TKAM 29-30 | Final RI & GDCAP!

Objective: Jedis will be able to show their mastery identifying main idea with evidentiary support and justification for their claims in a double TIEAC on the GDCAP.

Jedis will be able to show 2 years of lexile growth on their Reading Inventory test!

1. Meet Alana. I taught her in 8th grade.

2. If you do not have Ms. Haislip or were absent for the RI test, you will take your RI test before you begin the GDCAP. If you have already taken the RI test with Ms. Haislip go to the next step.

• Go to: sam.greendot.org (Type it in, if you let it auto populate sometimes your log in won't work)
• Click on the blue RI icon
• Username: first initial + first 13 letters of last name + PS ID #
• Ex. kkelly54367
• Password: Greendot4life 

3. Accessing the Eng 9 GDCAP:

• 1) Go to EADMS.com
• 2) Click on “online testing”
• 3) Choose our district
• enter your ID #
• Session ID MP7ZFS
• 4) Start session.

Remember to:

• Press save throughout.
• The first question is a double TIEAC. Use pg 14 of your literacy guide to help you.
• Justify your answers to the multiple choice questions on your paper.
• When you are done you have to click submit.

TKAM 22-26 | Final Civil Rights Project

Objective:

• Jedis will peer grade their FINAL Civil Rights Research Projects in specialized and color-coded groups, correcting errors and providing meaningful feedbacks for their peers.
• Jedis will read, annotate and analyze Ch 22-26 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.
• Jedis will be able to identify and correctly spell 70% or more of the world's oceans, regions, countries and territories.

Homework

• Study for Geography Final (all regions)
• Due Next Class: TKAM 22-26 annotate, answer the questions with evidentiary support.

TKAM 21-22 | Peer Grade Rough Drafts

Objective:

• Jedis will peer grade their Civil Rights Research Projects in specialized and color-coded groups, correcting errors and providing meaningful feedbacks for their peers.
• Jedis will type their final Civil Rights paper and submit it and their Works Cited to  TurnItIn.com for review.

Homework

• ELA Progress Report Signed By Parent
• All Class Progress Report Signed by Parent
• Study for Geography Final (all regions)
• Due Next Class: TKAM 21-22 annotate, answer the questions with evidentiary support.
• Due Next Class: Typed, MLA Formatted Final Research Paper (with works cited) printed AND submitted on TurnitIn.com.

1. Meditation
2. Grade Chapter 18-20
3. Break up into 4 peer grade groups grading for:

• MLA format
• Organization
• Thesis and Sub-topic Claims
• Overall Quality

TKAM 18-20 | Civil Rights Paper Outline

Objective:

• Jedis will read, annotate and analyze Ch 18-20 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.
• Jedis will create an Outline Civil Rights Research paper.
• Jedis will write a 5 paragraph, MLA formatted rough draft of their research paper using 5 credible sources and appropriate unit vocabulary.

In the paraphrased words of Eliza Hamilton in Hamilton:

You and your words should flood my senses,

Your sentences should leave me defenseless.

Build me palaces out of paragraphs,

Build me cathedrals! <3

Homework

• Read 45
• Study for Geography Final (all regions)
• Due Next Class: TKAM 18-20 annotate, answer the questions with evidentiary support.
• Due Next Class: Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward)-- We have no more Vocabulary to learn after this weekend. Make sure you are studying these words.
• Due Next Class: Civil Rights Paper Outline and Rough Draft

1. Meditation
2. Peer Grade Ch 15

3. Peer Grade Ch 16-17
4. Peer Grade MLA Formatted Works Cited

5. Peer Grade Notes Revisions for those who need it.
6. Review How to Write an Outline and Expectations for the Research Paper
7. Work time for Civil Rights Research Project

TKAM 16-17 | The Trial & 13th A Documentary

Objective:

• Jedis will draft an MLA formatted Works Cite page for their Civil Rights Research Project.
• Jedis will watch the documentary 13th and discuss the concepts of the exception clause and institutional racism as they relate to the book To Kill A Mockingbird and their personal Civil Rights Research Projects.

