1st Hour 8:00-9:15 Government/Economics:

March 4, 2013

In Journal –the pseudo essay—pseudo

Synonyms

AFFECTED, ASSUMED, BOGUS, CONTRIVED, FACTITIOUS, FAKE, FALSE,

FEIGNED, FORCED, MECHANICAL, MOCK, PHONY (also PHONEY),

PLASTIC, PRETENDED, ARTIFICIAL, PUT-ON, SHAM, SIMULATED,

SPURIOUS, STRAINED, UNNATURAL More less quick outline—good for quick organization on ACT+Writing

1. Intro—background notes

2. Thesis or position

3. reason or example

4. reason or example could be a CDV

5. reason or example or REFUTE (prove false

6. Conclusion—summary notes and future

Goals:

1. Take a position on Gun Control and the role of the 2nd

Amendment

2. Support the position with three arguments

3. Sum it up and speculate on the future

__________________________

Complete the Assessment Activity—Write a paragraph

National Budget scenarios—report out—how did you or your team solve

the federal budget crisis?

What major tradeoffs did you make?

Goals 1) Understand how scarcity affects the economy that drives economic

decision making

2) Analyze how individuals make choices and understand how decisions

represent economic reasoning and public policy

Benchmark SOC.VI.2.HS.1 Engage each other in elaborated conversations that deeply examine public policy issues and help make reasoned and informed decisions. Standard SOC.V.1 All students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts and timelines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information. GLAHSCE.SOC.9-12.3.1 » Civics » Social Studies » Grade Level and High School Content Expectations Describe how the national government is organized and what it does through the investigation of such questions as: What is the structure of the national government? What are the functions of the national government? What are its enumerated powers?

Origins and Foundations of Government of the United States of America – Students will analyze the role of history (particularly historic documents), including major turning points, in the development of modern United States democracy. (2.1.1-2.1.4, 2.2.1-2.2.5) The Market Economy Power Standard 1: Individual, Business, and Government Choices – Explain and demonstrate how economic organizations confront scarcity and market forces when organizing, producing, using, and allocating resources to supply the marketplace. (Content Expectations referenced: 1.1.1, 1.1.2) RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information

______________________________________________

Continue to Review and discuss the Story of the Constitution and Build the Timeline—finish

by Monday at the end of the day

Goals:

1. Focus—List the positions of the Federalist and the Anti-Federalists

2. Take very good bullet notes in the margin—include dates

3. Check notes for important points—add and develop...

4. Exploding timeline—from what events did we base our core democratic values

and Constitutional Principles?

Students will be able to… Summarize the key contributing documents to the Constitution Develop a concept map in the form of a timeline depicting the various influences on American government (U.S. Constitution). Discuss the pros and cons of the Articles of Confederation Determine the views of the Federalists and Anti-Federalists. Interpret timelines related to development of American government. Identify Core Democratic Values in today’s world. Compare/contrast incidents in history when the value was & was not supported Create mnemonic devices to help remember key values

Upcoming

Un United States

Analyze Benjamin Franklin’s “Join or Die” political cartoon. –UnUnited States…….http://www.youtube.com/watch?v=jmMosYyqYDk Federal Budget Simulation

Historical Documents Analysis

Identify and analyze specific historic documents that led to the development of US democracy. Bundle of Compromises Analyze US Constitution for common themes, compromises and principles. Explain how historic events and moments have impacted the way we interpret, understand and use political documents.

On the issues.org— Form your opinion on each issue and record. Take the quiz and record your results.

How do you compare to Obama’s agenda? Explain

Are you more like Obama or someone else? Explain?

What are your economic and social priorities? Find and analyze one cartoons about a current issue:

LSJ Link: http://lansingjournal.mi.ussrv06.newsmemory.com/nie.php

User: SE190100101

Password: nie (all lowercase)

March 4, 2013

1st Hour 8:00-9:15 independent in the back room Ag Leadership, Entrepreneurship & Communications

Sasha, Kelsei, and Alyssa:

Students will find pictures for each category of the National Chapter

Award and finalize

The pictures will not duplicate the same people

Students will write or outline a script

After, students will write thank you notes for the National Chapter Visit

2nd Hour 9:19-10:34 Agricultural Science Students should be in attendance for the National Officer Visit

Goals for today--

Assess their Academic Success

Critique Jenna in the Creed work on blocking and gestures

Jenna – reporter--article on the National Officer visit

Goal to Make a slideshow about skills contest

How does the contest work?

What skills do you demonstrate?

Who does what? How many people?

How do you prepare?

Place a feed order at WFG and pick it up and organize it for the animals

Write a thank you note

If time permits……

Underclassmen should:

FFA Workbook

AS.02. Performance Element: Classify, evaluate, select and manage animals based on anatomical and physiological characteristics.

CS.01. Performance Element: Premier Leadership: Acquire the skills necessary to positively influence others.

CS.01.02.

