homework: meet in lab 56 (1-2); 57 (4) on wednesday for research project

Date:January 7

Class: Honors English II

Objective: To understand unit expectations; to begin research project planning; to explore concept vocabulary

Daily Lesson: CalendarAND JUSTICE FOR ALLSemester OverviewUnit Overview Web-Quest Challenge determine groups select topic turn in rubric with names/titleConcept Vocabulary A-B complete in pencil onlyPaper Flurry (return and file final exam essays) Standard(s) : CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ESLR(s) addressed: 1. Academic Standards 2. Problem Solving 3. Communication 4. Technology 5. Self-management

Homework:1. Meet in Lab 56 (1-2); 57

(4) on Wednesday for research project

2. Concept Vocabulary Resource A-B due Wednesday

3. Ashland money due

http://www.corestandards.org/ELA-Literacy/WHST/9-10/7/

Date:January 8


Objective: To understand concept vocabulary; to begin researching the historical context of Night and To Kill a Mockingbird

Daily Lesson: Due: Concept vocabulary resource A-BEstablish seating chart; sit with partner

AND JUSTICE FOR ALLReviewing the Web Quest requirementsExamining the (changes in the) rubricCreate slides 1-3, and begin slide 10 today

Standard(s) : CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Homework:1. Meet in Lab 56 (1-2); 57 (4)

Thurs2. Concept Vocabulary Word Play

cards due Thursday3. Period end times: 9:17, 10:17,

12:124. Web Quests 1-9 due 1/16; 10-

13 due 1/17


Web-Quest Q&A How will we be evaluated? Where does our own analysis fit in?

You will have to analyze causes of the event as well as the impact.

Can I collage images? One image per slide is recommended for greatest

impact.

Can I do more than one web-quest for extra mile? Yes. I am open to generating NEW topics in the area of

contemporary role models in the fight for social justice

Web-Quest Q&A Can we cut and paste facts?

Yes, but cite your source on the last slide (even for images).

No, do NOT cut and paste big paragraphs. DO emphasize facts with bulleted information.

What happens if we don’t cite sources? Epic failure and public humiliation will result from

plagiarism. https://owl.english.purdue.edu/owl/resource/747/08/ will

assist you in avoiding plagiarism Cite images properly!

https://owl.english.purdue.edu/owl/resource/747/08/

https://owl.english.purdue.edu/owl/resource/747/08/

Date:January 9


Objective: To develop a deeper understanding of the historical context of Night and To Kill a Mockingbird

Daily Lesson: Due: Concept vocabulary word play

AND JUSTICE FOR ALLDevelop slides 4-5-Image-Timeline



Homework:1. Response to stereotyping

prompts due Friday (see handout; next slide)

2. Meet in Lab 56 Friday3. Web Quests 1-9 due 1/16; 10-

13 due 1/174. Alternate novel requests? See

Mrs. Taser


Thinking About StereotypingRespond to the following questions in a full sentences in as many paragraphs as it takes: What stereotypes can you think of that populate our own

campus? Where do you fit in these stereotyped group/s and how do you feel about stereotyping?

What stereotypes do you see in our community and what are some of the assumed characteristics?

Where do we learn stereotypes? Why do we stereotype? Is there such a thing as a positive stereotype? How does stereotyping influence how we interact with others?

Date:January 10



Daily Lesson: Due: response to stereotyping prompts(period 4 gets an extra day)

AND JUSTICE FOR ALLDevelop slides 6-7-Image-Causes



Homework:1. Continue researching and

refining Web Web Quests over weekend

2. Meet in Lab 57 Monday-Tuesday

3. Concept Vocabulary test Wednesday 1/15

4. Web Quests 1-9 due 1/16; 10-13 due 1/17; 14-19 2/6; 20-25 2/7

5. Alternate novel requests? See Mrs. Taser


Date:January 13



Daily Lesson: calendar updatesDue:

AND JUSTICE FOR ALLThinking About Stereotyping-Handout previewDevelop slides 8-9-Image-Causes

Standard(s) : CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Homework:1. Tonight, read and complete an analysis

of the poem “Sure You can Ask me a Personal Question” (due Tuesday)

