Wednesday, Jan. 22 Agenda

• Bell Ringer: Resume work time
• Resume objective: either trying to get a job after school/training in a specific field (if you are choosing the college or apprenticeship route) or advancing in your area of employment (if you go right to work after HS)
• Finish “Sweetheart of the Song Tra Bong” 105-end
• Resume Time: 2 year plan and Completed Resume (Formatted BEAUTIFULLY) due TOMORROW end of block

Tuesday, Jan. 21 Agenda

• Bell Ringer: 2 Year Plan time
• Resumes
• Notes
• Examples
• Planning: pretend you are out of the schooling/training necessary to get a specific job in one of your career fields
• What schooling (specific, pretend)
• Actual job available? Research some...
• Start Resume

Monday, Jan. 20 Agenda

• • Bell Ringer: 2 Year Plan work time
  • Sweetheart of the Song Tra Bong pg 89-105
  • While reading, answer questions and write own questions when pause: discuss first side of questions with partner

Friday, Jan. 17 Agenda

• Bell Ringer: Get project links to me and Explanation of Project Questions (if all done, READ YOUR INDEPENDENT BOOK)
• The Things They Carried “How to Tell a True War Story”
• Put postits in the book with question numbers on them to identify where you can find the information to help you discuss that question
• Discussion of “How to Tell…”
• Discussion: Need to discuss for at least 15 min.  Talk of all of your post-its and answers to the questions.  Make sure you understand the story and what he is saying about Truth and War
• Go to Google Classroom and answer the two questions in the The Things They Carried section
• Social Issue Projects -collect paper copy of works cited page and the rubric
• Two Year Plan plus goal for after prep/apprenticeship/college (if longer than 2 years from now)

Thursday, Jan. 16 Agenda

• Bell Ringer: Quill (2 activities)
• Final Class Work Time on Social Issue Project
• Needed: link to completed project, works cited page (printed out in MLA format), rubric (paperclipped to the works cited page)
• Two Year Plan -document in Classroom
• To Graduate: 4 English; 3 Social Studies; 3 Math; 3 Science (1 lab); 1.5 Phy Ed (3 years); .5 Life Skills; .5 health (10th); Community Service =27 total
• Civics Test: 65 of 100 right (have to take it until that is your score)

Wednesday, Jan. 15 Agenda

• Bell Ringer: Explanation of Project explanation
• Research Project work time (due FRIDAY)
• Continuing “How to Tell a True War Story”
• While reading, mark with postits to have a discussion on Thursday
• On your sheet with your brainstormed list of what should be in a war story: Answer these questions about “How to Tell a True War Story”:
• What could the water buffalo represent? Why? (pg 79)
• What is true in all war stories, according to the author, even if the events are not? (82, 83, 85)
• Read the last line on page 85.  What does that mean? Who is he talking about (specific and general)?

Bring these answers and what you marked with postits up to me when completed! Then work on your Independent reading or your social issue presentation if not done

Monday, Jan. 13 Agenda

• Bell Ringer: Social Issues Research Work Time
• Peer Review Time
• WN Entry: What should a war story have in it? List as many characteristics as you can –characters, events, items, places, etc.
• Start reading “How to Tell a True War Story”
• Mark what fits with your brainstormed list
• Mark with other color what O’Brien says a true war story will have/be/do
• Mark additional interesting/important points
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Friday, Jan. 10 Agenda

• Bell Ringer: Read TTTC 14-21 (as a class)
• Writing based on page 20-21 quotes
• • “They were afraid of dying but they were even more afraid to show it” (O’Brien 20).
  • “They used a hard vocabulary to contain the terrible softness” (O’Brien 20).
  • “It wasn’t cruelty, just stage presence. They were actors” (O’Brien 20).
  • “They carried all the emotional baggage of men who might die…the intangibles had their own mass and specific gravity, they had tangible weight” (O’Brien 21).
  • Tangible –can be felt, touched
  • In = not
• Bring your interpretations up to me when done
• Read the rest of the first chapter (20-26) (independently)
• Work time on Social Issue Project (you should be making your product now that connects to your audience)

