Blog Archives - Mrs. Alana Haughaboo

Mrs. Alana Haughaboo

Day 50: AP Lit/Comp

1/30/2019

CCRS

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
22. 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 19-21 above.) [W.11-12.4]

Agenda

Agenda
Vocabulary Test 2
finish Fences
Spring Saturday Sessions

Homework

Decide which day you will attend the Saturday session
Check your email every day

Day 50: Senior English

1/30/2019

CCRS

10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]
23. 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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-12.) [W.11-12.5]

Agenda

Attendance
Turn in hard copies of the completed annotated bibliography
Greek Vocabulary 2 Test
Outlining for the Research Paper

Homework

Outline body paragraphs 1 and 2
Continue to read about your topic

Day 49: AP Lit/Comp

1/28/2019

CCRS

16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]
22. 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 19-21 above.) [W.11-12.4]

Agenda

Attendance
Return Vocabulary Cards (back counter)
Journal Entry: How has racial discrimination played a role in Fences so far? Make sure to discuss at least three characters in your 2-3 paragraph response.
finish Fences

Homework

When you receive feedback on your first draft of the Benito Cereno essay, you will have 7 days to resubmit an edited version to Google Classroom.
Study for the Vocabulary Unit 2 Test

Day 49: Senior English

1/28/2019

CCRS

26. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation. [W.11-12.8]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]

Agenda

Attendance
Return Vocabulary Cards (back counter)
Star Senior Application Overview
Complete Annotated Bibliography 4 (Discuss formatting)

Homework

Study for the Vocabulary Unit 2 Test
Print out your entire Annotated Bibliography to turn in next time--have it done before class

Day 48: AP Lit/Comp

1/28/2019