Term 2

TERM 2 DAILY OUTLINES & MATERIALS


** If you are looking for materials for TERM 1, click the following link OR go back to the ENGLISH menu and click “Term 1” **

Term 1 Daily Outlines and Materials


October 31st — NO SCHOOL (Teacher Prep Day)

HAPPY HALLOWEEN!

Halloween pumkins


November 2/3

NEW SEATING CHART!

Passed out Term 2 Late Work Passes (**Not available electronically, get from Ms. Whiting)

Journal Prompt — “Halloween”: Write about a Halloween tradition that you do! OR Write about your favorite Halloween memory!

Introduction to Vocabulary # 21 – 25

Worked on Anthem Book Cover Project


November 4/5

Journal Prompt — “Obituary”: Write an obituary or eulogy for a favorite literary or movie character!

Vocabulary Review Game!

Worked on Anthem Book Cover Project


November 8/9

VOCAB QUIZ on words # 6 – 25

Journal Prompt — “Favorite Meal”: Write about your favorite meal! — This can be one that you eat or prepare. Why is it your favorite? Does it just taste good or do you associate it with certain people, places, memories? Ect.

Worked on Anthem Book Cover Project


November 10/11

No Journal Prompt Today

Worked on Anthem Book Cover Project

Finding Evidence for Good Arguments: The 100th Anniversary of the National Parks


November 14/15

Journal Prompt — “Cynefin”  (Pronounced “ki-NEV-in” ; ‘f’s in Welsh are pronounced as a ‘v’)

Cynefin Writing Prompt

Continued Finding Evidence for Good Arguments: The 100th Anniversary of the National Parks

**To see EXAMPLES of what Evidence & Elaboration looks like, click the following link: Evidence & Elaboration Power Point


November 16/17

1. Journal Prompt — “Day in Numbers” Sometimes even the small things can be quantified into numbers. Choose either today or yesterday and break down your day and how it could be measured in numbers. Click the following link to an example to get ideas on how to do this. *This prompt I want to see 8 points, does NOT need to be 3/4 of a page        EXAMPLE: Ms. Whiting’s “Day in Numbers”

2. Got into groups of 3-4 and practice Evidence and Elaboration on a poster board. Groups chose a claim/opinion about the National Parks argument and searched for evidence to support that claim. Then traded posters with another group and they elaborated on that evidence. Handed back posters to original owners. Analyze what was done well and what could be improved.

3. Students then individually continued finding evidence for arguments by working on the The 100th Anniversary of the National Parks assignment as follows:

**To see EXAMPLES of what Evidence & Elaboration looks like, click the following link: Evidence & Elaboration Power Point


November 18/21

1.Journal Prompt — “Things I Know Well” Brainstorm a list of subjects, topics, or activities that you know a lot about! (*This prompt does NOT need to be 3/4 of a page)

2. Students then individually FINISHED (Huzzah!) The 100th Anniversary of the National Parks assignment as follows:

**To see EXAMPLES of what Evidence & Elaboration looks like, click the following link: Evidence & Elaboration Power Point

3. Introduced new Writing Assignment — “15 things you’ll only understand if…”


November 22/28

1. **National Parks Evidence & Elaboration Worksheet DUE (if not finished in class last time) — staple worksheet and paragraph and turn into basket

2. Journal Prompt — “Thanksgiving / Fall Break” Depending on your class day, free write about what you plan on doing for Thanksgiving Break OR what you did over Thanksgiving Break.

3. VOCABULARY: Worked on the new set of vocabulary words # 26-30

4. Christmas vs. Thanksgiving


November 23 – 25 — NO SCHOOL!