2. Meet in Lab 57 Tuesday (per 4 only)3. Concept Vocabulary test Wednesday

1/15; late concept vocab cards due tomorrow

4. Bring Night (2006) preface Wednesday; print in lab if needed

5. Web Quests 1-9 due 1/16; 10-13 due 1/17;

14-19 2/6; 20-25 2/7

http://www.corestandards.org/ELA-Literacy/SL/9-10/5/

Night Reading Schedule 2014

Preface, 2006 Due 1/16

Chapter One-Three pp 3-47 due 1/22 Independent reading day

1/21 Chapter Four-Six

Pp 48-97 due 1/28 Independent reading day

1/27 Chapter Seven-Nine

Pp98-115 due 1/30

ASSIGNMENTS

Focused annotations for each segment of reading

Study guide responses must be in full sentences and include textual evidence in the responses for full credit

Each segment of reading will require you to complete one dialectical journal entry

All of the above are due on the due date (see right)

Date:January 14


Objective: Complete research, refine, and practice research presentation

Daily Lesson: Due: poetry analysis/discussion

AND JUSTICE FOR ALLComplete research project-Refine transitions and animations-Edit for grammar and proper capitalization of titles, names-Double check MLA formatting for resources page-Plan presentation to ensure each presenter equal time to contribute/speak

Standard(s) : CCSS.ELA-Literacy 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience


Homework: meet in 66 tomorrow1. Study for the Concept

Vocabulary Quiz Wednesday2. Download and print copy of

preface to 2006 edition of Night for Wednesday’s class

3. Web Quests 1-9 due 1/16; 10-13 due 1/17; 14-19 2/6; 20-25 2/7

4. Original poem based on Burns’ poem due, typed, next Tuesday, 1/21; see example on line under TaserPoem


Dis-Assembling Stereotypes

Structure Analysis Begins with a greeting Indentations Lines 2-10 are

responses to the probable questions about Burns’ heritage

Lines 11-16 represent the poet asking clarifying questions Indian heritage of her conversation partner

Satirizing Stereotypes It is implied by the

speaker’s responses that her conversation partner makes the following (false) assumptions:

Native American Indians are extinct Long hair Deal/take peyote Can get rugs cheap Make their own clothing Can make it rain Are all spiritual Love mother Earth Major in archery Are alcoholics Look stoic

Follow-up Analysis What is implied by the title “Sure You

Can Ask Me a Personal Question”? What message does Diane Burns

drive home with this poem? Create a theme statement that captures

the poet’s message?

Citing Images(Including a Painting, Sculpture, or Photograph)

Provide the artist's name, the work of art italicized, the date of creation, the institution and city where the work is housed. Follow this initial entry with the name of the Website in italics, the medium of publication, and the date of access. Goya, Francisco. The Family of Charles IV. 1800. Museo Nacional del Prado,

Madrid. Museo National del Prado. Web. 22 May 2006. Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York.

The Artchive. Web. 22 May 2006.

If the work is cited on the web only, then provide the name of the artist, the title of the work, the medium of the work, and then follow the citation format for a website. If the work is posted via a username, use that username for the author. Brandychloe. "Great Horned Owl Family." Photograph. Webshots. American

Greetings, 22 May 2006. Web. 5 Nov. 2009.

Date:January 15


Objective: Assess development of concept vocabulary; independently read, annotate, and analyze preface to Night

Daily Lesson: Due: copy of Night prefaceAND JUSTICE FOR ALLVocabulary Quiz-use privacy folders/pencil/scantronIndependent reading of preface to Night-annotate key passages-complete responses to questions with full sentences and textual evidence

Standard(s) : CCSS.ELA-Literacy.LS.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.


Homework:1. Web Quests 1-9 due 1/16; 10-

13 due 1/17; 14-19 2/6; 20-25 2/7

2. Analysis of preface due Friday3. Chapters 1-3 due 1/224. Chapters 4-6 due 1/285. Chapters 7-9 due 1/30

Understanding the Author’s PurposePREFACE: please download and print your own copy of the author’s preface from www.teachers.io/AnnetteTaser if you do not have access to the 2006 edition of Night.

Responses to Comprehension Questions – DUE JANUARY 17

Number each paragraph in the preface. There are 33paragraphs, excluding anecdotes A on page xi and anecdote B on xii.

