Mrs. Orzechowski's Blog

HONORS LANGUAGE ARTS:

CO: Students will demonstrate application of complex sentence structure knowledge by constructing their own sentences.
LO: Students will read and write using the new essential question.

1. SSR + record number pages on graph paper.

2. Make sure name & hour are clearly written on your graph paper. Turn in the blue box. If you have more than one piece of paper, please staple them together.

3. Revisiting sentence structure:
-Review adjective clauses
-Create sentences with adverb clauses
-What about comma use?
-SAT homework due tomorrow

4. Quick write: How does society influence an individual?

5. Lord of the Flies novels assigned
-Students complete agree/disagree statement sheet

6. Read “Convicted at 14” article & annotate

LANGUAGE ARTS:

1. SSR + record number pages on graph paper.

2. Make sure name & hour are clearly written on your graph paper. Turn in the blue box. If you have more than one piece of paper, please staple them together.

3. Revisiting sentence structure:
-Review adjective clauses
-Create sentences with adverb clauses
-What about comma use?
-SAT homework due tomorrow

4. Essay revisions & conferences with teacher

ELL 4A:
CO: Students will demonstrate analysis of an informational text, “The Trojan War,” by breaking down information in a 4-square response.
LO: Students will read and create a 4-square response and a flow map using guidelines and partners.

1. SSR + record number of pages on graph paper.

2. Make sure name & hour are clearly written on your graph paper. Turn in the blue box. If you have more than one piece of paper, please staple them together.

3. Continuing prepositions: IN
-Review on and at
-Create sentences using IN correctly
-SAT homework due tomorrow

4. Group assignment:
-complete informational 4-square (teacher will model how)
-create a flow map of the Trojan War using “The Narrative of the Trojan War” section of the document only. One per group. Your flow map must contain 6 Main Boxes and 10-12 sub-boxes. Grading: The informational four-square will be scored using the Close and Critical Reading Rubric-16 summative points. The flow map is worth 24 summative points-2 points for each main box and 1 point for each sub-box.

CO: Students will demonstrate application of improved word choice by constructing revised essays.
LO: Students will read and write revised essays using a mentor text and specific focus.

1. SSR + record number of pages

2. Announcements/Reminders

3. Reading and annotating Obama’s Address to the Nation: Focus on word choice

4. Model revision for Julius Caesar argumentative essay
-Revised essay + original due by Friday, December 11, 2015.

5. Students work on revising essays for improved and thoughtful word choice

CO: Students will create a narrative to develop a script by devising a political commercial for Brutus V. Antony campaign.
LO: Students will watch and write to create scripts using examples and a rubric.

1. SAT sheet: Choose best response.
-Revisit questions about dependent clauses.
2. Turn in vocabulary homework in the blue box.
-Script due by 11:59 PM—share with martinj1@dearbornschools.org
3. Book talks
4. Review for vocabulary quiz
5. Quiz!
6. Julius Caesar Project Script Writing: You are creating a political commercial to show support for either Brutus or Antony.
-Examine example of script/video from Saturday Night Live
-Use google docs to create script together
-Use rubric to guide your work

CO: Students will create a narrative to develop a script by devising a political commercial for Brutus V. Antony campaign.
LO: Students will watch and write to create scripts using examples and a rubric.

1. SSR + recording number of pages on graph paper

2. Sentence Structure Cheat Sheet-goes in the TOOLKIT section of your binder.
A. Write 2 sentences with adjective clauses. Use the model on the cheat sheet.
B. Write 2 sentences with adverb clauses. Use the model on the cheat sheet.
C. What is the difference between adjective and adverb clauses? Explain.
D. SAT practice sheet due tomorrow.

3. Julius Caesar Project Script Writing: You are creating a political commercial to show support for either Brutus or Antony.
-Examine example of script/video from Saturday Night Live
-Use google docs to create script together
-Use rubric to guide your work

REMINDERS:
-Vocab. due and quiz on Friday
-Script due Friday
-Book talks on Friday

CO: Students will create a narrative to develop a script by devising a political commercial for Brutus V. Antony campaign.
LO: Students will watch and write to create scripts using examples and a rubric.

1. Revisit SAT question 5 from yesterday: Why should sentence 3 be placed after sentence 1?
-Sentence 3 is a primary support.
-That means it supports the topic sentence about work itself—workers have more hours than they used to.
2. Vocabulary Practice:
-Definitions and Quiz on Friday for weeks 12-13
-Quick review
3. Rubric for Julius Caesar projects
-view videos from last year
4. Script writing (due Friday):
-Model how to use google doc to write script with group members
-Typing

REMINDERS:
-Vocab. and quiz on Friday
-Script due Friday
-Book talks on Friday

Happy December!

Remember that this Friday, December 4th, is the last day of card marking 2. Please keep in mind that card marking grades are a snapshot of your grade at that current moment. We are always working with our end goal–semester grades, in mind.

