10/2-6/17

Monday

Tuesday

Wednesday

Thursday

Friday

8th Grade English/1st period

 

W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.8.2.C
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2.D
Use precise language and domain-specific words to inform about or explain the topic.
W.8.2.E
Establish and maintain a formal style.
W.8.2.F
Provide a concluding statement or section that supports the information or explanation presented.
W.8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, and/or other information and examples.
 

Sentence of the Day

Journal Writing

 

Abby McCarroll Book Presentation

 

Patriot’s Pen Essay Assignment.

 

“America’s Gift to My Generation”

Sentence of the Day

Journal Writing

 

Patriot’s Pen Essay Assignment

Sentence of the Day

Journal Writing

 

Patriot’s Pen Essay Assignment



 

Sentence of the Day

Journal Writing

 

Patriot’s Pen Essay Assignment




 

Book Presentation:

Mason Cunningham

 

Patriot’s Pen Essay Assignment


 

10th Grade Pre-AP English

Essential Questions:     

What similarities can be found in ancient texts that are still found in stories today?

How and why are the themes of old stories related to life in today’s society?

W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.9-10.1.B

Provide an appropriate concluding statement or section that supports the argument presented.

W.9-10.1.C

Develop claim(s) and counterclaims fairly, supplying relevant evidence and commentary for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.9-10.1.D

Establish and maintain an appropriate format, formal style, and objective tone within the norms and conventions of the discipline.

W.9-10.1.E

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, reasons and evidence, and claim(s) and counterclaims; include commentary for support.

Gilgamesh Writing menu:

Students will choose one of the prompts from the list to compose a traditional five paragraph argumentative essay.

 

Book Presentations

Corinne Branson

Brickie Sachs

Kacey Head

Gavin Hicks


 

Gilgamesh Writing menu:

Students will choose one of the prompts from the list to compose a traditional five paragraph argumentative essay.

 

Book Presentations

Brady Lyle

Gracie Hill

Lexi Powell

Gilgamesh Writing menu:

Students will choose one of the prompts from the list to compose a traditional five paragraph argumentative essay.

 

Then work on book presentations.

Gilgamesh Writing menu:

Students will choose one of the prompts from the list to compose a traditional five paragraph argumentative essay.

 

Book Presentations:

Raymond Hannaman

Ethan Sides

Nathan Cottman

Gilgamesh Writing menu:

Students will choose one of the prompts from the list to compose a traditional five paragraph argumentative essay.

 

Book Presentations:

Jeremiah Swint

Jack Young

Sophie Jackson

 

8th Period Presentations:

Mercedes Mowdy

Autumn Chumley

11th Grade Pre-AP English/6th period

 

CC.1.OC1S.2  Analyze the reduction of communication barriers: • bias • communication apprehension • environment • noise • nonverbal communication • perception • proxemics/spatial • reticence • semantics
CC.1.OC1S.3 Identify advantages and disadvantages of electronically mediated and mass communication (e.g., ethics, propaganda, proper procedures, safety)
CP.2.OC1S.1 Analyze the effect of the communication channel on the sending and receiving of messages
CP.2.OC1S.2 Examine intrapersonal communication: • goal setting • intrapersonal habits • Johari Window of self-awareness • Maslow’s hierarchy of needs • perceptual process • self-concept • self-confidence • self-fulfilling prophecy • self-scripts
CP.2.OC1S.7 Use context appropriate oral messages: • concrete expressions of thought • connotation vs. denotation • dialects • International Phonetic Alphabet • jargon • slang • standard English • words and symbols
CF.3.OC1S.8 Demonstrate appropriate business etiquette: • greetings • introductions • respect for diversity • technology

Essential Questions
How can people use language to achieve effective oral communication?
What influences your ability to communicate or listen effectively?
How does technology affect the way people communicate?
 



 

Students analyze how to reduce the barriers (personal bias, noise, nonverbal communication, etc) by creating a communication model showing 3 to 5 of the communication barriers and how to avoid them.
 

Book Presentations:

Jonathan McBee

Shawn Hill

 

Teacher goes over the types and forms of communication through this slideshow.
Several mini-assignments are located within the slides (write a memo, send emails, etc).
 

Finish mini-assignments from the previous day and then work on book projects.

Book Presentations: Chasidy Cox

Adam McDaniel

Cassie McClaren

 

Students will closely read about the Disadvantages of Mass Media.
Students are assigned, in pairs, to research the advantages of mass media. They will engage in a Numbered Heads Together routine to share out what they learned.
Students get in groups to brainstorm, on a T-Chart, the advantages and disadvantages of electronic communication. They Jigsaw with other groups and add to or revise their list according to what other groups came up with.
Teachers use points from this list of Advantages and Disadvantages of Electronic Communication to make sure students have a completed T-Chart.
To check for understanding, students independently complete an exit slip that explains the pros and cons of mass and electronically-generated communication, particularly how it affects the sending and receiving of messages.
 

Book Presentation:

 

Connor Fall

Jon Murr

Caleb McPherson

 

Teacher shows and discusses Slideshow on intrapersonal communication.
Students answer questions on slides 7-8 on how they see themselves.
Students write a “think aloud” of a situation where they use (or have used) intrapersonal communication, such as when solving a dilemma or deciding what to order from a menu.
To check for understanding, students should share think aloud with a partner or with class and submit written product to teacher.
 


 

Comp 1/AP Lang

4th period
 

Subject/Verb Agreement

  1. Lecture

  2. Videos

  3. Practice in Great Grammar Book

  4. Practice Quiz

  5. Graded Quiz

Comp II

 

3rd period

Week7: Science Fiction

  1. Lecture on qualities and purpose of science fiction.

  2. Sci-Fi short stories

  3. Forum 6

  4. Quiz 7 on Sci-FI stories

  5. Begin reading I, Robot

5th Period Intervention

 

Moby Max for Monday students.  

Missing work and book presentations after MobyMax

Missing work and book presentations.

Missing work and book presentations.

Missing work and book presentations.

Missing work and book presentations.