AET Record Keeping

Prepare and implement a plant management plan that addresses the influence of environmental factors, nutrients and soil on plant growth.

II Plant Systems

A Develop and implement a crop management plan for a given production goal that accounts for environmental factors.

AG-PL 1

AGRISCIENCE AND NATURAL RESOURCES EDUCATION CURRICULUM

(0000) Curriculum Area: GENERAL LESSONS

(0005) Unit: SAE

(0005) Topic: SAE

Topic Objectives: Upon completion of this lesson, the student will be able to:

Topic 0005A Define and illustrate supervised experience (SAE).

Topic 0005B Assess the relationship between SAE and the total agriscience and

natural resources education program. Topic 0005C Identify and analyze the benefits of SAE.

Topic 0005D Differentiate the types of SAE.

Topic 0005E Identify and discuss the purpose and characteristics of an SE plan. Topic 0005F Prepare a personal SAE plan.

Topic 0005G Develop and implement a long-range SAE plan.

Topic 0005H Record and demonstrate competency in all transactions and activities pertinent to SE and FFA activities

Pathway Standards

I. ANIMAL SYSTEMS

A.

A. Apply knowledge of anatomy and physiology to

produce and/or manage animals in a domesticated or natural environment.

B. Recognize animal behaviors to facilitate working

with animals safety.

C. Provide proper nutrition to maintain animal

performance.

D. Know the factors that influence an animal's

reproductive cycle to explain species response.

E. Identify environmental factors that affect an animal's

performance.

Career & Employability Standards

III. DEVELOPING AND PRESENTING INFORMATION

A. Developing and Presenting information

Technical Standards

VII. ANIMAL GENETICS B. Inheritance.

1. Define dominant, recessive, and incomplete dominance.

March 5

Journalism

3rd Hour 10:38-11:08

Lunch 11:08-11:38

3rd Hour 11:42-12:23

Goals for the week:

Advertisements –Sarah and Kayla finish up???

Photostory/ --Should be ready to go for final push show on Tuesday?

Name Groups and teams Back Row: Middle Row: Front Row: Mike Jones

More Faces = More Buyers Why should students buy a yearbook? Of course, it is to see

themselves. There are a number of ways to assure more kids are in the book. Try to cover every student two or more times in your yearbook. To get more students in the book, include photo collections, candid portraits in folios or whole-book links, photo/headline combinations and alternative copy or secondary coverage with quotes. The best way to get more kids in the book, however, is to vary the number of recognizable faces in the photos: one person, two people, three people, small groups and large groups. Strive

to picture from 28 to 42 people on every spread.

Theme concept 2013—begin new pages –meet by section

o Varsity Font 12, ; o Focusing the Theme—We Are Spartans, Varsity Jacket, Gold….school colors

o Begin Deadline Two

o Sort pictures and create a good pics folder in the drafts file

Sell one yearbook in March for points—past buyers

Make up points for February books by completing lunch duty and delivery sheets to

students—past buyers—or sell the Feb book; offer payment plans

Seniors –group meeting

o Group picture orders

o Sr. Farewells—lay out

o Composite

o 16 pages—meet this week

o Mock elections

March Photography_______________________________

Middle School Event Photography. Complete by March 15

o Sign up in advance

Font ideas:

1. Divider Headline

2. Copy-story 10-12 and

captions 8-9

3. Headlines 42-72

4. Sub headlines 16-24

5. Folios –page numbers

6. Table of contents ,

opening and closing

AFNR Business System

Examine the principles of AFNR business.

Utilize record keeping to accomplish AFNR business objectives while complying with laws and regulations.

Recognize record keeping and accounting principles.

Analyze records to improve efficiency and profitability of an AFNR business.

Utilize data to effectively manage an AFNR business (e.g. budget, cash flow, income and expense record, and balance sheets).

Demonstrate knowledge of principles in marketing within an AFNR business.

Illustrate the importance of a marketing chain.

Describe the process of commodity marketing.

Relate the segments of the AFNR industry and their distribution channels.

Demonstrate knowledge of an AFNR plan.

List the key components of an AFNR plan.

Recognize the importance of goal setting in an AFNR business

Common Core Anchor Standards addressed in Journalism:

Reading:

3. Analyze how and why individuals, events and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

analyze how specific word choices shape meaning or tone.

7. Integrate & evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance

and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author takes.

Writing: 1. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline

in which they are writing.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through

the effective selection, organization and analysis of content.

3. d. Use precise words and phrases, telling details, and sensory language to covey a vivid picture of the experiences, events, setting

and/or characters. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and

audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing

feedback, including new arguments or information.

Speaking & Listening

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

March 4

Journalism

3rd Hour 10:38-11:08

Lunch 11:08-11:38

3rd Hour 11:42-12:23

Students will

Work on Yearbook pages and print for points

(must show improvement)

Build pages in the _2012-2013 Yearbook pages

folder (on your page numbers)

WRITE PICTURES MUST HAVE CAPTIONS!