Homework

• Read 45
• Study for Geography Final (all regions)
• Due Next Class: TKAM 16-17 annotate, answer the questions with evidentiary support.
• Due Next Class: Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward)
• Due Next Class: Typed, MLA Formatted Works Cited
• Due Next Class: Revised Research if you scored less than a 28 on the rubric.

1. Meditation
2. 13th

• Note: If your civil rights project is related to the Black community, prison, the war on drugs/crime, or white supremacy/racism-- you will want to finish this film on your own to help you better understand your topic. You my not use the documentary in your paper, but it will help you to see the broader implications of the civil rights issue you are investigating.

TKAM 15 | MLA Format & Works Cited

Objective:

• Jedis will be peer-grade CRAP tests and Research Note Cards and provided checklist feedback for corrections before submitting work with their final paper.
• Jedis will be able to read, annotate and analyze Ch 15 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.
• Jedis will be able to create a Works Cited page that is in proper MLA format.

Homework:

• Read 45
• Study for Geography Final (all regions)
• Due Wed: TKAM Chapter 15: annotate, answer the questions with evidentiary support.
• Due Wed: Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward)
• Due Thurs: Notecards Revisions as needed and typed Works Cited page in proper MLA Format

1. Meditation
2. Peer Grade Ch 13-14

3. Peer Grade CRAP tests and Research Note Cards and give feedback for improvements
4. Review MLA Formatting the Works Cited Page

5. Work time for Civil Rights Research Project

TKAM 13-14 | Research

Objective:

• Jedis will be able to define unit vocabulary with 70% or higher success.
• Jedis will be able to read, annotate and analyze Ch 13-14 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.
• Jedis will be able to research their independent civil rights projects and
• CRAP test their 5 best resources for credibility
• Create at least 2 research notecards for each source using at least
• 3 quotes
• 3 summaries
• 3 paraphrase

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 13-14: annotate, answer the questions with evidentiary support.
• Research and CRAP tests Due Mon/Tues
• Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward):

8. categorization	37. Human chattel	66. nativism
13. colonialism	46. Internal conflict	84. silencing
16. Cultural appropriation	58. marginalize	85. slur
25. entailment	60. microaggression	92. Southern gothic
33. gentrification	62. Mobility (also known as social mobility)	93. spotlighting
98. System of oppression

1. Meditation

2. Grade Ch 12/ Review Tone and Purpose

3. Research/ Ms. Kelly checks Notecards and CRAP tests

Suggestions for research:

• Start your research with an encyclopedia, especially if you don't understand your topic. Encyclopedias tend to be easy to understand and given an overview of the situation.
• CRAP test your sources before you decide to take notes from it. 
• If it is a news source, check the image below to see if it is neutral/objective/unbiased, and whether it is known for factual reporting and complex analysis. You should aim to pull a source from the green box, ideally from the neutral column.
• Front of notecard: write source information using MLA format. Do not just copy the example on the paper I gave you-- that is for a book only. Use this website, and the menu on the left to find the type of source and properly cite it. 
• https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.html
• Back of notecard: write a bullet-point summary, paraphrase important information, or record quotations. Make sure that the information you take down is the most important, and other than quotes, that all information is COMPLETELY in your own words. 
• If you don't understand your notes and can't explain them to me, they are useless. These notes are to help you write your paper. You need to make sure that your bullet points make sense to you.
• For quotes-- you should have ONLY three, and they should be the best quotes you've ever read on the topic. If you were to paraphrase the quote, the meaning or importance would be lost. 

