Censorship notes and turn in week 1 TKAM packet

Objectives:

-Formulate a visual representation of the character Boo Radley based on a close reading of a description of him in TKAM.

-Identify and discuss why the author includes specific diction into their novels via the censorship ppt.

Agenda:

-BELLWORK:Eccentric

-Censorship Powerpoint

-Censorship notes
-Turn in Week 1 TKAM packet

-Extra credit opportunity: Revisit page 16 and Jem's description of Boo Radley.  Using color and detail, illustrate Boo Radley. Due Tuesday 9/4.

HW:

All-Read Chapter 3

-Complete the optional Boo Radley illustration using color and detail for extra credit

Review Ch. 1 TKAM Explore Diction & Detail

Objectives:

-Recall Ch. 1 and make observations about the characters in TKAM through the Ch. 1 review.

-Identify diction and detail in a passage from TKAM and draw conclusions about what the evidence reveals about the town of Maycomb.

Agenda:

-BELLWORK: Evasion

-Ch 1 Diction & Detail Lesson
-Begin tonight's HW

Homework:

ALL: Finish reading Ch 2 TKAM

Screencast and Ch. 2 Screencast notes and HW

Begin To Kill A Mockingbird (TKAM)

Objectives:

-Formulate a prediction about TKAM based on visual representations of the novel in a short writing assignment.

-Checkout TKAM novels if you didn’t do it yet

Agenda:

-BELLWORK: Malevolent

-Begin reading Ch. 1 as a class

-Complete Finch family tree while reading Ch. 1

HW:

ALL-Finish reading Ch 1 (pgs 3-15)

-Honors Chapter One Homework

-College Prep Homework

Paragraph Revisions

Objectives:

Revisit our first paragraph and have students revise/type/work with teacher in small groups, etc.

Agenda:
-Group 1 Paragraph self-edit/revision worksheet or Group 2:  Work with Mrs. Capen on revising your paragraph (if you are in group 2, you do not need to type your essay today).

HW:

All: View Emaze intro to TKAM and complete Intro to TKAM emaze notes due tomorrow

Injustice and Perseverance continued

Objectives:

View a film that explores the themes of injustice and perseverance

Agenda: While watching the film take note of how the characters deal with both themes.

Film Guide for "The Help"

Homework:
None

Injustice and Perseverance

Objectives:

View a film that explores the themes of injustice and perseverance

Agenda:

Before viewing the film, answer the questions regarding injustice and perseverance.  While watching the film take note of how the characters deal with both themes.

Film Guide for "The Help"

Homework:
None

Write your Paragraph rough draft

Objectives:

-Respond to a prompt by constructing a main claim and one body paragraph

Agenda:

-Share essay diagrams and vote on winners

-Fill in the Essay Template for the Rough Draft of the paragraph

-Body Paragraph Rubric

-Honors:  Turn in Golden Honors packet

Homework:
None

Paragraph writing instruction notes

Objectives for the Board:

-Identify the components that make up a body paragraph
-Create a visual of the parts of a body paragraph

Agenda:

Paragraph writing instruction notes

Directions for essay diagram to project

Homework:

All: Finish Essay Diagrams

Honors: Finish annotating and highlighting the Honors article and complete the Honors article: Evidence Collector:  Both items due tomorrow

Annotate the second article: "No, Smartphones are Not Destroying a Generation

Objectives for the Board:

-Identify and label claims in an article.

-Identify and label different types of evidence in the article.

