Lesson 16: Thursday/Friday, 10/1-2

Today, AmEx is a 200 minute, team-teaching Humanities extravaganza. By the end of the day, students should be able to:

• explain the difference between "push" and "pull" factors in immigration
• identify the particular "pull factors" that constitute the "American Dream"
• classify an interview as a primary source text in the Social Sciences
• use textual evidence from differentiated immigration novels to support/refute ideas about the American Dream
• differentiate between original interview questions and follow-up questions
• generate 20-30 mixed-level interview questions on immigration

Agenda:

1st block:

1) What is the American Dream? (45 mins)

* identify push-pull factors

* identify main themes in American Dream from Horatio Alger story (HW)

2a) Interviews as a social science source (25 mins)

* review sources

* bias, perspective, evidence

2b) Read Silently and find quotes that support/refute American Dream as reality

2nd block:

1) students work in "new" book groups to share out quotations found during SSR (20 mins)

2) read oral history ("My Chinese Name is Lee Fong Yee") in small groups (15 mins)

3) groups work to generate questions that the interviewer might have asked to elicit the information in the oral history (20 mins)

4) book groups generate questions on focused topics (20 mins)

5) jigsaw with mixed topic groups using groupings from Joel's class (20-25 mins)

HW: if we get through it all, none! Students who are 20 or more pages behind in their books will have a mandatory reading catch-up day with me after school on Monday -- treats will be provided :)

Lesson 15: Wednesday, 9/30

Today's objectives:

By the end of class today, students will: determine how many pages of their assigned text they can read in 1/2 hour of focused time and organize their English, History, and exhibition binder sections.

Agenda:

1) SSR in assigned immigration texts [30 min]

2) Binder organization and recording of start/end page

HW: There is no homework due tomorrow in English. Please spend the time you would have spent doing your English homework to do your History and Academic Seminar assignments, which will take a while.

Lesson 14: Monday/Tuesday, 9/28-29

Today's objectives:

By the end of class today, students will demonstrate their knowledge of the words in vocab lists 1-3 and monitor their own progress with respect to reading level growth.

Agenda:

1) Vocab quiz #3

2) NWEA fall reading testing

3) Intro to vocab list #4

HW: create flashcards for vocab list #4

The DBQ Exam -- this Friday!

On Friday morning, all 11th grade students will be taking the DBQ exam from 8:10-10:55 in their Academic Seminar class rooms. Try to get a good night's sleep on Thursday and eat a large, healthy breakfast on Friday morning. Please bring all of the following with you to the exam:

• completed DBQ packet
• completed outline
• a copy of the rubric (which will be given out in History class on Wednesday/Thursday this week)
• all 35 vocab cards (from lists 1-3) --> vocab quiz #3 is on Monday/Tuesday, so any students who finish the exam early will be expected to study the vocabulary words in the remaining time
  

Lesson 13: Wednesday/Thursday, 9/23-24

Today's objectives:
By the end of class today, students will be able to: find evidence in the documents they’ve analyzed to adequately support three reasons why witch hunts happen; synthesize multiple sources to create an essay outline; identify the criteria on which DBQ essays will be graded.

Agenda:
1) Time to finish SOAPSTone analysis of remaining documents
2) Thesis revision and evidence collection with highlighter system
3) DBQ rubric – what’s the expectation?
4) Begin essay outline

HW: Finish your essay outline and come well rested and ready to rock Friday’s exam!

Lesson 12: Monday/Tuesday, 9/21-22

Today's objectives:
By the end of class today, students will be able to explain what a DBQ (Document-Based Question) is and list the tasks they must complete by Friday in order to be ready for the DBQ. In addition, students will get a solid start on the DBQ and complete at least 3 SOAPSTones in class.

Agenda:
DBQ! Yeah!

HW: Complete at least 6 SOAPSTones (including those done in class) in your English DBQ packet – it doesn’t matter which 6.

Lesson 11: Thursday/Friday, 9/17-18

Today's objectives:
By the end of class today, students will be able to: demonstrate that they have successfully understood character motivations by performing brief scenes from The Crucible; identify the denouement of the play by watching student performances and part of the movie.

