Mrs. Orzechowski's Blog

HLA 4:
CO: Students will demonstrate evaluation of symbolism by defending an opinion using valid reasoning and sufficient evidence.
LO: Students will write a paragraph using a prompt and structure.
1. SSR+
2. AOW #28
-Reread paragraph 1
-In the context of the passage, what is the author’s use of the phrase “her light step flying to keep time with his long stride” meant to convey?
3. Symbolism revisited
-mockingbird
-mad dog
-nut grass in Miss Maudie’s yard

A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself.
In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning.
Analyze how that symbol functions in To Kill a Mockingbird
and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.
4. Complete trial organizer for Bob Ewell and Heck Tate for Wednesday’s class.

REMINDERS:
-Weeks 28-29 vocabulary due April 15th
_________________________________________________________________________
ELL 4B:
CO: Students will demonstrate analysis of theme by examining its development.
LO: Students will read and write using a double-entry journal.
1. SSR+
2. 2. AOW #28
-Reread paragraph 1
-In the context of the passage, what is the author’s use of the phrase “her light step flying to keep time with his long stride” meant to convey?
3. Theme sheet for Animal Farm
4. Chapter 5 analysis
5. Character sheet
6. Propaganda Presentation prep.

REMINDERS:
-Weeks 28-29 vocabulary due April 15th
__________________________________________________________________________
LA 4:
CO: Students will demonstrate evaluation of symbolism by defending an opinion using valid reasoning and sufficient evidence.
LO: Students will write a paragraph using a prompt and structure.
1. SSR+
2. AOW #28
-Reread paragraph 1
-In the context of the passage, what is the author’s use of the phrase “her light step flying to keep time with his long stride” meant to convey?
3. Symbolism revisited
-mockingbird
-mad dog
-nut grass in Miss Maudie’s yard

A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself.
In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning.
Analyze how that symbol functions in To Kill a Mockingbird
and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot.
4. Complete trial organizer for Bob Ewell and Heck Tate for Wednesday’s class.

REMINDERS:
-Weeks 28-29 vocabulary due April 15th

ELL 4B ONLY:
Propaganda Project Part 3-Presentation
Presentations are Wednesday and Thursday this week.
25 Summative Points

The purpose of the presentation portion of the Propaganda Project is to “sell” your candidate to your peers. Your billboard and slogan should persuade them to believe that your candidate is the right person for the office of President of the United States of America. Following presentations will be a class vote for president.

Your presentation should include the following:

A. Introduction of your candidate and some of the key issues they defend.
B. Explanation of your billboard and slogan, including the propaganda techniques used and how you used them.
C. Finally, come up with a creative way to leave an impression on your audience. How can you make them remember to vote for your candidate?

HLA 4:
CO: Students will demonstrate analysis of narrative text by examining evidence in the trial.
LO: Students will read and write using the double-entry journal.
1. Turn in AOW from week 27 if you did not before break.
2. SSR + record number of pages read
3. AOW–SAT sample
-Read and annotate the passage from Ethan Frome for the passage’s main focus.
—Highlight textual evidence
—Label and explain through annotation
-Answer multiple choice question
4. Questions from Spring Break!
5. Trial analysis sheet

REMINDERS:
-Weeks 28-29 vocabulary homework due April 15th
__________________________________________________________________________
ELL 4B:
CO: Students will demonstrate creation of presentation by composing the final project.
LO: Students will read and write using the project guidelines.
1. Turn in AOW from week 27 if you did not before break.
2. SSR + record number of pages read
3. AOW–SAT sample
-Read and annotate the passage from Ethan Frome for the passage’s main focus.
—Highlight textual evidence
—Label and explain through annotation
-Answer multiple choice question
4. Questions from Spring Break!
5. Propaganda projects
-presentations are the last step
-you and your group members will present on Wednesday or Thursday this week

REMINDERS:
-Weeks 28-29 vocabulary homework due April 15th
__________________________________________________________________________
LA 4:
CO: Students will demonstrate analysis of narrative text by examining evidence in the trial.
LO: Students will read and write using the double-entry journal.
1. Turn in AOW from week 27 if you did not before break.
2. SSR + record number of pages read
3. AOW–SAT sample
-Read and annotate the passage from Ethan Frome for the passage’s main focus.
—Highlight textual evidence
—Label and explain through annotation
-Answer multiple choice question
4. Questions from Spring Break!
5. Trial analysis sheet

REMINDERS:
-Weeks 28-29 vocabulary homework due April 15th

Hi there,
Sorry for the late posting of the quizzes. I have been feeling sick the last few days, and I finally was able to post the quizzes today.

