Planning Your Week
S 1/21 – No Red Ink practice for parallelism and voice due 11:59 p.m
T 1/23 – Bring your typed, complete interview transcript to class.
W 1/24 – Bring a draft of your narrative interview to class.
Th 1/25 – Submit your complete narrative interview to Turnitin.com by 11:59 p.m.
F 1/26 – Bring a printed copy of your narrative interview to class.
T 2/6 – ZINC vocabulary due by 11:59 p.m.
Th 2/8 – Independent reading project written portion due to Turnitin.com by 11:59 p.m.; bring the completed project to class tomorrow.
F 2/9 – Independent reading project due in class (written portion should already by in Turnitin.com).
Continue practicing grammar/EOC concepts and vocabulary through No Red Ink website and ZINC via the SpringBoard website.
Monday, January 22
Opener: Interview a clock buddy
- Analyze the sample interview transcript and article with SOAPSTone strategy.
- Number interview questions and correlate them with where they appear in the article.
- Assess the narrative with the EA rubric.
Closer: IR: Review interview plan p.59-60 and revise questions.
HOMEWORK: Interview someone you know who has post-secondary experience (an adult who went to college, entered the workforce, or joined the military; someone who has been out of high school at least four years), and bring the typed, printed interview transcript to class; read IR book (due Feb. 9); first set of ZINC due Feb. 6.
Tuesday, January 23
Opener: review your transcript with a clock buddy, noting powerful elements.
Work on composing your interview narrative, transforming the transcript into an essay.
Closer: Review narrative elements
HOMEWORK: Compose narrative interview and bring a draft to class tomorrow; final draft of narrative interview due Thursday evening to Turnitin.com; read IR book (due Feb. 9); first set of ZINC due Feb. 6.
Wednesday, January 24
Opener: SB: Lesson 1.4 Parallel Structure: Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions) and “Check Your Understanding” p. 15.
- Brief review of narrative elements & sensory details
- SB: Lesson 1.5 Review imagery and voice; read “Marigolds,” marking ! for interesting imagery, highlighting voice; circling unknown words and phrases.
- SB: Reread the story; answer the text-dependent questions.
HOMEWORK: Compose an EOC response to "Marigolds" prompt on pg. 27 of SB; submit the typed response to turnitin.com bu 11:59; Compose narrative interview and bring a draft to class tomorrow; final draft of narrative interview due Thursday evening to Turnitin.com; read IR book (due Feb. 9); first set of ZINC due Feb. 6.
Thursday, January 25
Opener: SB: Activity 1.11 Pairs should read the two excerpts and complete “Working from the Text” and “Check Your Understanding.”
- SB: Peer review the EA1 (your narrative interview).
- SB: Revise your narrative based on peer and self-assessment.
HOMEWORK: Submit EA1 (narrative interview to Turnitin.com and bring a printed copy to class Friday. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.
Friday, January 26
Opener: SB: Activity 1.13 (p.64): unpack EA2 and review elements of argument (p.91-2). Complete a stoplight self-check IAN.
- SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.
- SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.
- SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.
HOMEWORK: complete NoRedInk assignment on verb tenses