TKAM 12 | Tone & Purpose

Objective:

• Jedis will be able to identify tone and purpose of sample author's works.
• Jedis will be able to read, annotate and analyze Ch 12 of TKAM for author's purpose, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.
• Jedis will be able to research their independent civil rights projects and
• CRAP test their 5 best resources for credibility
• Create at least 2 research notecards for each source using at least
• 3 quotes
• 3 summaries
• 3 paraphrase

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM 12: annotate, answer the questions with evidentiary support.
• Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward):

  2. agent	26. ethics	52. justice
  3. ally	28. ethnocentrism	71. oppression
  7. Bildungsroman	32. Fundamental attribution error	76. privilege
  11. code-switching	36. Horizontal hostility	88. Social oppression
  18. cultural racism	42. Individual racism	89. Social power
  23. Dominant culture	50. -ism	96. supremacy

1. Meditation
2. Grading Chapter 6-7 and 8-11
3. Tone & Purpose Video

2. Tone & Purpose Handout

3. Independent Civil Rights Project Research on Note cards

TKAM 8-11 | Research Credible Sources & Note-taking

Objective:

• Jedis will be able to discern credible sources from untrustworthy sources and create 2 notecard of research for each source they will cite in their civil rights research paper.
• Jedis will be able to read, annotate and analyze Ch 8-11 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 6-7: annotate, answer the questions with evidentiary support.
• Vocabulary Flashcards (and when appropriate, use these words in your analysis moving forward):

5. bias	44. Institutional oppression	75. Prejudice
15. Commit	45. Institutional racism	81. Racism
20. Discrimination	46. Internalized racism	94. Stereotype threat
21. Disenfranchised	51. Jim Crow Laws	95. Structural racism
43. In-group bias	74. Point of view	103. Unconscious bias
107. universe of obligation: The circle of individuals and groups toward whom obligations are owed, to whom rules apply, and whose injuries call for amends. In other words, those that a society believes have rights that are worthy of respect and protection.

1. Meditation
2. Congressional Field Trip Interest-- only 15 spots.
3. New Books coming

4. Research Credibility Powerpoint | The Crap Test

5. Research Note Cards Video | Source & Note-Taking

• Works Cited MLA Format Guide

4. TKAM Chapter 8

TKAM CH 6-7 | Freshmen Portfolios

Objective: Jedis will be able to read, annotate and analyze Ch 6-7 of TKAM, using 2 pieces of evidence and 2-3 unit vocabulary per question to support their claims.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 6-7: annotate, answer the questions with evidentiary support.
• Vocabulary Flashcards: 1, 6, 9, 10, 34, and 72/73

1. Mediation

2. Peer Grade

• Chapter 1
• Chapter 2-4
• Chapter 5

3. Freshmen Portfolios

4. Work on Chapter 6

TKAM CH. 5 | Review Point of View

Objective: Jedis will be able to identify point of view in an assortment of examples.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 5: annotate, answer the questions with evidentiary support.
• Vocab Flashcards for this unit: #30, 55, 67, 70, 99, 100, 101

1. Meditate

2. Civil Rights Research Project Topic Assignments

3. Point of View

• First Person
• Second Person
• Third Person
• Objective
• Limited
• Omniscient

4. Read Chapter 5

TKAM CH 2-4 | Civil Rights Project Topics

Objective: Jedis will be able to select and advocate for their Civil Rights Topic choice using a 5-8 sentence paragraph and 3 analytical questions.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 2-4: annotate, answer the questions with evidentiary support.
• #1 Civil Rights Project Agreement

1. Meditate (5 min)

2. Review Chapter 2-4 (10 min)

3. Civil Rights Project Topic Review (10 min)

3. Research possible Topics and complete #2 Choosing a Topic (30 min)

TKAM Ch1 | Thematic Subjects

Objective: Jedis will be able to create a one-page poster of thematic subject found in To Kill A Mockingbird.