-Practice writing evidence sentences

Agenda:
-Read and annotate the second article: "No, Smartphones are Not Destroying a Generation"

-Kahoot Review for Evidence Sentences

-ES practice
-Add two pieces of evidence to the evidence collector, written in Evidence Sentence format: Transition + Contextual Lead-in + "Evidence" + (Citation). (the last page in the blue packet) from the second article: "No, Smartphones are Not Destroying a Generation"

Homework:
-ALL:
1.  Finish adding two pieces of evidence to the evidence collector, written in Evidence Sentence format: Transition + Contextual Lead-in + "Evidence" + (Citation).  (the last page in the blue packet) from the second article: "No, Smartphones are Not Destroying a Generation"

-Honors students only:
1. Read, annotate, and highlight for claims, evidence, people/organizations Honors article-Due Thursday 8/23

Writing Academy: Evidence Sentences for Non-Fiction Articles

Objectives for the Board:

-Identify the varying components that make-up the Evidence Sentence via notes

-Practice writing evidence sentences

Agenda:

-Writing Academy: Evidence Sentences for Non-Fiction Articles-S18

Choose two pieces of evidence you collected and write them as an ES.

-Surveying the text, "No, Smartphones are not Destroying a Generation" via Google Classroom
-Begin article, "No, Smartphones are not Destroying a Generation" 

HW:

Honors only: View the following clip

Honors article NBC Nightly News Clip Apple investors urge action on IPhone addiction among kids

and complete the Honors article Surveying the text worksheet S18-due tomorrow

Finish annotating first article, "Have Smartphones Destroyed a Generation?" and continue to gather evidence

Objectives:

-Identify and label claims in section  3 of an article.

-Identify and label different types of evidence in section 3 of the article.

Agenda:

-Finish annotating the article, "Have Smartphones Destroyed a Generation?"

-Continue to gather additional evidence onto the Evidence Collector-add two more pieces of evidence

-Begin new vocab for the second article “No, Smartphones are Not Destroying a Generation”
-Honors packet: “Apple Investors Urge Action On -iPhone Addiction Among Kids” Cover sheet, Honors Vocabulary, Survey the Text, Article. Honors students work on vocabulary in this packet only. Do not complete the other assignments until next week.

HW:

Honors Vocabulary:  Define ALL words in sections 1 and 2, write a sentence using the word, and draw an image or symbol for the word, due Monday.

All: Finish new vocabulary for the second article, “No, smartphones are not destroying a generation”

Continue to identify types of evidence, claims, people/organizations

Objectives:

-Write sentences for vocabulary words in section 3 of the article.

Identify and label claims in section  3 of an article.

-Identify and label different types of evidence in section 3 of the article.

Agenda:
-College prep students turn in Smartphone Vocabulary Honors students hold onto it and complete 5 words for sections 2 and 3 for homework tonight
-Complete Google form questionnaire via Google Classroom

-Read Section 3.0 and identify types of evidence, claims, people/organizations
-Begin Evidence Collector

HW:

Honors complete 5 words for Honors Vocabulary Study “Have Smartphones Destroyed a Generation?” Sections 2 and 3 due tomorrow

Annotate article while identifying claims, evidence, and people/organizations

Objectives:

-Write original sentences for vocabulary words

-Identify and label claims in section  2 of an article.

-Identify and label different types of evidence in section 2 of the article.

Agenda:

-Check and stamp section 2 Smartphone Vocabulary

-Complete section 3-Smartphone Vocabulary

-Read and annotate section 2 of article

HW:

All: Finish identifying evidence in section 2
Finish section 3-Smartphone Vocabulary if you didn't finish it in class today
Honors: Honors complete 5 words for Honors Vocabulary Study “Have Smartphones Destroyed a Generation?” Section 1 only.

Surveying the Text/Claim and Evidence Types

Objectives:

-break down and understand a prompt by completing a do/what chart

-Survey a text by identifying the author's background, reading the first and last paragraph, and making a prediction about what the article will be about.

-Write sentences for vocabulary words in part 1 of the article.

-Identify and label claims in part one of an article.

-Identify and label different types of evidence in part 1 of the article.

