English 11 week of January 4

Monday -
Complete the speed reading test at http://www.readingsoft.com/ Report your WPM and Comprehension % to Luttke.

Explore the Human Rights issues that Amnesty International is addressing at http://www.amnestyusa.org/our-work/issues.

Homework: Receive and read the articles from the Universal Declaration of Human Rights by the UN be prepared to discuss it.

Goodreads Review instructions at https://docs.google.com/document/d/1hf74dH2XPbgLEOqxgqPbnFTa3o0OAivycqrVyyRQuFE/edit?usp=sharing

Goodreads Review rubric at https://docs.google.com/document/d/1mfELvH2ZG8RuOSD28iA333fg0BJkgMw8T5racBD9Ke0/edit?usp=sharing

Tuesday/Wednesday – Group work – Valuing Humanity: Human Rights project

Information regarding group work and project at https://docs.google.com/document/d/1Xp5UAC6-yzHbMBY9pl9GNV5eFvtTypxYQs17AjNezI8/edit?usp=sharing

Project expectations: Students in groups with identify a human rights issue from Amnesty Internationals page: http://www.amnestyusa.org/our-work/issue. They will research their topic and create an annotated works cited using MLA format. In their math class, each student will create a graphic to represent their area of concern in human rights violations. Then, the group will identify an individual to contact with their group letter of advocacy.

Discussion Questions:
What does it mean to be fully human? 
How is that different from just "being alive" or "surviving"? 
What do people need to live in dignity? 
What happens when a person or government attempts to deprive someone of something that is necessary to human dignity?

Procedure:
1. Discussion questions answered as a group - create google doc and share with Luttke
2. Group identifies area of human rights violation to focus on.  - email Luttke your choice
3. Each person responsible for identify 2 sources that they will report information back to the group. Plan to share information you discover, make sure to find a person to write to and statistical information.

Thursday/Friday – Group work – Human Rights project

Procedure:
4. Individuals will add their sources to a Works Cited google docs for the entire group. Share that doc with Luttke. 
 Sources will be done as full citation in MLA format and will included annotated information of what the source was about 2-3 sentences per source. 
5. Group will identify an individual or organization that they can send a letter of advocacy.
6. Group will compose a letter of advocacy to an individual or group they identify and will include their graphic within the letter.

Creative Writing week of January 4

Monday – Flash fiction update; Reflection on Flash fiction; In class writing.

Wednesday – Planning for published work – expectations and brainstorming.

Friday – Brainstorming and outlining

English 11 week of December 14

Monday - Practice LT: Reading Strategy; Semicolon practice.

Tuesday/Wednesday - Mini bio video on Elizabeth Cady Stanton; Read Declaration of Sentiments; Complete Comparison matrix on Declaration of Sentiments and Declaration of Sentiments. Homework: Complete comparison matrix

Thursday/Friday - Turn in comparison matrix; Supporting a Project for PBL students will be instructed on the basics of html coding from Mrs. O'Rourke's Computer Programming class from PLTW.

Creative Writing week of December 14

Monday - Students submit Editor questions and answers. Continue drafting. Hm: Share draft on Google docs with Luttke.

Wednesday - Corrections and trimming of flashfiction.

Friday - Submission of flashfiction - submit proof to Luttke. Printed draft and rubric to Luttke.

English 11 week of December 7

Monday - RI: Research video practice worksheet:
Educational video - Center for American Progress "Tipping the Scales How a Loophole in Current Education Law Allows Inequities in Education Spending" video https://www.americanprogress.org/issues/education/news/2011/08/29/10125/video-tipping-the-scales/ Click on mp4. 
Publisher: CAP Education Policy Team
Published: August 29, 2011
Homework: Read the Declaration of Independence identify at the top your prior knowledge.

Tuesday/Wednesday - Semicolons from The Oatmeal.

In groups, students will be assigned a section of the Declaration of Independence  to summarize in a slideshow for their classmates:

Click on the slideshow for you class period, find your text section and write the summary on the summary slide.

1^st hour –

https://docs.google.com/presentation/d/1-5XKxRahG4viJ1oU7zogxwVloFIylAVBqMf_uVyxjzU/edit?usp=sharing

5^th hour –

https://docs.google.com/presentation/d/14rWhNnRTWsXJWUOUgvoKvVyywzjhLyLdgF1Z7monDH0/edit?usp=sharing

 7^th hour –

https://docs.google.com/presentation/d/18PfVV2RmF-MxrxoYIfrVCE0KObaz5a2c8qSfVuVSMD8/edit?usp=sharing

 2^nd hour –

https://docs.google.com/presentation/d/1Q2g7U_9xx3oCry3Z9HDcmoLfYhNud928gattOeHoxMg/edit?usp=sharing

Thursday/Friday - Reading Practice for LT. Review Slideshow – take notes. Chart for central idea, persuasive elements, and theme

Additional practice video at https://www.ted.com/talks/richard_wilkinson?language=en
Author: Richard Wilkinson
Published: July 2011
Publisher: TedTalks

Creative Writing week of December 7

Monday - wrap up plot diagram, work on characters and setting; Begin drafting

Wednesday - Drafting continued - finished by end of class

Friday - Cutting excess.
Identify someone to read outside of class.

Editor should answer the following questions - submit editor's name with questions and answers to Luttke on Monday.

1. Do the main character(s) change by the end of the book? Do they grow or mature? Do they learn something about themselves and how the world works?

2.  How did you experience the book? Were you engaged immediately, or did it take you a while to "get into it"? How did you feel reading it—amused, sad, disturbed, confused, bored...

3. Is the ending satisfying? If so, why? If not, why not...and how would you change it?