Homework:

• Read 45
• Study for Geography Final (all regions)
• TKAM Chapter 1: annotate, answer the questions with evidentiary support.
• Chapter 1 words to know:
• dictum: A formal or authoritative statement, usually by a judge.
• eccentric: a person with an unusual or odd personality
• malevolent: having or showing a wish to do evil to others; spiteful
• morbid: gruesome, gloomy, or dark
• predilection: A preference, bias, or special liking for someone or something
• quaint: old-fashioned in a pleasing way

1. Meditation
2. Freshman Writing Portfolios
3. Thematic Subject |  Today, you are just working on understanding the major Thematic Subjects that will be found in To Kill A Mockingbird, so you can later write about these themes.
• Thematic Subject vs. Theme
• A work's thematic subject is the broader topic it touches upon. The subject of the theme, or the “Thematic subject” is a word/phrase or few words or phrases that tell you what the theme is about—for instance:
• Judgement
• Love
• Revenge
• Forgiveness
• The theme is particular argument the writer makes about that topic through his or her work. Think of the theme as THE MEssage. This is the universal point the author is trying to make through the story. The theme must be explained in full sentences-- such as:
• Human judgement is imperfect.
• Love cannot be bought.
• Getting revenge on someone else will not fix your problems.
• Learning to forgive is part of becoming an adult.
4. Group Work | Ms. Kelly will assign you a group and a subject. You will have 20 minutes to complete your one pager. Complete your poster as follows:

• USE PEN/MARKER. WRITE THE WORD AND DEFINITION BIG!
• FRONT: Your thematic subject, a drawing that represents your subject, and a definition of your subject. Try to write the subject as creatively as possible. The best ones will go on the board!
• BACK: Your names and an EXAMPLE of your thematic subject in a movie or book you have read before. Ex. In the novel, Lord of the Flies, it demonstrates the thematic subject of alienation because Piggy is alienated from his peers. He doesn’t fit in and is picked on by Jack.
• A few of the thematic subjects found in To Kill A Mockingbird:

1. Good, Bad and the Human Condition
2. Prejudice/Racism
3. Coming of Age/Growing up
4. Courage
5. Small Town Southern Life
6. Justice/Law

4. Review Homework Questions and Figurative Devices

5. Read Chapter 1 together with Audio

TKAM Intro | The Individual in Society

Homework:

• E9: Read 45, Organize binders for Freshman Writing Portfolio, 1.3 Read Two Names, Two Worlds, annotate, create an identity chart for the author and answer questions.
• EH9: Read 45, Organize binders for Freshman Writing Portfolio, 1.3 Read Two Names, Two Worlds, and 1.8 Read "The Walking Boy", annotate, create identity chart and answer the essential questions.

Objective: Jedis will be able to examine the complexities of their own identity and analyze aspects of the identity of their text's author by creating identity charts for themselves and the author.

Today's Essential Questions: 

• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity? How does it lead to the formation of "in" groups" and "out" groups in our society?

1. Intro | Who is Harper Lee?

2. Identity | Create your own Identity Chart 

• Highlight aspects of your identity that people may use as negative stereotypes.

3. Video | 1.2 "How Stereotypes Affect Us and What We Can Do"

4. Read | Read the handout and create an identity chart for the author

• All English classes: 1.3 Two Name, Two Worlds, by Jonathan Rodriguez

• What does Rodriguez mean when he uses the phrase "two names, two worlds"? What two worlds does his name represent?
• What assumptions does Rodriquez think others might make about his identity because of his name? Which of those assumptions are true? Which are false?
• What does YOUR name suggest about your identity? To what extent doe sit influence how others think about you? How does it affect how you think about yourself?

• English Honors only: 1.8 "The Walking Boy, by Alan Jacobs
• What is identity? To what extent do we determine our own identities? What influence does society have?
• What are stereotypes, and how do they affect how we see ourselves and how others see us?
• How does our need to belong influence our identity?
  How does it lead to the formation of "in" groups" and "out" groups in our society?

Central & South America Test/R&J Tracker

Entrance Procedure: Phones in the door. Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 31- due Tues/Wed)
• R&J Evidence Tracker
• Study for Semester 2's 1/2 world map test on 4/25-4/26 
• Europe
• Asia
• Central and South America.

Objective:

• Jedis will be able to score 70% or higher on Central and South American geography test by correctly identifying and spelling oceans, countries and territories of the region.

