Weekly Schedule
Week of 11/17
Monday 11/17 CH. 21 Work Day Tuesday 11/18 Epilogue Work Day Wednesday 11/19 “A” Layer Due Presentations Thursday 11/20 Presentations Test (for those who chose it) Friday 11/21 SSR – Metacognition Log |
This Week's Assignments
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StandardsCCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
Week of 11/24
Monday 11/24 Watch “Into Thin Air” Tuesday 11/25 Watch “Into Thin Air” Wednesday 11/26 Stay home Thursday 11/27 Eat Turkey Friday 11/28 Recover from eating turkey. |
This Week's Assignments
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StandardsCCSS.ELA-Literacy.RL.11-12.7
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) |
Week of 10/6
Monday 10/6 Tuesday 10/7 Wednesday 10/8 Quiz on pages 1-25 Read pages 25-47 Continue working on packet --Up to question 19 due today Thursday 10/9 Work on rest of packet Friday 10/10 SSR and metacognition log Finish Packet and go over. --Alchemist Packet 1 Due |
This Week's Assignments
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Week of 10/13
Monday 10/13 Go over packet 1 Begin reading pages 51-86 Tuesday 10/14 Finish reading 51-86 Work on Packet 2 Begin reading 86-123 Wednesday 10/15 Finish reading 86-123 Finish Packet 2 Begin reading 123-163 Begin Packet 3 --Alchemist Packet 2 Due Thursday 10/16 Finish reading 123-163 Finish packet 3 Friday 10/17 SSR and metacognition log Finish Packet and go over. --Alchemist Packet 3 Due |
This Week's Assignments
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StandardsSTANDARD AREA IVD: STATES OF CONSCIOUSNESS
CONTENT STANDARD IVD-1: Nature of consciousness IVD-1.1 Define states of consciousness. CONTENT STANDARD IVD-2: Characteristics of sleep and theories that explain why we sleep IVD-2.1 Describe the sleep cycle. IVD-2.2 Compare theories that explain why we sleep IVD-2.3 Assess types of sleep disorders CONTENT STANDARD IVD-3: Theories used to explain and interpret dreams IVD-3.1 Demonstrate an understanding of individual differences in dream content and recall. IVD-3.2 Compare different theories about the use and meaning of dreams. |
Week of 10/20
Monday 10/20 Class discussion: choice in book projectClass discussion: choice in book project Tuesday 10/21 Begin Alchemist Discussion Wednesday 10/22 Alchemist discussion: themes Thursday 10/23 Alchemist Test Friday 10/24 SSR and Metacognition log |
This Week's Assignments
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StandardsSTANDARDS
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. |
Week of 10/27
Monday 10/27 Intro to Into Thin Air Layered Curriculum Assign books and groups Read Epilogue and answer questions Homework: finish Epilogue questions Tuesday 10/28 Discuss Epilogue questions and turn in Read introduction as class Answer/discuss introduction question Wednesday 10/29 CH. 1-2 Activity 1 Thursday 10/30 CH. 3-4 Activity 2 Friday 10/31 SSR – Metacognition Log Layered Curriculum work day |
This Week's Assignments
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StandardsCCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
Week of 11/3
Monday 11/3 CH. 5-6 Activity 3 Tuesday 11/4 CH. 7-8 Activity 4 Wednesday 11/5 CH. 9-10 Activity 5 “C” Layer Due Thursday 11/6 CH. 11-12 Activity 6 Friday 11/7 SSR – Metacognition Log Layered Curriculum work day |
This Week's Assignments
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StandardsCCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
Week of 11/10
Monday 11/10 CH. 13-14 Activity 7 Tuesday 11/11 CH. 15-16 Activity 8 Wednesday 11/12 “B” Layer Due CH. 17-18 Activity 9 Thursday 11/13 CH. 19-20 Activity 10 Friday 11/14 SSR – Metacognition Log Layered Curriculum work day |
This Week's Assignments
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StandardsCCSS.ELA-Literacy.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). CCSS.ELA-Literacy.RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) CCSS.ELA-Literacy.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |