Essay Peer Edit and Final Revision

Objectives:
Essay writing time continued

Agenda:
Go over the Body Paragraph Rubric

Partners complete the Peer Edit Worksheet
Make last revisions to your essays, give your essay a final read through and make sure it is perfect.  Please delete all edits made from the peer edit process.

HW:
Print out a hard copy of the Final Draft, due tomorrow along with the Blue Rubric, Essay Template worksheet, Essay Prep Evidence Collector, Self-Edit worksheet, and this peer edit worksheet as a packet.  (There should be 6 worksheets in this packet, including your paragraph).

Essay writing time

Objectives:

Continue to develop the essay

Agenda:

Self-Edit S19: Must complete Steps 1-3 today (save step 3a for tomorrow).

Finish typing essays

If you are finished with Steps 1-3, please complete this MUGs Week 2 S19 and then log in to Quill.org to complete as many questions as you can in the given time frame, both of these assignments will go into your grade as EXTRA CREDIT.

HW:

All essays must be typed before peer editing takes place tomorrow.

Fill out Essay Template

Objectives:
Continue writing paragraph

Agenda:
Check-Essay Prep-Page 2 & 3 (Page 3 Honors only)

Essay Template S19
Self-Edit worksheet. Complete at least Step 1 today

HW:
None.  We will continue working on the essay tomorrow during class

Writing review and Essay prep

Objectives:
-Review components of the body paragraph
-Practice writing Evidence Sentences and Analysis

Agenda:

-Vote on essay Diagrams

-Finish pages 2 and 3 of Writing Academy - Analysis for Non-Fiction Articles-S19
-Essay Prep-page 1
-Essay Prep-Page 2 & 3 (Page 3 Honors only)

HW:
ALL:  Finish -Essay Prep-Page 2 & 3 (Page 3 Honors only)

Notes on parts of a paragraph and analysis

Objectives:
-Learn the components of a body paragraph, specifically highlighting the analysis
-Create a visual representation of the components of a body paragraph

Agenda:
-Honors turn in Packet (Cover sheet, Honors Vocabulary, Survey the Text, Article)
and  Honors article: Evidence Collector, Capen's version

-Writing Academy - Analysis for Non Fiction Articles-S19

-Paragraph writing instruction

-Directions for essay diagram to project

Note: Hang on to this week's MUGs, we will finish it next week

HW:
All: Finish essay diagrams-due Monday

ES Review, Notes on Main Claim and Sub-Claims and Analysis

Objectives:

Review rules for writing Evidence Sentences

Construct a Main Claim and Sub Claims

Learn the difference between types of Analysis

Agenda:
Fire Drill

ES Review

Writing Academy - Main Claim and Sub-Claims for Non-Fiction Articles-S19

If there's time: Writing Academy - Analysis for Non Fiction Articles-S19

HW:

Honors article: Evidence Collector, Capen's version

for the Honors article. Due tomorrow, 1/25/19

Quill.org Lessons and ES Review

Objectives:

Review Grammar through personalized lessons based on Quill.org diagnostic test

Review Evidence Sentences by completing an online review via Google Classroom

Agenda:

-Students that were absent last Friday should take the Starter Diagnostic.  There is no need to sign up for the program, simply use the same login used for Google classroom.

-Students that already completed the Starter Diagnostic should complete the
assigned Activity Packets.  This should take around 30 minutes.

-Students login to Google classroom to complete the ES review.  Remember to
turn it in and hit submit when finished.

Homework:

Honors only:  Highlight claims and evidence for the Popken article and the letter to Apple, Inc. from JANA-due tomorrow.

Evidence Sentence Notes and Quill Activity Packets

Objectives for the Board:

Identify Components on Evidence Sentences

Practice composing Evidence Sentences

Complete Quill.org Activity Packet

Agenda:

-Check Honors Honors Vocabulary and Survey the Text
-Check ALL:  Evidence Collector

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

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

-MUGs Week 2 S19-Complete #1

HW:

Honors only:

identify types of evidence and the arguments in both

Honors Popken article & Letter to APPLE from JANA

Due Thursday 1/24/19

Evidence Collector and Quill diagnostic test

Objectives for the Board:

Identify and gather Evidence from both articles 

Agenda:
MUGs week 1
Quill.org Vocab Diagnostic test: log in to quill.org with the same login you use for Google Classroom. Take the Starter Diagnostic. This will take around 25-30 minutes

Complete the Evidence Collector For BOTH articles

Honors students:  See Mrs. Capen about the Honors packet that includes:

Cover sheet

Honors Vocabulary

Survey the Text

Article: Apple investors urge action on iPhone addiction among kids

HW:

None for CP

Honors Complete

Honors Vocabulary AND Survey the Text Due Tuesday 1/22/19

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

Finish and turn in Twenge article packet & Begin "No, Smartphones are Not Destroying a Generation" by Cavanagh packet

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:
-Turn in vocab for "No, Smartphones are Not Destroying a Generation" by Cavanagh

-Read and annotate Section 4 of Twenge article

-Google Classroom: Surveying the text No, Smartphones are Not Destroying a Generation

-Read and identify Claims, evidence types on the second article:

"No, Smartphones are Not Destroying a Generation" by Cavanagh

HW:

ALL-Finish Reading and identifying Claims, evidence types on the second article:

"No, Smartphones are Not Destroying a Generation"

ALL-Tell parents to attend Curriculum Night

Read and annotate Section 3 of Twenge article

Objectives:

-Write sentences for vocabulary words of the next 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:
-Turn in the first vocabulary packet
-Kahoot I before E
-MUGs week 1: complete number 3

-Google Classroom Google Form: Pre-reading survey for Section 3

-Read and annotate Section 3: Identifying and labeling claims and evidence

HW:

All: Complete the handout for the new article, “No, Smartphones are Not Destroying a Generation”

All:  Finish annotating, highlighting Section 3 of the article, if you didn't finish it in class today.

Read and Annotate Section 2 of Article

Objectives:.

-Write sentences for vocabulary words in section 2 of the article.

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

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

Agenda:
-Comma Rules Kahoot
-MUGs week 1 #2

-Read Section 2 and identify claims, evidence, people/organizations in section 2

-Begin Section 3 Smartphone Vocabulary

HW:

All: Complete Section 3 Smartphone Vocabulary

Honors:  Complete Section 3 in Smartphone Vocabulary AND Section 3 Honors Smartphone Vocabulary

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:
-Bellwork: MUG #1 (Mechanics, Usage, and Grammar)

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

-Identify -Claim and Evidence Types

-Article: Have Smartphones Destroyed A Generation? Identify the Claims and Evidence types in Section I only

-Begin Section 2 only of Smartphone Vocabulary

Homework:

All: Finish Section 2 only of Smartphone Vocabulary
Honors: Complete sections I and II Vocabulary

Smartphone Vocabulary and Appointment Clock Set-up

Objectives:

-respond to a survey via Google forms

-participate in a team building activity

Agenda:

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

Complete Google form via Google Classroom on Smart Phones
Begin Section 1 only-Smartphone Vocabulary
Appointment clock set up
Grammar Review:  There, Their, They're
Exit Ticket:  There, Their, They're

Homework:

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

2. Finish Section I-Smartphone Vocabulary

Humanities Digital Challenge and Four Corners Activity

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. 4 Corners pre and post writing S19
3. Four Corners
4.  Syllabus review

Homework:  

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

2. Buy required supplies for Humanities by Tuesday 1/14/19: 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 and 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 in Teaching and Learning 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.