• Jedis will be able to review peer's trackers for the following expectations: 

1. A tracker for Romeo and a tracker for Juliet, with quotes for every scene that each is in or mentioned in.
2. Each quotes cites the character who said it, the act, scene and lines using parenthetical citation: (Romeo, 1.1, 9-10)
3. Each analysis includes
1. subordinating conjunction-- a two clause sentence which explain cause and effect.
2. an emotional noun
3. a vocabulary word/phrase
• overall, Jedi has used most of the vocabulary throughout the document so there are a variety of options to use for the in-class essay

Agenda:
1. Central and South America Test
2. Discuss extra credit opportunity
3. Grade R&J 5.1-5.3
4. Review R&J trackers and make suggestion to strengthen document for final in-class essay.

• Student Exemplar with edits for better analysis.

A Gender Case Study | R&J 4.4-4.5

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 4.4-4.5
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 3.5-4.3

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 4.4-4.5
• Act 4.4-4.5 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 3.5-4.3

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 3.5-4.3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 3.1-4

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 3.5-4.3
• Act 3.5-4.3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 3.1-3.4

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 30- due Mon)
• R&J Act 3, Scene 1-4
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 2, Scene 4-6

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• R&J Act 3, Scene 1-4
• Act 3, Scene 1-4Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 2.4-2.6

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake 1/2 World Map (Sem 1) if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 2, Scene 4-6
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test on 3/27-3/28. 

Objective:

1. Discuss responses from

• Act 2, Scene 1-3 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 2, Scene 4-6
• Act 2, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 2.1-2.3

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake Europe TUESDAY if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 2, Scene 1-3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test. 

Objective:

1. Discuss responses from

• Act 1, Scene 4-5 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 2, Scene 1-3
• Act 2, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | R&J 1.4-1.5

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Retake Europe if you need a better grade. Appointment signups at lunch and after school.
• Read 45 (Week 29- due Mon)
• R&J Act 1, Scene 1-3
• Annotate
• Questions
• Evidence Tracker
• Study Central and South America
•  Use list to complete map and study for test. 

Objective:

1. Discuss responses from

• Act 1, Scene 1-3 Written Response Questions

2. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 1, Scene 4-5
• Act 1, Scene 4-5 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

A Gender Case Study | Romeo & Juliet, Prologue & Act 1.1-1.4

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 28- due Mon)
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Central and South America Test is on 3/28-3/29
• R&J Act 1, Scene 1-3
• Annotate
• Questions
• Evidence Tracker

1. Intro to Shakespeare
2. Sonnet | What is it?
3. Model Reading and annotating Shakespeare with translations in real time and identifying applicable vocabulary.

• Act 1, Scene 1-3 (print copy is missing last page of scene 3)
• Act 1, Scene 1-3 Written Response Questions
• Evidence Tracker
• Audio Times for listening to R&J

4. Model answering questions

GDCAP 3 Online | Full Test

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 27- due Mon)
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Central and South America Test is on 3/28-3/29
• Finish MissRepresentation Video Notes Part 2, write the main idea and code for each section.
• Complete 2nd draft and peer edit Journal 4. Honors must type. (Due Thurs/Fri) 
• All classes must use MLA Checklist to make sure it is formatted correctly. 
• This resource will also help with MLA formatting.
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Retake Asia after school TODAY (Tuesday) on 3/5 if you did not pass last week.

Objective: Jedis will be able to demonstrate a 2 or higher on the GDCAP 3 written response and pass the multiple choice section with 75% or higher.

1. Online GDCAP 3 | Logging in

• Go to EADMS.com
• In upper right corner, under STUDENTS, click blue button that says "online testing."
• Select Greendot Schools
• Enter School ID
• Enter Session ID (NOT optional) 
• DZB7FC

2. Suggested Pacing | You have 75 minutes to complete the entire test. 

• 15 min to finalize and type up essay portion.
• 60 min to complete multiple choice.
• If you do not finish, you must stay at lunch or after school.