1) Although Night, Wiesel’s first book, concerns the Holocaust specifically, what themes does Wiesel explore in his subsequent writings? (paragraph 1)

2) Analyze the author’s purpose in writing Night. Cite a minimum of two pieces of evidence from the text in your response. (paragraphs 10, 14 and 15)

3) Explain Wiesel’s struggle to convey his message in the first three translations of Night. Be specific by citing a minimum of two pieces of evidence from the text in your response. (paragraphs 16-19, and 28)

4) Describe the process by which Wiesel came to the latest translation of Night, and citing evidence from the text, explain how the newest translation is different. Cite a minimum of two pieces of evidence in your response. (paragraphs 21-23)

5) In explaining why Night’s current popularity, Wiesel’s argues that we have changed as a culture. Summarize his five explanations, citing Wiesel’s words when your own paraphrasing will not suffice. (paragraphs 26-30)

6) In non-fiction, authors end their arguments with a call to action. He directs his final paragraphs to survivors and witnesses. What thoughts does he leave his readers with? Cite a minimum of two pieces of evidence in your response. (paragraphs 31-33)

http://www.teachers.io/AnnetteTaser

Date:January 16


Objective: to analyze the socio-political and historical underpinnings of Night and To Kill a Mockingbird; examine the causes of racism and active discrimination

Daily Lesson:Due: 1-9 Web QuestsAND JUSTICE FOR ALLThe Web Quest Extravaganza/NOTES-compare/contrast commonalities across continents-causes of racism and active discrimination-new information/surprises and things you did not know-minimum of 5 bullet points per presentation

Standard(s) CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.; FICTION) CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of

world literature.


Homework:1. Web Quests 10-13 due 1/17;

14-19 2/6; 20-25 2/72. Analysis of preface due

Friday3. Chapters 1-3 due 1/114. Chapters 4-6 due 1/285. Chapters 7-9 due 1/30


Date:January 17


Objective: to analyze the socio-political and historical underpinnings of Night and To Kill a Mockingbird; examine the causes of racism and active discrimination

Daily Lesson: (mini-day)Due: 10-13 Web Quests; preface discussionAND JUSTICE FOR ALLThe Web Quest Extravaganza/NOTES-compare/contrast commonalities across continents-causes of racism and active discrimination-new information/surprises and things you did not know-minimum of 5 bullet points per presentationDiscuss Preface


world literature.


Homework:1. Web Quest poster synthesis

due Monday2. 14-19 2/6; 20-25 2/73. Chapters 1-3 due 1/224. Chapters 4-6 due 1/285. Chapters 7-9 due 1/306. Mini-day end times: 8:07,

8:58, 10:24


Date:January 21


Objective: to engage in independent reading, annotation and dialectical journaling

Daily Lesson: (mini-day)Due: posters dueAND JUSTICE FOR ALLIndependent reading chapters 1-3-annotation-responses questions-dialectical journaling


world literature.


Homework:1. 14-19 2/6; 20-25 2/72. Chapters 1-3 due 1/22 with

all annotations, responses and dialectical jounrnaling

3. Chapters 4-6 due 1/284. Chapters 7-9 due 1/305. Mini-day end times: 8:07,

8:58, 10:24


Date: Class:

Honors English II

Objective: to synthesize Web-quests and understand historical connections

Daily Lesson:Due:AND JUSTICE FOR ALLComplete Web-Quest -Poster Synthesis activity-Informal presentation

Standard(s) :3.12 (reading) understanding the way a text’s themes and issues relate to historical context


Homework:1. Monday concluding timed

writing for Night (bring novel); meet in big lab

2. Pre-registration reflection due Monday; NOT signed by parent until private conference

3. To Kill a Mockingbird starts next week

Web Quest Posters Poster Title (of your choice) in Bold Four Quadrants Three bullet points per quadrant Colorful, clear writing One image or graphic to tie the ideas together

KeyPassage #1/Chapter One

1. B (see p6/16)

2. A (see p6/16)

3. C (see p7/17)

4. C (see p8/18)

5. B (see p8/18)

6. E (see p8/18)

7. E (see p9/19)

8. D (9/19?)

Instructions Discuss correct answer in

team Find 4-5 pieces of textual

evidence to support correct answer

Team Captain writes a justification for the correct answer to summarize the team discussion

Sample Justification Passage #1 Question #1 B RESIGNED: The speaker

is matter-of-factly saying that such things as the expulsion of foreigners are a “normal” part of war. His sighing reinforces his tone of resignation and also indicates that he is not emotional enough to be exasperated or despairing, nor is the speaker questioning or scornful (sneering).

Date: Class:

Honors English II

Objective:

Engage in seminar to deepen understanding of key ideas in Night

Daily Lesson: Due: seminar prep sheetAND JUSTICE FOR ALLSeminar (small group)-leveled questions-philosophical considerations-whole group discussion



Homework:1. Reading comprehension

exam Thursday for Night

Date: Class:

Honors English II

Objective:

to break down stereotypes

Daily Lesson: Due: typed poem

AND JUSTICE FOR ALLOriginal poetry presentations in theatre



Homework:

1. Web-quest due 1/28-30

Select One Prompt (first 2 on unit overview)

Refer to your research on the historical, political, or social context of Night. Focus on symbols, motifs and figurative language that paint a historically or culturally-specific image. What do the symbols, motifs, and figurative language reveal about the author’s attitude toward the Holocaust? How does the author use the resources of language to convince the reader his/her attitude is justified?