Agenda:

-Survey the Text Google Classroom Surveying the text Have Smartphones Destroyed a Generation? S18

-Identify -Claim and Evidence Types

-Article: Have Smartphones Destroyed A Generation? Identify the Claims

-Begin Section 2 only of Smartphone Vocabulary

Homework:

Finish Section 2 only of Smartphone Vocabulary

Discussions on the effects of Smart Phone usage

Objectives:

-respond to a survey via Google forms

-participate in a team building activity

Agenda:
Answer the quick write prompt based on Friday's 4 corners discussion

Watch YouTube: “I Forgot My Phone” (2m): https://youtu.be/OINa46HeWg8

Complete Google form via Google Classroom on Smart Phones
Appointment clock set up
Begin Section 1 only-Smartphone Vocabulary

Homework:

1. Buy required supplies for Humanities this weekend: 4 different colored highlighters, colored pencils, paper, binder

2. Finish Section I-Smartphone Vocabulary

Humanities I Digital Challenge and Four Corners

Objectives:

-demonstrate my knowledge about the Humanities I course via a short quiz

-join a Google Classroom and participate in a Digital Challenge

-participate in a four corners activity, provide opinion on a topic, engage in a whole class
discussion

Agenda:
1. Write down homework
2. Join Google classroom and complete the Digital Challenge
3. Pre-writing four corners activity
3. Four Corners and the Four Corners Response
4.  Syllabus review

Homework:  

1. Honors Program Agreement (if you didn't turn it in already)

2. Buy required supplies for Humanities by Tuesday 1/16/18: 4 different colored highlighters,
paper, colored pencils

Welcome to Ninth grade English with Mrs. Capen

Hello, students and parents.  Welcome to Humanities I with Mrs. Capen.  I am pleased to have you in my class this term and hope that you utilize this blog to keep you up to date on what is happening in class and what the daily homework will be.

About me:  I am a San Diego native, raised in the Skyline/Paradise Hills neighborhood but attended Will C. Crawford High School.  I received my Bachelor's degree from San Diego State University, spent a year at CSU San Marcos for my teaching credential, and followed that up with a Master's degree from Point Loma Nazarene University.  This will be my 15th year teaching at Steele Canyon.  When I'm not in the classroom, I am busily raising my two sons, a seventh-grader at Hillsdale Middle and a fifth-grader at Avocado Elementary with my wonderful husband, a classically trained chef.

Your job: Please familiarize yourself with this blog and parents: make sure to fill out and submit the Parent Contact Info via the link under the Need to know items.  This assignment is worth 10 points. Also, to receive daily reminders, enter your email.

I am looking forward to this term.  Rah Rah Cougars!

Homework:
1.  Read over the Honors Program agreement, if you'd like to pursue Honors, please sign and date and return this form tomorrow.

2.  Fill out and submit the Parent Contact Info on this blog.

3.  Purchase required materials (see syllabus):  A planner to write down homework assignments and daily agenda, 4 different colored highlighters, colored pencils, paper, a three-ring binder, etc.

Welcome to 9th grade English with Mrs. Capen

Hello, students and parents.  Welcome to Humanities I with Mrs. Capen.  I am pleased to have you in my class this term and hope that you utilize this blog to keep you up to date on what is happening in class and what the daily homework will be.

About me:  I am a San Diego native, raised in the Skyline/Paradise Hills neighborhood but attended Will C. Crawford High School.  I received my Bachelor's degree from San Diego State University, spent a year at CSU San Marcos for my teaching credential, and followed that up with a Master's degree from Point Loma Nazarene University.  This will be my 15th year teaching at Steele Canyon.  When I'm not in the classroom, I am busily raising my two sons, a seventh-grader at Hillsdale Middle and a fifth-grader at Avocado Elementary with my wonderful husband, a classically trained chef.

Your job: Please familiarize yourself with this blog and parents: make sure to fill out and submit the Parent Contact Info via the link under the Need to know items.  This assignment is worth 10 points. Also, to receive daily reminders, enter your email.

I am looking forward to this term.  Rah Rah Cougars!

Homework:
1.  Read over the Honors Program agreement, if you'd like to pursue Honors, please sign and date and return this form tomorrow.

2.  Fill out and submit the Parent Contact Info on this blog.

3.  Purchase required materials (see syllabus):  A planner to write down homework assignments and daily agenda, 4 different colored highlighters, colored pencils, paper, a three-ring binder, etc.