HLA and LA 4:

Use Google classroom to take your reading quiz for To Kill a Mockingbird.
You must complete the quiz by next Monday night.
_____________________________________________________________________________
ELL 4B:

Use Google classroom to take your reading quiz for Animal Farm. You must complete the quiz by next Sunday night.

Please subscribe to the following blogs:

Your counselor, Mrs.Gass:
https://iblog.dearbornschools.org/fhsclassof2018/author/gassm1/

Your 10th grade principal, Mr.Mustafa:
https://iblog.dearbornschools.org/mustafa/

**Information for scheduling–check out the PowerPoint you carefully watched last Friday: class-of-2018-Junior-Year-Scheduling-3

YOU CAN ALSO FIND THIS INFO. ON THE NEW VOCABULARY PAGE

HLA and LA:
Week 26:
respite-break (from work etc.)
stringent-strict
transcend-go beyond a limit
venerable-worthy of respect
ambivalence-uncertainty; having ‘mixed’ feelings
Week 27:
cherished-cared for; firmly-held
derailed-thrown off course
elliptical-1. shaped like an ellipse, 2. indirect
imponderable-cannot be understood
judicious-fair and equal
________________________________________________________________________
ELL 4B:
Week 26:
flying-moving or able to move through the air with wings
might-1.past of may, used especially. 2.used in questions and requests
plea-a request made in an urgent and emotional manner
bulb-an object with a rounded or teardrop shape like a bulb, in particular
copy-a thing made to be similar or identical to another
Week 27:
cargo-goods carried on a ship, aircraft, or motor vehicle
against-in opposition to
bolt-a metal pin or bar, in particular
devil-(in Christian and Jewish belief) the chief evil spirit; Satan
sustainable-able to be maintained at a certain rate or level

HLA 4:
CO: Students will demonstrate analysis of theme by examining the development of a theme throughout the text.
LO: Students will read, discuss/listen, and write using the group guidelines and TEPAC structure.
1. SSR + record number of pages read
-Strong example from SSR posts
-No post over break 🙂
2. AOW “Los Angeles schools make discipline less harsh”
-Read a second time
-Focus: What is the main reason for the change in the discipline policies of Los Angeles schools?
3. To Kill a Mockingbird
-Group norm reminders
-Theme analysis paragraph
-Get into assigned groups
-Use theme sheet to discuss possible ideas for theme
-Identify a conflict to correlate with your theme
-Begin finding evidence to support your idea
-Draft a paragraph following the TEPAC structure
-EVERY group member must write their own paragraph
REMINDERS:
-book talks on Thursday
-vocabulary due on Thursday
-vocabulary quiz on Thursday
-Spring break starts Friday!
__________________________________________________________________________________________________
ELL 4B:
CO: Students will demonstrate creation of a persuasive ad by drafting a political ad.
LO: Students will read, discuss, and write using the project guidelines.
1. SSR + record number of pages read
-Strong example from SSR posts
-No post over break 🙂
2. AOW “Little remains of Milton Hershey’s ‘Chocolate Town USA'”
-Read a second time
-Focus: Which paragraph in the section “Throwing Kisses” BEST describes the contributions Milton Hershey made by establishing Hershey, Cuba? Explain why.
3. Propaganda techniques
-Quick review
-Gallery walk to identify types
4. Propaganda Project Part II
-View assigned groups
-Read directions carefully
REMINDERS:
-book talks on Thursday
-vocabulary due on Thursday
-vocabulary quiz on Thursday
-Spring break starts Friday!
__________________________________________________________________________________________________
LA 4:
CO: Students will demonstrate analysis of theme by examining the development of a theme throughout the text.
LO: Students will read, discuss/listen, and write using the group guidelines and TEPAC structure.
1. SSR + record number of pages read
-Strong example from SSR posts
-No post over break 🙂
2. AOW “Los Angeles schools make discipline less harsh”
-Read a second time
-Focus: What is the main reason for the change in the discipline policies of Los Angeles schools?
3. To Kill a Mockingbird
-Group norm reminders
-Theme analysis paragraph
-Get into assigned groups
-Use theme sheet to discuss possible ideas for theme
-Identify a conflict to correlate with your theme
-Begin finding evidence to support your idea
-Draft a paragraph following the TEPAC structure
-EVERY group member must write their own paragraph
REMINDERS:
-book talks on Thursday
-vocabulary due on Thursday
-vocabulary quiz on Thursday
-Spring break starts Friday!

