12th Grade Language Arts: December 2014

Tuesday, December 16, 2014

In-Class

Journal: We got in to partners and found evidence in Marita's Bargain to support our claim about whether or not the school day should be longer and summer breaks should be shorter.
We split in to our two debate teams in the choir room (each team has a group leader). We went through the list of counterarguments we made in class last time and each team talked about how they would refute those arguments.
We filled out the, "Preparing for Marita's Bargain Debate" sheet in our groups and assigned roles for group members during the debate which will be held on Thursday.
We worked on our vocabulary worksheet

Homework:

In-Class:

Journal:
Claim: “Schools should extend the length of the school day and shorten summer break.”

1)      Determine whether you are going to argue for or against this claim.

2)      Come up with 3 solid reasons why you agree or disagree with the claim from your own experience. Feel free to use the text as supporting evidence! Example: Schools should not extend the length of the school day because they cannot participate in as many extracurricular sports or activities.

3)      Put a star next to your most solid argument.
We went around the room and shared our arguments, then put them in to a chart. After, we chose an argument from the opposite point of view to refute in our journals.
We talked about effectively studying charts and writing about them. Groups got back together and re-wrote the answers that were unclear on their group activity from last time.
Students worked on a vocabulary worksheet that we will finish next time.

Homework: NONE

In-Class:

Journal: List the pros and cons to year round school (only a 6 week summer and longer breaks throughout the year) versus school with a 2.5 month summer break.
We debated both sides of this argument. Students put their name on a sticky note and put it on the board under which side they agreed with. Our class was pretty evenly distributed. We called on people to share why they put their sticky note where they did.
We did a group activity on pages 6-8 of Marita's bargain (20 points)
We read pages 8-12 as a class and discussed them.
We did an assignment on our own on pages 12-14 of "Marita's Bargain" (10 points).

Homework:

In-Class:

Journal: Can success be achieved on talent and work ethic alone? Can anyone who is talented enough and works hard enough achieve their dreams?
We started reading the article on page 3 of the text entitled "Marita's Bargain" and discussed the first 3 pages.

Homework:

In-Class:

We did a journal on Hamlet (a text we ultimately decided not to read). Students read the bio about Shakespeare on page 235 and listed at least four things new they learned about the author.
We did a detailed peer review of each others' Beowulf papers. Those who did not turn it in worked on it during class.

Homework:

In-Class:

Homework:

In-Class:

Journal: Character sketch of Beowulf character
We got in to groups and discussed our character sketches with people who chose similar characters to us.
I handed out the rubric for the Beowulf perspective writing piece (100 points) and discussed it with the class.
We talked about correctly punctuating quotations.

"Go to the store," he said. Comma goes INSIDE the quotes!
He was considered the "big man on campus". Period goes OUTSIDE the quotes.
She asked him quietly, "Where are you going?" Comma before the sentence!
He answered her before walking out. "Why do you care?" (Period, NOT a comma before the quote).

We talked about the proper use of the semi-colon. Phrases on either side of the semi-colon must be complete sentences.

Homework:

We went to the library and worked on college applications with the school counselors (Ms. Patrick substituted).

We went to the matinee of Sweeney Todd.