 

Thanksgiving


November 29/30

Journal Prompt — “A Strange Day in July” (see visual below)

A Strange Day in July

  1. Vocab Review Game for words # 6 – 30
    1. VOCAB QUIZ on words # 6 – 30 NEXT TIME: (yes, part of the words will come from our Term 1 list!)
      • A-DAY: Thursday, December 1st
      • B-DAY: Friday, December 2nd
  2. Finish “Christmas vs. Thanksgiving” Music Activity
    1. Passed out “Should Christmas music be played before Thanksgiving?”
    2.  Instructions:
      1. Students, choose a which side of the argument you believe in: Do you think Christmas music should be played before Thanksgiving? Yes or no? Choose a side and write your claim on Step 1 on the worksheet.
      2. When you have finished writing your claim, choose TWO articles from below that support your claim or opinion:
        1. Yes! Christmas music can/should be played before Thanksgiving:
          1. Why It’s Okay to Listen to Christmas Music Before Thanksgiving
          2. In Defense of Christmas Music in October
          3. Five Reasons Why It’s Okay to Listen to Christmas Music in November
        2. No! Christmas music should NOT be played before Thanksgiving:
          1. PSA: Thanksgiving comes BEFORE Christmas
          2. Christmas Music Belongs After Thanksgiving
          3. Christmas Before Thanksgiving: 60 Minutes
      3. Read both articles and “Read with a Pen”
      4. Follow the instructions on the worksheet and fill out the front and back side of the worksheet (A-Day students! We will get to the back side next class period)
  3. Worked on “15 Things You’ll Understand If…” (if there was time in class)

December 1/2

VOCAB QUIZ on words # 6 – 30

A-DAY: No Journal Prompt Today

B-DAY: “Childhood Toy”: Write about your favorite childhood toy! Consider the following questions when responding: What was it? (Describe it), What did you like about it? Did you give it a name or call is something in particular? Was it given to you? Did it have a special meaning? Do you associate memories with it? Do you still have it? Etc.

  1. Finished the “Should Christmas Music Be Played Before Thanksgiving?” Worksheet (see above)
  2. Brainstormed and worked on “15 Things You’ll Understand If…” Project in preparation for going to the computer labs

DUE NEXT TIME:

  • “Should Christmas Music Be Played Before Thanksgiving?” Worksheet (if not finished in class)
  • Outline of “15 Things You’ll Understand If…” Assignment to be checked off by Ms. Whiting

December 5/6

  1. No Journal Prompt Today
  2. “15 Things You’ll Understand If” Outline DUE
  3. Begin “15 Things You’ll Understand If” Project
    1. A couple class period ago I showed you examples of social media articles that list things that only people in a certain group or that participate in a certain activity will understand and showed examples of what those looked like. You then brainstormed topics and 15 potential items that you could use to make your own article.
    2. Today, we went to the computer lab to begin working on these projects. There will be some (not a lot, but some) time next class period as well to finish these. Below are links to the project rubric and examples to look at:
      1. **15 THINGS PROJECT RUBRIC & INFO: “15 Things You’ll Understand If…” Project Instructions
      2. Examples to look at:
        1. “17 Things You’ll Only Understand if You Grew Up With Harry Potter”
        2. “19 Things You’ll Only Understand if You’re Bad at Conversations”
        3. “21 Things Only People with Horrible Eyesight Will Understand”
        4. “23 Things You’ll Understand if You’re Slightly Obsessed with Michaels”
    3. This Project is DUE:
      1. A-DAY: Friday, December 9th
      2. B-DAY: Monday, December 12th

December 7/8

  1. No Journal Prompt Today
  2. For the first part of class we went to the computer lab to finish up the “15 Things You’ll Understand If…” Project
    1. **15 THINGS PROJECT RUBRIC & INFO: “15 Things You’ll Understand If…” Project Instructions
    2. Examples to look at:
      1. “17 Things You’ll Only Understand if You Grew Up With Harry Potter”
      2. “19 Things You’ll Only Understand if You’re Bad at Conversations”
      3. “21 Things Only People with Horrible Eyesight Will Understand”
      4. “23 Things You’ll Understand if You’re Slightly Obsessed with Michaels”
    3. This Project is DUE:
      1. A-DAY: Friday, December 9th
      2. B-DAY: Monday, December 12th
  3. Returned to class to start our Lesson.
    1. In preparation to begin argumentative writing, we went over major vocabulary and essay structures in order to understand the writing options before us before we begin writing. Below are attached the notes we took in class that were filled in while going through the power point together.
      1. Writing an Academic Argument NOTES
      2. Writing an Academic Argument POWER POINT