Many works of literature explore the concept of what it means to be fully human and how a person or a group of people can be effectively dehumanized by others. In a well-organized essay, explore what Elie Wiesel’s narrative says about what is involved in de-humanizing another person/group and whether or not “re-humanization” is possible. You may need to research the author’s life and most recent activities to answer this question with solid evidence. Bonus points for going the extra mile to connect your insight from Night to I. Beah’s Long Way Gone.

Date: Class:

Honors English II

Objective: To understand the broad historical context of racial conflict across continents; a new way of looking characters in literature

Daily Lesson: Due: AND JUSTICE FOR ALLKohlberg’s Theory of Moral Development Why look at moral development? An Overview of Kohlberg’s theory Your challenge- Applying theory of moral development to characters in To Kill a Mockingbird

Standard(s) :3.12 (reading) understanding historical context3.4 understanding character traits


Homework:1. Vocabulary test Friday2. Continue reading through

chapters 14 by Friday (one chapter daily)

3. Read through Chapter 21 by next Friday (guide to be given out Monday)

Moral Development Skits Your team will receive 1 of the 7 stages of moral

development- do not share what stage you get! Your task is to create a skit that portrays the

behavior or characteristics of the stage (improvisational, no written script needed)

The skit must feature one or more of the characters from the novel To Kill a Mockingbird

Develop a skit for your stage of moral development and the rest of the class will guess what stage your skit represents

The skits will be presented at the end of class

Timed Writing Tips (CAHSEE) DO include a brief

introduction DO make a clear,

defendable thesis DO follow with body

paragraphs that follow the structure in the thesis

Do use a three part structure (intro, body, conclusion) and hit 4-5 paragraphs

DO indent each paragraph

DO start paragraphs with topic sentences that relate to thesis

DO prove each point with specific examples and analysis

DO create a concluding statement that leads back to thesis

Timed Writing Tips DON’T use I, me or

you in literary analysis DON’T be sloppy DON’T forget to read

the prompt carefully DON’T skip out on

organizing your thoughts before you begin

Avoid plot summary

DON’T over-generalize DON’T be afraid to

pick a fight and boldly state your argument

DON’T write about sensitive topics that may offend or alienate your reader(s)

Quick Write: Prejudice Prejudice is responsible for much social injustice.

How would you define prejudice? What is the effect of prejudice on those to whom it is directed? On those who exercise it?

CORE Reading Fiction (FICTION) CCSS.ELA-Literacy.RL.9-10.1Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text. (FICTION) CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development (FICTION) CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

(FICTION) CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

(FICTION) CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time such effects as mystery, tension etc…

(FICTION) CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

(FICTION) CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic (FICTION) CCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific

work (FICTION) CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories,

dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the

range.

CORE Reading Non-Fiction (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the

course of the text, including how it emerges and is shaped and refined by specific details; provide an objective sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections drawn between them

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

(NON-FICTION) CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (NON-FICTION) CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 10, read and comprehend literary nonfiction at the

high end of the grades 9–10 text complexity band independently and proficiently.

CORE Writing and Research CCSS.ELA-Literacy 9-10.1 WHST.9-10.1 Write arguments focused on discipline-specific content with valid reasoning and

relevant and sufficient evidence CCSS.ELA-Literacy 9-10.2 WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes CCSS.ELA-Literacy 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, CCSS.ELA-Literacy 9-10.4 Produce clear and coherent writing in which the development, organization, and style are CCSS.ELA-Literacy 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy 9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy 9-10.8 WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy 9-10. 9 WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research

CCSS.ELA-Literacy 9-10. 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.












CORE Public Speaking CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative

discussions CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse

media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source

CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence

CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.






CORE Language Convention CCSS.ELA-Literacy. LS 9-10.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. CCSS.ELA-Literacy. LS 9-10.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.LS 9-10.3 Apply knowledge of language to understand how language

functions indifferent contexts, to make effective choices for meaning or style, and tocomprehend more fully when reading or listening.

CCSS.ELA-Literacy.LS 9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.LS.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.LS.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



homework: meet in lab 56 (1-2); 57 (4) on wednesday for research project

Documents

webquest qahow

namestitleconcept vocabulary

concept vocabulary word

multiple sources

research question

honors english iiobjective

digital sources

thursconcept vocabulary