-Model Boasts-Work on the prewriting form-Start typing up your first draft if you are readyDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/20/15 Agenda Bell Work: Word of the Day = laud (v)Definition: giving praise to a person or their achievementsSynonyms: hail, commend, your synonymAntonyms: criticize, belittle, your antonymSentence: Your sentence2. Word of the Day = wield (v)Definition: have the ability to use power or influenceSynonyms: exercise, control, your synonym Antonyms: misuse, neglect , your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

11/23/15 Agenda Bell Work: Directions: With your elbow partner, come up with two or three kennings for the subjects listed below.  1. Mr. Baughman2. Horseback rider3. Garbage ManDaily Learning Targets: I can write my own boast (similar to Beowulf’s) by incorporating the major components of Anglo-Saxon poetry. I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.I can write for a range of time, tasks, purposes, and audiences. I can reflect and assess a piece of my own writing to determine areas that need improvement.

11/30/15 Agenda Bell Work: Directions: With your elbow partner, practice paraphrasing the passage, below, from Beowulf. **Use the chart on the next slide to help you. Then he addressed each dear companion one final time, those fighters in their helmets, resolute and high-born: “I would rather not use a weapon if I knew another way670 to grapple with the dragon and make good my boast as I did against Grendel in days gone by. But I shall be meeting molten venom in the fire he breathes, so I go forth in mail-shirt and shield. I won’t shift a foot675 when I meet the cave-guard: what occurs on the wall between the two of us will turn out as fate, overseer of men, decides. I am resolved. I scorn further words against this sky-borne foe.

11/30/15 Agenda Bell Work: With a partner, write a paraphrase for lines 666-678 pg.43 **Here is an example, then write your own for lines 666-678. Passage from BeowulfDifficult WordsKey IdeasParaphraseNo one waited for reparation from his plundering claws: That shadow of death hunted in the darkness.Reparation (making up for wrong or injury) Plundering (taking by force, theft, or fraud). No one expected to be repaid for what Grendel took in his claws. Grendel was a shadow hunting in the darknessNo one expected to be repaid for what Grendel took. He hunted in the darkness. Passage from BeowulfDifficult WordsKey IdeasParaphraseThen he addressed each dear companion one final time, those fighters in their helmets, resolute and high-born: Resolute (determined,driven)Scorn (feeling that something is worthless or despicable Beowulf addresses his loyal men for what he believes could be one last time. Beowulf addresses his loyal Geats before a battle with the dragon punishing his kingdom.

12/2/15 Agenda Class Activities: -Bell Work: Get into your Boast Groups -Collect notes for Part 2 of Beowulf (heroic qualities + paraphrase)-Conduct Round #1 for Battle of the Boast Tournament -Lesson on using visuals to analyze character (informed creative writing)-Your “If you knew me…” poem is due at the end of the hour (1st draft)-Daily Learning Targets: I can write my own boast (similar to Beowulf’s) by incorporating the major components of Anglo-Saxon poetry. I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.I can write for a range of time, tasks, purposes, and audiences.I can analyze various styles of text and media to analyze character development and qualities.

12/4/15 Agenda Class Activities: -Bell Work: Get into your Boast Groups -Battle of the Boasts: Championship Round-Turn in your “If you knew me…” poems-Reread the end of Beowulf (in-class reading activity)-SSR (last 15 mins)Daily Learning Targets: I can write my own boast (similar to Beowulf’s) by incorporating the major components of Anglo-Saxon poetry. I can develop and strengthen my writing by planning, revising, editing, and/or trying new approaches.I can write for a range of time, tasks, purposes, and audiences.I can analyze various styles of text and media to analyze character development and qualities.

12/7/15 Agenda Bell Work: Word of the Day = avarice (noun)Definition: extreme greed or wealth or material gainSynonyms: frugality, stinginess, your synonymAntonyms: generosity, charity, your antonymSentence: Your sentence2. Word of the Day = pallor (noun)Definition: an unhealthy pale appearanceSynonyms: colorlessness, pastiness, your synonym Antonyms: blush, tinge , your antonymSentence: Your sentenceDaily Learning Targets: -I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. -I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. -I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

12/7/15 Agenda Class Activities: -Bell Work: SSR (20 minutes) + fill out log and put in your binder -Analyze visual as intro. to The Canterbury Tales-Begin reading the Prologue to The Canterbury Tales-Finish Characterization assignment for the PrologueDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama. I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text.

12/7/15 Agenda The knights’ weapons are pointed forward. What does this tell you about the event? Why do you think the painter focuses our attention on the knight in the foreground? What mood do the colors help create?

12/8/15 Agenda Class Activities: -Finish notes on two characters -Begin reading “The Pardoner’s Tale”Homework = Complete the reading of the story and the notes to complete during the reading.Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text. I can analyze a piece of text to determine the differences between verbal, situational and dramatic irony.

12/8/15 Agenda Verbal irony Soft like a brickHard as puttyClear like dirtAs pleasant as surgery Situational ironyA fire station burns downThe marriage counselor files for divorceThe police station gets robbed Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text. I can analyze a piece of text to determine the differences between verbal, situational and dramatic irony.