HLA 4:
CO: Students will demonstrate analysis of a theme’s development by examining specific scenes.
LO: Students will read, write, and speak about theme using their notes.
1. SSR + record number of pages read
2. Announcements/good news
3. Week 27 AOW
▫Read and Annotate for Connections only.
– Highlight textual evidence
– Label and explain all annotations
oText to Text
oText to Self
oText to World
4. TKAM quiz??
5. Quick write:
-On pg.149, Atticus says he wanted the kids, “…to see what real courage is…” Consider how this relates to the the coming of age theme and connects to the story on a larger level.
6. Ch.12 close read pg.157 to 165– “The churchyard…I don’t have a real birthday.”

REMINDERS:
-Weeks 26-27 vocabulary due Thursday 3/24
-Weeks 26-27 vocabulary quiz on Thursday 3/24
______________________________________________________________________
ELL 4B:
CO: Students will demonstrate understanding of propaganda techniques by expressing the type used.
LO: Students will read/view, write, and speak using propaganda techniques.
1. SSR + record number of pages read
2. Announcements/good news
3. Week 27 AOW
▫Read and Annotate for Connections only.
– Highlight textual evidence
– Label and explain all annotations
oText to Text
oText to Self
oText to World
4. Propaganda NOTES 🙂
5. Propaganda gallery walk

REMINDERS:
-Weeks 26-27 vocabulary due Thursday 3/24
-Weeks 26-27 vocabulary quiz on Thursday 3/24
_____________________________________________________________________
LA 4:
CO: Students will demonstrate analysis of a theme’s development by examining specific scenes.
LO: Students will read, write, and speak about theme using their notes.
1. SSR + record number of pages read
2. Announcements/good news
3. Week 27 AOW
▫Read and Annotate for Connections only.
– Highlight textual evidence
– Label and explain all annotations
oText to Text
oText to Self
oText to World
4. TKAM quiz??
5. Quick write:
-On pg.149, Atticus says he wanted the kids, “…to see what real courage is…” Consider how this relates to the the coming of age theme and connects to the story on a larger level.
6. Ch.12 close read pg.157 to 165– “The churchyard…I don’t have a real birthday.”

REMINDERS:
-Weeks 26-27 vocabulary due Thursday 3/24
-Weeks 26-27 vocabulary quiz on Thursday 3/24

HLA 4:
CO: Students will demonstrate analysis and understanding of chapters 11-12 by examining connections between dialogue and theme.
LO: Students will read and write using guiding questions.
1. Book talks?
2. Portfolios
-Set goals for CM 5
-Consider comment/question from CM 4–what would make an appropriate goal for this class at this moment?
-Transfer essay and any other writing into your portfolio
3. To Kill a Mockingbird
-Reading chapters 12-13
Chapter 11
1) Why does Mrs.Dubose’s insult against Atticus send Jem over the edge? Why is it worse than what the children say?
2) What is Atticus’ definition of “real courage”?
Chapter 12
3) Is Calpurnia part of the Finch family?
4) How would you explain Lulu’s attitude?
5) How does Calpurnia’s dialect play a role in the story?