Image result for pearl harbor 75th anniversary

December 7th: Pearl Harbor

CBS News: Remembering Pearl Harbor: 75th Anniversary

Image result for pearl harbor


December 9/12

  1. No Journal Prompt Today
  2. VOCABULARY:
    1. Worked on the new set of vocabulary words # 31-35
    2. Vocabulary List #1 – 20
    3. Vocabulary List # 21 – 35
    4. Filled out Vocab Boxes for words 31 – 35
    5. VOCAB FINAL QUIZ on words # 6 – 35
      • A-DAY: Thursday, December 15th
      • B-DAY: Friday, December 16th
  3. Intro Paragraphs and Thesis Statements
    1. Reviewed and went over effective and strong intro paragraphs and thesis statements. Here are the notes from class:
      1. Effective Introductory Paragraphs Notes
    2. In groups, students completed the following worksheet together and then discussed as a class the structure of these paragraphs and possible hooks being used
      1. Introductory Paragraph Practice Worksheet
  4. Students were then given an argumentative topic and as a group decide which side they support and brainstorm reasons/claims why they support it (which can be later supported by evidence if we were to do research)

December 13/14

Journal Prompt — “Day of Being Immortal” (see visual below)

Dec 1315 Whole day to be immortal

  1. Journal Prompt (see above)
  2. VOCABULARY:
    1. Played Vocabulary Bingo! to review for the Vocab Quiz
    2. VOCAB FINAL QUIZ on words # 6 – 35
      • A-DAY: Thursday, December 15th
      • B-DAY: Friday, December 16th
  3. Looking at Argument in someone else’s work
    1. To aid in writing our own persuasive arguments, students looked at an argumentative article from the New York Times to analyze its structure and persuasive methods and elements
      1. Read the following article: “Forget Trophies, Let Kids Know It’s O.K. to Lose” by Ashley Merryman
      2. Filled out the following worksheet after reading the article above: Outline an Argumentative Essay Practice
        1. Worksheet due by the end of class or beginning of next time

December 15/16

  1. No Journal Prompt Today
  2. VOCAB FINAL QUIZ on words # 6 – 35 TODAY!!
    • A-DAY: Thursday, December 15th
    • B-DAY: Friday, December 16th
  3. VOCABULARY BOXES for words # 21 – 35 due today! (should be three papers with five words on each)
    1. Vocabulary List #1 – 20
    2. Vocabulary List # 21 – 35
    3. Blank Vocabulary Boxes
  4. Finished and discussed the worksheet for Outlining an Argumentative Essay Practice (see above)
  5. Introduced Argumentative Essay Assignment
    1. We are going to be writing our own argumentative essay in this class! Students are to choose their own topic to write about. They are going to choose their topics from the following website: http://www.nytimes.com/roomfordebate
      1. This is a forum in which the New York Times has created debated topics and have people write in their responses with various viewpoints. Students are going to choose one of those debate topics to write to and then use the articles provided as their sources/evidence in their essay.
    2. To find a topic, click on the following link to see instructions on how to find a topic on the NYTimes Room for Debate Website: Argumentative Essay Finding a Topic Instructions
    3. After exploring various debates on this New York Times forum, students are to fill out the following worksheet: Argument Essay Brainstorm Worksheet
      1. **Please note that completing this worksheet needs to be checked off with Ms. Whiting to receive the next step in our essay writing process and to clarify any pointers you may have
  6. Went to the Computer Lab to work on the Brainstorming Worksheet and to pick a topic
    1. DUE NEXT TIME (and will be checked by Ms. Whiting)
  7. Here is the Calendar of major dates for this project:
    1. December 15/16: Brainstorm and Pick a Topic
    2. December 19/20: Outline your Essay
    3. December 21/January 3: TBD
    4. Winter Break: Dec. 22 – Jan. 2
    5. January 4/5: Write the Essay In-Class
    6. January 6/9: Write the Essay In Class
    7. **ESSAY DUE: JANUARY 9th at 10:00pm!!** (no if’s, and’s, and but’s)
    8. January 6th: LATE WORK DEADLINE
    9. January 13th: END OF TERM