12/9/15 Agenda Class Activities: - Bell Work: SSR (15 minutes + 5 minutes to log and discuss what you are reading)-Review and debrief “The Pardoner’s Tale” for examples of the three major types of irony. (10 minutes)-Read article and talk to the text using the key given to you on the board for “People With Traits Of Psychopaths Actually Make The Best Leaders” (10 minutes)-Entrance Ticket for tomorrow = Answer the article response questions (5-7 minutes)-Discuss your responses during the last 5 minutes of classDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters. I can cite strong and thorough textual evidence to support my analysis of what the text says. I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.I can analyze a piece of text to determine the differences between verbal, situational and dramatic irony.

12/10/15 Agenda Class Activities: - Bell Work: Free write for 10 minutes to answer the question, “Do you have to be a good person to be a good leader?”-Power Point Presentation on Ethos, Logos, Pathos-Talk to the Text and read the article titled “Can bad people be good leaders?”Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.I can analyze a piece of text to determine the differences between verbal, situational and dramatic irony.

12/11/15 Agenda Class Activities: - Bell Work: SSR (15 minutes + log + discuss our books)Stations1) Talk to the Text and read the article titled “Can bad people be good leaders?”2) Final Exam Prep/Practice-Pass back gradesHomework: 20 facts on William Shakespeare’s play, Macbeth. Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence. I can analyze a piece of text to determine the differences between verbal, situational and dramatic irony.

12/14/15 Agenda Class Activities: Bell Work: SSR (10 minutes + log + discuss our books)Visual analysis: Act 1, Scene 1 Discuss visuals from each version of Macbeth and jot down observations) Share then turn in assignment “20 facts on Macbeth”Turn in assignment from “The Pardoner’s Tale”Begin watching the film and completing the Character ChartDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

12/15/15 Agenda Class Activities: Bell Work: Senior Polls for the YearbookRe-watch Act 1, Scene 1 from the three adaptations of Macbeth (1st hour only)Begin watching the film and completing the Character ChartExit Ticket:What motivates Macbeth to seek power? Do you believe that Macbeth is a good leader? Why or why not? (1-2 paragraphs)**Tomorrow, we will watch the movie and discussDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

12/18/15 Agenda Class Activities: Bell Work: Announcements Finish watching Macbeth and take notesAssign Argumentative Essay (we will begin the writing process after break). Exit Ticket:What motivates Macbeth to seek power? Do you believe that Macbeth is a good leader? Why or why not? (1 paragraph)Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/4/16 Agenda Class Activities: Bell Work: Final Exam Practice (15 minutes)Assign roles (extra credit) and read Act 1 Scenes 5-7 in MacbethComplete Character Motivation Chart and fill in the blank summary (before you leave). Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/5/16 Agenda Class Activities: Bell Work: SSR (15 minutes) Assign roles (extra credit) and read Act 3, Scenes 1-3Work on Act 3 notes and fill in the blank summaryDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/6/16 Agenda Class Activities: Bell Work: SSR (15 minutes) With table groups, read Act 3 Scenes 4-6Work on Act 3 notes and fill in the blank summaryDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/7/16 Agenda Class Activities: Bell Work: Final Exam Practice (15 minutes) With your table groups read Act 4 Scene 1 & 3 (skip scene 2)Work on Act 4 notes and fill in the blank summaryDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/8/16 Agenda Class Activities: Bell Work: SSR and complete Log #7 (15 minutes) Assign roles and read Act 5 Scene 1, 3-5 (we will finish Scene 5 on Monday). Work on Act 5 notes (notes for the entire play will be collected Monday). Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/11/16 Agenda Class Activities: Bell Work: Assign roles Read Act 5 Scene 1, 3-5Work on Act 5 notes (notes for the entire play will be collected tomorrow at the beginning of the hour)Daily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/12/16 Agenda Class Activities: Bell Work: Read SSR books and complete Log #7Review differences between Persuasive Writing and Argumentative WritingBreaking down components of the Argumentative EssayDaily Learning Targets: I can analyze the impact of the author's choices regarding how to develop characters.I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/13/16 Agenda Class Activities: Bell Work: Read the “Con” side for “Trigger Warnings” Article and Talk to the Text. Show example of intro paragraph for an Argumentative Essay and rewrite it as a class. Begin writing/typing intro. paragraph and thesis statements for your outline.Daily Learning Targets: I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.

1/19/16 Agenda Class Activities: Bell Work: Pass out Study Guide for Final ExamAnnouncement: Argumentative Essay will be due tomorrow BEFORE the start of class. **Share using Google Docs. Email = schmitm1@dearbornschools.orgMain Assignment: Peer Edit a partner’s Argumentative Essay (uploaded to the blog). **Fill it out and share it with them using Google Docs.  New Assignment: When you are finished, you can work on the Article of the Week (due Thursday at the end of the hour)Extra Credit Assignment: Two college acceptance letters or two pictures of you are due tomorrow (or one of each). 8 Summative pts.Daily Learning Targets: I can cite strong and thorough textual evidence to support my analysis of what the text says.I can summarize the main points and argument the author presents in the text. I can develop and support an argument (my opinion) by incorporating credible and relevant evidence.