REMINDERS:
SSR log post due by 3/19 at 11:59 PM
_______________________________________________________________________________________________
ELL 4B:
CO: Students will demonstrate analysis of text by examining the intent behind the propaganda.
LO: Students will read, discuss, and write using visual prompts.
1. Book talks?
2. Portfolios
-Consider comment/question from CM 4–what would make an appropriate goal for this class at this moment?
-Transfer essay and any other writing into your portfolio
3. Propaganda
-Notes
-Gallery walk to identify types of propaganda being used
4. Complete propaganda project part I
-Make sure it is correctly turned in
REMINDERS:
SSR log post due by 3/19 at 11:59 PM
_______________________________________________________________________________________________
LA 4:
CO: Students will demonstrate analysis and understanding of chapters 11-12 by examining connections between dialogue and theme.
LO: Students will read and write using guiding questions.
1. Book talks?
2. Portfolios
-Set goals for CM 5
-Consider comment/question from CM 4–what would make an appropriate goal for this class at this moment?
-Transfer essay and any other writing into your portfolio
3. To Kill a Mockingbird
-Reading chapters 12-13
Chapter 11
1) Why does Mrs.Dubose’s insult against Atticus send Jem over the edge? Why is it worse than what the children say?
2) What is Atticus’ definition of “real courage”?
Chapter 12
3) Is Calpurnia part of the Finch family?
4) How would you explain Lulu’s attitude?
5) How does Calpurnia’s dialect play a role in the story?

REMINDERS:
SSR log post due by 3/19 at 11:59 PM

HLA 4:
CO: Students will demonstrate evaluation of TKAM by stating and defending opinions using the text.
LO: Students will speak and listen using the discussion rubric.
1. Get out your AOW on “affluenza.”
-Identify a conflict from this article:
-human beings in conflict with nature
-human beings in conflict with one another
-human beings in conflict with fate
-human beings in conflict with society or the law
-human beings in conflict with themselves
-two universal forces in conflict (good and evil, passion and reason, vengeance and compassion, etc.)
2. Pick up discussion rubric & theme sheet from the table under the Promethean Board.
3. Read over the rubric carefully. Use this information to help you prepare for our discussion.
4. Graded class discussion (formative)
–To Kill a Mockingbird Ch.1-10 and predictions.
-Examine certain characters.
-Identify themes and their development.
-Identify symbols and their meaning/development.
-Share golden lines from the text.
5. Reflect on discussion
-Give yourself a score for each item on the rubric.
-Look over your notes from the discussion and keep them in your binder.
______________________________________________________________________
ELL 4B:
CO: Students will demonstrate analysis of informational text by contrasting presidential candidates.
LO: Students will read and write using the Part I guidelines.
1. Get a laptop and sign in quickly.
2. AOW: Create a Double-Bubble Thinking Map comparing and contrasting Trotsky and Stalin and their beliefs for Russia.
-Create an appropriate guiding question.
-You must have a frame of reference.
3. Propaganda project part I:
-Make sure you have examined issues you feel strongly about.
-Take the presidential candidate matching quiz.
-Use Google to look up laws and acts with which you are unfamiliar.
-Help neighbors who are figuring out Google Classroom and the website.
-Choose your candidate.
-Check with me that you have submitted Part I correctly.
______________________________________________________________________
LA 4:
CO: Students will demonstrate evaluation of TKAM by stating and defending opinions using the text.
LO: Students will speak and listen using the discussion rubric.
1. Get out your AOW on “affluenza.”
-Identify a conflict from this article:
-human beings in conflict with nature
-human beings in conflict with one another
-human beings in conflict with fate
-human beings in conflict with society or the law
-human beings in conflict with themselves
-two universal forces in conflict (good and evil, passion and reason, vengeance and compassion, etc.)
2. Pick up discussion rubric & theme sheet from the table under the Promethean Board.
3. Read over the rubric carefully. Use this information to help you prepare for our discussion.
4. Graded class discussion (formative)
–To Kill a Mockingbird Ch.1-10 and predictions.
-Examine certain characters.
-Identify themes and their development.
-Identify symbols and their meaning/development.
-Share golden lines from the text.
5. Reflect on discussion
-Give yourself a score for each item on the rubric.
-Look over your notes from the discussion and keep them in your binder.