December 19/20

  1. No Journal Prompt Today
  2. Introduced how to Outline the Argumentative Essay Assignment
    1. Click the following link for the outline worksheet: Argument Essay Outline
    2. **Please talk to Ms. Whiting for clarification and explanation on how to do this assignment and what needs to be accomplished
      1. Both the OUTLINE and the BRAINSTORM (see Dec. 15/16) will be turned in with the final essay
  3. Used the Laptops in class to work on the Argument Essay Outline while Ms. Whiting checked off the Brainstorm worksheet and answered questions.
  4. Here is the Calendar of major dates for this project:
    1. December 15/16: Brainstorm and Pick a Topic
    2. December 19/20: Outline your Essay
    3. December 21/January 3: TBD
    4. Winter Break: Dec. 22 – Jan. 2
    5. January 4/5: Write the Essay In-Class
    6. January 6/9: Write the Essay In Class
    7. **ESSAY DUE: JANUARY 9th at 10:00pm!!** (no if’s, and’s, and but’s)
    8. January 6th: LATE WORK DEADLINE
    9. January 13th: END OF TERM

December 21/January 3:

  1. No Journal Prompt Today
  2. Students split into groups and brainstormed top events of 2016 as a review of the year before the New Year, 2017.
    1. In these groups, chose one event and researched it, discussed its significance and why they think it is an important/top event in 2016. Presented to class.
    2. Class takes a vote to see which events they feel should be at the top.
  3. Looked at “15 Things Projects” of fellow students (if time)

December 22 — January 2: NO SCHOOL!

Happy Holidays!

Winter Break


January 4/5

  1. No Journal Prompt Today
  2. Went to the Computer Lab to outline and write the Argumentative Essay Assignment
    1. Click the following link for the outline worksheet: Argument Essay Outline
    2. **Please talk to Ms. Whiting for clarification and explanation on how to do this assignment and what needs to be accomplished
      1. OUTLINE will be turned in with the final essay
      2. **ESSAY DUE: 
        1. A-Day: January 9th
        2. B-Day: January 10th

January 6/9

  1. No Journal Prompt Today
  2. Went to the Computer Lab to outline and write the Argumentative Essay Assignment
    1. Click the following link for the outline worksheet: Argument Essay Outline
    2. **Please talk to Ms. Whiting for clarification and explanation on how to do this assignment and what needs to be accomplished
      1. OUTLINE will be turned in with the final essay
      2. **ESSAY DUE: 
        1. A-Day: January 9th
        2. B-Day: January 10th

January 10/11

  1. No Journal Prompt Today
  2. Went over an example of a student response to an argumentative essay topic and highlighted with colored pencils the components to their argumentative essay in order to visualize parts of an essay, what can be improved, and to gain ideas for our own writing in the future of this class
  3. Played “Who Will Win?”

January 12/13

  1. **JOURNAL CHECK TODAY**
  2. Went over our own argumentative essays with colored pencils using the following outline of procedure to gain knowledge of success and improvements on our essays
    1. Rainbow Essay Review Power Point

 

**TERM 2 HAS ENDED**

FOR UPCOMING TERM 3 MATERIALS: Click the following link OR go back to the ENGLISH menu and click “Term 3”

Term 3 Daily Outlines and Materials