APPLY THE Theme concept 2013

o Varsity Font 12, ; o Focusing the Theme—We Are Spartans, Varsity Jacket, Gold….school colors

Sample Caption Format:

(The order of sentences may vary slightly with each caption.)

Sentence #1: Tell the reader what¹s happening the moment the photo was taken. Use

present tense so the reader knows what¹s going on when he or she looks at the photo.

Sentence #2: Provide some background information that the reader cannot get by merely

looking at the photo. Use past tense to give the outcome or reaction to the initial

experience captured in the photo.

Sentence #3: Use a direct or indirect quote to provide more background details and a

“you are there” feeling for the reader.

Sentence #4: Without repeating any previous information, wrap-up the caption by

providing some previously unused piece of information about the event or activity.

Sample Caption:

STAYING ON TOP. Senior wrestler Tom Jenkins fights to “stay on top” and in control,

later pinning his Cedar Springs Red Hawk opponent, in a Wildcat home victory, Tuesday

February 12. “Cedar is always a tough match for us,” said Tom. ”We had to work awfully

hard in practice to come out on top.” Jenkins, the team captain, went on to a 24-4-1

record. He was also a state qualifier at 156 pounds and finished the season as the team

MVP.

**********************************************************

REMEMBER THAT YOU HAVE A FEBRUARY AND A MIDDLE SCHOOL PHOTOGRAPHY

REQUIREMENT AND YOU MUST SIGN UP TO GET CREDIT.

Font SIZES AND THEME:

7. Divider Headline

8. Copy-story 10-12 and

captions 8-9

9. Headlines 42-72

10. Sub headlines 16-24

11. Folios –page numbers

12. Table of contents ,

opening and closing

English 12

March 5

5th hour 1:46-3:00

Finish the novel by today

The Grapes of Wrath

Local Scholarships Due March 15

This week Monday/Tuesday Class

Independent practice and E2020 Wed-

Friday

Assessing and applying what you know

The Applicant’s Letter rubric self-editing

GOAL: To focus draft, provide details and examples to exemplify personal strengths and write for a specific audience

_____________________________

Ticket out the door—a draft with edit notes and a revision

Goals:

1) Know and use a variety of pre & post writing strategies and

technology tools to generate, focus, and organize ideas.

(CE1.1.1, 1.1.2)

2) Know that different types of language are used for different

situations/audiences and apply that understanding. (CE 1.1.3,

1.3.5, 1.3.6, 1.5.3, 4.1.1)

3) Write a draft, considering audience and purpose. (CE 1.1.1,

1.1.4)

4) Edit for grammar/mechanics and revise for content based on

self and peer editing. (CE 1.1.5, 1.1.6, 1.1.7, 1.3.3, 1.5.5)

5) Write in a wide variety of genres for a variety of purposes. (CE

1.3.1)

Guided & Independent Practice— Local Scholarships

APPLICANT’S LETTER In an accompanying letter, explain your educational and career

goals and explain why you would like to be considered for this

Common Core Obj. RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies

W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

scholarship. (Include information concerning financial need and/or extenuating

circumstances.)

APPLICANT’S LETTER 1. In an accompanying letter,

2. Set the purpose—introduce the topic (who are you? What scholarship?)

3. briefly describe your educational and why

4. career goals and why

5. describe, in your own words, the attributes of a successful college student—how

do you possess these?

The letter shall be:

No more than two typed pages

Single side

Double spaced

Using a font in 10 or 12 point.

WRITING PROCESS To improve your own writing process, you will: Goals:

1. practice and evaluate drafting processes that help shape a written response from among many possibilities.

2. practice and evaluate revision strategies, such as changing focus, adding or deleting material, and changing point of view or purpose.

3. practice and evaluate editing strategies. 4. Ticket out the door—a draft with notes and a revision

Listening Listening Power Standard 1: Develop critical listening strategies for personal, social,

and political purposes. Essential Learning Targets - Students will be able to:

1) Use a variety of pre-listening strategies. (acknowledge own prior knowledge, make

connections, generate questions, make predictions, etc.) (CE 2.1.1)

2) Listen to diverse texts for multiple purposes (for example, learning complex

procedures, making work-place decisions, pursuing in-depth studies etc.). (CE 2.3.1)

3) Listen independently to a variety of fiction, nonfiction, and multimedia genres based

on student interest and curiosity. (CE 2.3.2)

W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection,

organization, and analysis of content.

Chapters 36-39

http://www.vocabulary.com/lists/234833#view=definitions

http://classjump.com/e/easthamenglish/?section=classes&class_id=

78201&method=past

Upcoming Four major literary movements influence the narrative style of The Awakening.

Research the following movements in the context of literature

Movement Origins Beliefs Examples from the novel

Romanticism

Realism

naturalism

Local color

What would Edna Paint?

Anchor Standard One: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Anchor Standard Seven:

Integrate and evaluate

content presented in

diverse media and formats,

including visually and

quantitatively, as well as in

words.