3. Submit Tests | Online and on paper

• Verify that all multiple choice questions have been completed, and the essay is typed into the first box. There are three multiple choice questions under the essay portion of the test.
• Highlight and grade your GDCAP essay pre-write and turn in for  up to 10 additional points.

GDCAP 3 Written Response Pre-Write

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)

HW E9 & E9H:

• Read 45 (Week 27- due Mon)
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Central and South America Test is on 3/28-3/29
• Finish MissRepresentation Video Notes Part 2, write the main idea and code for each section.
• Complete 2nd draft and peer edit Journal 4. Honors must type. (Due Thurs/Frie) 
• All classes must use MLA Checklist to make sure it is formatted correctly. 
• This resource will also help with MLA formatting.
• Map of Central and South America. (due Mon)
•  Use list to complete map and study for test. 
• Retake Asia after school TODAY (Tuesday) on 3/5 if you did not pass last week.

Objective: Jedis will be able to demonstrate a 8 or higher on the GDCAP 3 written response pre-write.

Asia Map Test & Grade Review

Entrance Procedure: Phones in the door.  Write down homework and update agenda with upcoming due dates. Prep for Jedi Meditation. (1 min of class time)


HW E9 & E9H:

• Read 45 (Week 27- due Mon)
• Finish MissRepresentation Video Notes, write the main idea and code for each section.
• Outline, 1st draft and self-graded rubric for Journal 4
• Meet with Study Buddy groups to prep for Asia. Retakes after school on 3/5.

Objective: Jedis will be able to demonstrate 70% or higher mastery of political geography on a map of Asia.

1. Asia Map Test
2. Grade Asia
3. Choose Study Buddy Groups
4. Quick Grade conferences
5. Review Outline Expectations

Outline Frame you can use you build from:

Journal #4 (please base your response on the first half of the film, minutes 40-1:30) 

Answer the following in 5 paragraphs. Define your nouns, use appropriate emotional nouns, use evidence from the film and analyze it in the context of the question using unit vocabulary, use 1 at least subordinating conjunctions per paragraph.  

Outline with identified vocabulary Due 3/4 Rough Draft and Highlights/Self Grade Due Monday, 3/4. Final Draft with Highlights/Peer Grade Due Tues/Wednesday, 3/7-3/8. 

• In what ways does the media socially construct gender bias, particularly when it comes to power? Compare women vs men and women vs women. 
• What are the long-term effects media representation has on real people of both genders? Especially young/teen girls and boys?  
• What needs to happen in order for the US society to shift the way we think about girls and women to one of equality and inclusion? 

Outline Topic/Theme: ______________________ 

1. P1 Introduction:  

1. Thesis statement/claim:_________________________________________ 

1. Gender bias and power dynamics 

2. Long-term effects on systematic power structures 

3. Prescriptions for change --> creating a more equal/inclusive society 

2. P2 Gender bias and power dynamics: 

1. Claim 

1. Evidence -->  

1. Analysis 

1. Code 

2. Evidence 

1. Analysis 

1. Code 

2. Conclusion that transitions to next claim  

3. P3 Long-term effects on representation in systematic power structures 

1. Claim 

1. Evidence -->  

1. Analysis 

1. Code 

2. Evidence 

1. Analysis 

1. Code 

2. Conclusion that transitions to next claim 

4. P4 Prescriptions for change --> creating a more equal/inclusive society 

1. Claim 

1. Evidence -->  

1. Analysis 

1. Code 

2. Evidence 

1. Analysis 

1. Code 

2. Conclusion that transitions to next to final paragraph  

3. Conclusion 

5. Restate Thesis statement/claim for more specificity:_____________________________________ 

1. Readdress Gender bias and power dynamics and why they matter 

2. Readdress Long-term effects on systematic power structures and why they matter 

3. Readdress Prescriptions for change --> creating a more equal/inclusive society and why this has to happen 

1. Concluding sentence that wraps up essay in a nice neat bow.