Today we will check our SAT homework from yesterday.
Then, we will head to the library to complete Career Cruising with your counselor, Mrs. Gass.

CO: Students will demonstrate application of topic development with well-chosen information and quotes by revising essays.
LO: Students will read and write a new essay using mentor texts and clear guidelines.

1. SSR + record number of pages
2. Announcements/agenda
3. Complex Sentence Notes–students record information in TOOLKIT section of binder.
-SAT practice page assigned for homework. It is due first thing tomorrow.
4. Viewing student essay examples.
5. Modeling writing with audience’s role in mind (reasoning).
6. Quick write.
7. Revising essays/conferring with Ms. Martin
8. Closing comments

REMINDERS:
-Vocabulary weeks 12-13 due Friday
-Vocabulary weeks 12-13 Quiz on Friday
-Draft 1 of project script due Friday

Julius Caesar Culminating Project Due: Monday 12/14

Video explaining project: video

Imagine that Mark Antony and Brutus are campaigning today for President. In your group pick one candidate to support, the person who you believe would govern our country best. For your final culminating project you will create a commercial in which you and your group members will support either Brutus or Mark Antony.

Objective: To create a political ad that supports your candidate for emperor/president (Mark Antony or Brutus) and appeals to your audience’s emotions, logic, and credibility.

Criteria:
• Group must be between 3 and 4 people. No more, no less.
• You must acknowledge the counter argument, why would someone support the other candidate and why is that perspective incorrect?
• You must have a minimum of two quotes from The Tragedy of Julius Caesar. Use them in whatever way you think will help best convince the audience to vote for your candidate.
• Commercial must be a minimum of 3 minutes. Yes, we know this is longer than a typical commercial, but we want to see you demonstrate your knowledge of the material.
• All group members must have a minimum of one line in the video.

Additional Components:
• Typed script to be turned in.
• Each group member is to individually type an abstract.

Due Dates:
• 12/4 Script Due
• 12/14 All Presentations must be emailed to me by midnight on this date
• 12/14 Hand in individual paragraph in class on Monday.

Grading: Your project will be worth a total of 100 summative points. These points will be divided into the following categories:
Presentation: 50 points – Can we hear the speakers in the video? Are students taking it seriously? Are you reading from a script or are the lines memorized? Are all students in the film? Did you follow all of the above criteria?
Script: 25 points – Does the script have grammatical errors? Does it appeal to ethos, pathos, and logos? Are the 2 quotes used?
Abstract: 25 points – Do you adequately respond to questions? Is your response typed? Do you have 350 words?

***If you are struggling with editing/getting time to film, I am in the library Tuesday-Thursday after school***
__________________________________________________________________________
ABSTRACT DUE DECEMBER 14, 2015
Responses must be typed (12 Times New Roman, double-spaced, MLA header, & word count at the top).
Use the following as a checklist for your 350-word abstract:
Motivation:
Why do we care about the project and how we created the video? This section should include the importance of your work, the difficulty of the area, and the impact it had on you/your understanding.
Assignment statement:
What are you trying to prove? Why is your presentation relevant? What do you want the audience/reader to understand about your particular presentation?
Approach:
How did you go about planning, creating, and executing your project? What did you use to make the product? What was the extent of your work (did you meet more than once)?
Role as a Member:
How did you contribute to the group assignment? Did you assume a leadership role or not? How would you like to improve your role in groups in the future?
Results/Conclusion:
What has become clear to you as a result of your project? Has your understanding of rhetoric and advertisements changed? Explain why or why not. What can you do to improve your understanding of rhetoric?

CO: Students will demonstrate application of speech adaptation by constructing a scene around a line from Julius Caesar.
LO: Students will read and perform a scene using a line from Julius Caesar.

1. SSR + graph number of pages

2. Bell work: The most difficult part of the 4-square yesterday was______________________________________.

3. Julius Caesar culminating project:
Video explanation
Directions: Presentation guidelines, checklist, & abstract

4. Line play:
-Students (in groups of 2-3) will receive a line from Julius Caesar.
They have 6 minutes to create a scene centered around that line.
Groups can have more than one line if there are extra.

-Students in the group must say the line together, in unison during their scene. You should limit any other talking.

-As the teacher reads the summary, she will call the number (#) of the group up to perform that particular line.

REMINDERS:
Weeks 12 and 13 vocab. homework are due Friday, December 4th.
We will have a quiz on weeks 12-13 on December 4th.

CO: Students will demonstrate analysis of narrative text by examining 4 questions.
LO: Students will read and write 4 paragraphs using guiding questions.

1. Housekeeping:
Good news
Work from Thurs & Fri
Anonymous surveys/Feedback
Reading over Thanksgiving Break (new books)
Bullying Survey

2. The Tragedy of Julius Caesar by Shakespeare 4-square assessment.
This assessment is worth 16 summative points (4 pts. per response).