Week 15: April 24th-28th

What am I learning this week?

-This week is somewhat shortened due to the changing of the chairs ceremony at the end of the week.  However, seeing as the EOC will be approaching fast, we have a few test prep items to complete.


-This week we will begin prepping for and discussing the mock trial we will adjudicate after the EOC.  Students will use class time to review the Hazing/Manslaughter case, defining roles within the exercise, and drafting opening statements and testimony.

-We will also begin watching two episodes from Making of a Murderer to discuss legal procedure in criminal cases.

-Before Friday we will also be writing, and peer grading, the constructed response from the Milestones study guide.

How am I learning this?

-As stated, we will begin work on the Hazing/Manslaughter case this week.  Lead counsel for both sides will receive all these files to review with the team, define roles, and begin prepping witnesses.

-Using Cornell-style notes, students will identify the correct procedure in criminal cases as we look at episode one and ten of Making of a Murderer

-Students will use the synthesis sources to complete the constructive response.  Students will also receive the seven-point rubric and a student exemplar to complete peer grading on this task.

How am I being assessed?


-Legal notes and witness testimony (formative)

-EOC test preparation- constructed response (formative)

Week 14: April 17th-21st

What am I learning this week?

-Due to the social studies field trip, and the number of absences it looks like we will be having Monday, you will be working on independent reading/study material for AP, SATs, ACTs, and final exams.

-This week our primary focus will be on preparing for the EOC.  We will start by writing the extended response provided by the Milestones Study Guide.  This essay will be peer graded and deconstructed afterwards to emphasize the proper organization, content, and structure of this EOC response.

-The last type of EOC essay to prepare for is the extended constructed response.  We will be discussing the prompt provided in the EOC Milestones Study Guide, the grading rubric for this task, and a student exemplar before writing.  Again, peer grading with the rubric will be used afterwards to summarize this task.

-I will be introducing the Gatsby Setting Map project for the latter half of this week.  Students will gather material for this project, and execute partial completion of it by the end of the week.

-We will end the week with a reading quiz on chapters 5-7 of The Great Gatsby

How am I learning this?

-In order to complete the extended response practice essay, students will write under actual EOC timed writing test conditions for this task.  Completed essays and the writing rubric will be used in small collaborative peer grading groups to gauge readiness for this task.

-As part of the debrief on the extended response task, students will take notes on the structure and organization of this type of essay.  AP argument essay notes will be distributed as well.

-A similar set of procedures will repeat for the final practice essay for the EOC.  However, in addition to the writing prompt and rubric, students will also be provided with the student exemplar provided in the Milestones Study Guide.

-Students will receive the handout for the Gatsby Setting Map project.  Students will brainstorm a list of needed materials and begin completion of the project for the rest of the week.

-Students will take the brief reading quiz for chapter 5-7 of The Great Gatsby

How am I being assessed?

-Extended response practice essay (formative)

-Constructed-extended response essay (formative)

-Partial completion of the Gatsby Setting Map project (formative)

The Great Gatsby chapters 5-7 reading quiz (formative)

Week 13: April 10th-14th

What am I learning this week?

-We will start with the timed writing assessment on Destiny of the Republic.

-This week we will begin with micro-debates to have a scaffold  discussion of the argument essay.  We will start by completing a debate sheet from the critical viewing we had of “Into the Wild” as well as our reading of the article “Death of an Innocent” before Spring Break.  As a class we will have the debate the end to further discuss the role of debate protocol, the facilitator, and timekeeper for the micro-debates we will do later this week.

-We will critically view and discuss “Grizzly Man” and how this relates to the last unit.  You will begin creating debate points around this film before having the micro-debate.  This activity will take two classes.

-We will begin the last unit by engaging in Philosophical Chairs, using the anticipatory guide for The Great Gatsby as the basis for this discussion.

-We will begin with a direct lecture and note-taking session on the essential characteristics of American Modernism.  RAFT and narrative writing will follow-up an understanding of the class and economic gap in the Gilded Age.

-We will perform popcorn in-class readings of “Winter Dreams” by F. Scott Fitzgerald.  Critical reading questions will assess an understanding of how this early work provides a framework for The Great Gatsby.

How am I learning this?

-Our first class back from break will be spent doing some timed writing.  I am trying to give you a sense of the timing you will need for both the EOC and AP exam.  We also need to put the prior unit in our rear view mirror.

-Using the Debate Points handout, we will collaboratively discuss both sides of the given claim, provide evidence from recent class texts, and shape counterlaims and call to action statements.

-We will review debate protocols and roles before enaging in a class wide debate.

-We will critically view and discuss “Grizzly Man” while filling out the second Debate Points handout.  Students will engage in micro-debates as a follow up activity.

-Using foldable or Cornell-style notes, you will be taking notes on the essential characteristics of Modernism.  As a follow-up we will be viewing a short clip to illustrate the economic realities of early 20th century American life.  You will be using the remainder of class time completing the narrative RAFT writing assignment.

-As a class we will perform popcorn readings of “Winter Dreams.”  This will be a reading punctuated with important discussion points.  The focus will be on the themes of disillusionment, especially concerning notions of traditional romantic love.  Students will complete narrative writing as an Exit Ticket on this day.

How am I being assessed?

Destiny of the Republic final essay (summative)

-Debate Points Handouts (2) (formative)

-Micro-debate (formative)

-“Winter Dreams” Critical Reading questions (formative)