Agenda:
DUE: Individual write-up and vocab cards
1) Practice time for scene project [45 min]
2) Perform scenes/fill in plot diagram [20 min]
3) Finish watching Act 2 of The Crucible [30 min]

HW:
We will have a heavy week next week, so there's no homework this weekend. Relax a little and get mentally prepared for your first upper division humanities assessment.

Lesson 10: Wednesday, 9/16

Today's objectives:
By the end of class today, students will synthesize their knowledge of their individual characters with their previously acquired skills in drama to begin staging and practicing their scenes in groups.

Agenda:
1) Group work time on scene assignment project
2) Work time to begin individual write-up

HW:
• Prepare for your scene
• Create vocab cards for vocab list #3

Lesson 9: Monday/Tuesday, 9/14-15

Today's objectives:
By the end of class today, students will be able to: demonstrate the correct usage and connotation of 25 vocabulary words; explain what a witch hunt is and provide some examples of historical witch hunts; analyze their assigned character’s motivation in act 2, scene 1.

Agenda:
Do-now: vocab quiz on 25 words
1) Introduction to vocab list #3
2) What is a witch hunt? → look at definition and students rephrase in their own words
3) T-chart on historical witch hunts – who was targeted? What were they blamed for?
4) Intro to scene assignment project (including individual write-up) → assignment of groups/scenes and distribution of character analysis charts
5) Groups have work time on scene assignment project

HW: Complete the "Spidergram" character analysis chart for the character you’re portraying in your group's scene project

Lesson 8: Thursday/Friday, 9/10-11

Today's objectives:
Students will be able to: demonstrate that they understood the plot events in act I, scene 2 of The Crucible; explain the difference between good and bad examples of quote embedding.

Agenda:
Do-Now: differentiated open-notes reading quiz on pp. 30; 34-47
1) Look at good and bad examples of quote embedding --> learn four criteria of well embedded quotations
2) Check do-now from yesterday; vocab review activity in pairs
3) Exit slip: What four things do we look for to see if a quote is well embedded? What two people would you rather not be in a work group with?

HW: quote embedding practice #2; get your progress report signed

Lesson 7: Tuesday/Wednesday, 9/8-9

Today's objectives:
By the end of class today, students will be able to: demonstrate their understanding of connotation using current vocab words; synthesize primary sources AND all of the notes they've received in English and History to identify key Puritan values; identify the events in the second half of act I, scene 2 of The Crucible.

Agenda:
Do-Now: Review of connotation using current vocab words (put word groups in order by connotative meaning)
1) Puritan iceberg activity
• Review of "iceberg" cultural model
• Students move into heterogeneous groups and share out their texts using debrief sheet
• Review all handouts/notes on Puritanism from English and History → fill in Puritan “iceberg”
2) Read aloud p. 30; 34-47 of The Crucible in small groups and answer comprehension questions

HW: Finish anything not completed in class. This could be quite a lot, depending on how productive each group was.

Lesson 6: Thursday/Friday, 9/3-4

Today's objectives:
By the end of class today, students will be able to: sequence all of the major events in the Crucible and use new vocab words to describe the characters; use a primary source to identify key Puritan values

Agenda:
Do Now: The Crucible sequencing activity in small groups
1) “Cast of Characters” handout – students use vocab cards and work together to generate three adjectives to describe each major character in The Crucible
2) Differentiated primary source readings on Puritan values: homogeneous groupings

HW:
• Finish finding three adjectives for each character in the “Cast of Characters” packet
• Finish analyzing your Puritan values text

Lesson 5: Wednesday, 9/2

Today's objectives:
By the end of class today, students will be able to: explain what connotation is; be able to identify the connotative meanings of 15 new vocab words.

Agenda:
1) Review of connotation vs. denotation
2) Students work in pairs to mark connotation for all new vocab words
3) Whole-class check of vocab word connotations
4) Watch the beginning of I.2 in The Crucible

HW:
• Vocab flashcards (bring all 25)