Wednesday, Jan. 8 Agenda

• Bell Ringer: Quill (2-3 activities then work on notes/starting the project creation)
• Take out the list you made yesterday of the things that you carry.  While we read the first chapter of the book we will be thinking of the words TANGIBLE (LITERAL, can touch it)and INTANGIBLE (FIGURATIVE, cannot physically touch).  As we read, mark the tangible things that carried by the characters with one color and intangible things with the other color
• You don’t have to mark ALL things, mainly the most important, interesting, affecting things carried 
• Read “TTTC” 1-14
• Work time on project 
• Target Audience Form needs to be filled out
• (first draft of ‘presentation’ due Friday)

Tuesday, Jan. 7 Agenda

• Bell Ringer: What is your social issue? Write it on the board with your name ASAP and then fill out the form in Classroom
• Research Time: Where are you in this schedule?
• Research questions and compile a list of potential resources
• Read your sources, thinking of the big social issue that your theme connects to. Take notes while reading as to how your sources give you information about your social issue
• Figure out what group of people most needs the information about this issue, figure out how to best get information out to them
• Put together a ‘presentation’ of information, bringing social awareness to the issue that you have focused on
• If you are done with notes, start creating the project.
• Don’t forget to cite your sources –give credit to where your information comes from in your presentation
• Target Audience Form: Make sure you fill this out (link on the directions document) as soon as you know your target audience.  Since you should be done with notes at the end of class Monday, you should have this filled out by then too (https://goo.gl/forms/ag4mRQZrBuZ4pCkD2) 
• You will ‘present’ to the class and (possibly) somehow share your information to the specific group you are targeting.
• You should have a book that you are reading, if you need a break, read.
• Finish TTTC Background Notes
• O’Brien style: Listing
• What did you carry in with you today?
• What do you carry outside of this building?
• What do you wish you could put down?
• What will you carry forever/the rest of your life?

Monday, Jan. 6 Agenda

• Bell Ringer: Form and Preview Notes Check:  
• What do you carry? form -on Google Classroom
• finish preview notes if you aren’t done
• If you are done, read your independent book
• Rubric and Project Explanation
• Your project ‘first draft’ is due Friday, so you should be thinking about how you want to convey your knowledge and who most needs it
• NOTES TIME!
• You should have notes on one of your first 5 sources to help you know your focus and what else you need to find
• If you don’t have 15-20 potential sources, this is due at 9:15 (This (plus the steps before) is entered in the gradebook as Research Process)
• You need to keep thinking of the questions on the instructions document I shared with you to get you to the point when you can begin compiling your research into a ‘presentation’ of information
• By 9:45 you need to have notes (what does it say to help answer any of your research questions, does it direct you toward a specific social issue, how connected to the theme, look at the directions for pt. 2 for other questions for notes, etc.) on 3+ of your sources and you should know the specific social issue that you are going to be focusing on relating to your theme and a list of possible groups to target
• You need to have all notes taken by the beginning of class Wednesday, at the latest
• Vietnam Background –notes 

Get The Things They Carried

Friday, Jan. 3 Agenda

• Bell Ringer: In Writer’s Notebook: Answer this question in one paragraph: Do you think that all stories are somewhat autobiographical?  In other words, when people write, are they always putting their own experiences and life in their novels? Why do you think this?
• RESEARCH TIME: Finish finding five potential sources and then take notes on 1-2 of them, thinking of the questions you created and the questions on the directions document.  THEN: Create a HUGE list of potential sources –your end goal is to have a larger point about your theme today, not just that it exists (this list needs to be shared with me)
• What gets you points at the end of the first half of work time:
• Notes on 1-2 of your sources (once you get 5 potential, start to take some notes)
• 20+ potential sources on document by beginning of class Monday at the LATEST!
• Book Check in (OMM and others)
• 10 minutes independent reading

Preview for The Things They Carried -on Google Classroom

Thursday, Jan. 2 Agenda

• Bell Ringer: Final In Class Work Time on Paper (30 minutes)
• MLA format
• Works Cited Reminder
• Pt. 2 of Book Final Assessment: Create a research focus question and begin finding articles, sites, etc with information to help answer your question
• Research goal: Present (many ways possible, you pick the best that fits your audience) your ideas about your research questions. Answers the questions and applies to the audience that most connects to the theme/issue. Need to provide social awareness of this issue that is also seen in the book.
• How is the theme you focused on reflected in today’s society? What does this theme and the examples from today say about today’s society?
• 8 Research Questions due today!!
• Research Time
• Find 5 potential sources
• Notes on ONE of your first five sources
• Use your questions as jumping off points for your research of how your theme is seen today: don’t only use the questions, search other concepts that come up as you find sources!!!