CHROME BOOK DISTRIBUTION - WEDNESDAY, APRIL 15, 9-1 PM FOR 10TH GRADERS

School District of Philadelphia Families,

We are excited to launch the Chromebook Loaner Program to ensure that all District students have access to online materials while schools are closed due to the COVID-19 (coronavirus) pandemic. If your child does not have access to a device at home for learning, one can be provided through this program. There is no cost for this program and no obligation to participate. All devices must be returned once school reopens. If you are fortunate and have appropriate computer and internet access at home for your child, we ask that you please reserve the program for those who do not.

Maintaining the safety and well-being of our staff, students and families is a top priority. Please follow the instructions below to help maintain a safe environment while the devices are distributed:

●      In order to minimize the number of people on site, we ask that only the parent or legal guardian come to pick up the Chromebook. Children are advised, if possible, to stay at home.

●      Bring a form of photo ID to verify that you are the parent or legal guardian (government-issued ID, student ID, Work ID).

●      If the parent/guardian is feeling sick, we ask that you stay home and send a healthy representative with your ID to your child’s school to pick up the device.

●      To help the process go quickly, please keep conversation with staff to a minimum.

Digital Device “Walk-Up” Distribution on Tuesday, April 14 for 11^th and 12^th graders and Wednesday, April 15 for 9^th and 10^th graders. The distribution will be from 9:00am-1:00pm on both days.

The Philip Randolph CTE High School technology device distribution program being hosted Tuesday, April 14 and Wednesday, April 15 will be a “walk-up” service for parents/guardians. Please bring a book bag to carry the Chromebook(s) home.

Here’s how the distribution process will work:

1.    You will enter the parking lot on Roberts Avenue.

2.    Please line up 6 feet apart (tape on the ground will denote the distance) from each other in the staff parking lot facing the red Fire Academy entrance door.   

3.    A School Police Officer will greet you when you reach the front of the line.

4.    The School Police Officer will direct you to the table in the parking lot, introduce yourself and show your ID. The staff person will verify you are the parent/guardian.

5.    On the table there will be a loaner agreement. You should sign one form for each of your children who attends Randolph.

6.    You will place the signed form in a box.

7.    You will pick up the laptop off the table.

8.    Once you have the Chromebook(s), you can return home.

Once again, as a reminder, this is a loaner program to ensure that students who do not have a computer at home for learning will have access to one while schools are closed. There is no cost for this program and no obligation to participate. All devices must be returned at the conclusion of the school closure period.

Sincerely,

Dr. M. Burns

Principal

Friday and Monday - March 13 & 16 - Macbeth character traits and Act 1 & 2 Quiz

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.

L.F.1.1.3

Explain / evaluate theme in a variety of fiction. L.F2.3.4

DO NOW

Multiple choice quiz

You can use your notes and the book. 

Direct Instruction

Jeopardy review

Independent


Character traits for Macbeth and Lady Macbeth - graphic organizers.

Determine TWO traits for each Macbeth and Lady Macbeth. Use the graphic organizer to find evidence of these traits and then explain them in the space provided.

jeopardy review act 2

JEOPARDY REVIEW ACT 1,2,3

Wednesday March 11 - Macbeth Act 2

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.

L.F.1.1.3

Explain / evaluate theme in a variety of fiction. L.F2.3.4

DO NOW - write down in notebooks

A SYMBOL = a thing that represents or stands for something else, especially a material object representing something abstract.

Motif - a distinctive feature or dominant idea in a literary work (similar to a symbol except a symbol is usually a tangible "thing" and a motif can be an "idea.")

Direct Instruction

Emojis as symbols

Motifs introduced in Act 2, Scene 2 -

Lack of Sleep

Blood on Hands

Both symbolize the theme of GUILT.

Guided Instruction

FOR "A" day - finish ACT 1.....
Read together ACT 2 - scenes 1-2

View film through Act 2

review macbeth

Independent

Answer these questions in your notebooks.

1. Page 35 - "Look like the innocent flower, but be like the snake that hides underneath the flower." What does Lady Macbeth mean when she uses this simile?

2. Page 41 - List three reasons Macbeth thinks that he should NOT kill King Duncan.

3. Use page 45 to describe the type of woman Lady Macbeth is. Provide textual evidence.

4. Lack of sleep is a symbol of guilt. Find evidence on page 59.

5. "Blood on hands" is also a symbol of guilt. Explain and provide two examples from the text (pages 59 and 61).

6. What is Lady Macbeth's excuse for not killing the King herself? (page 55).

7. How does Lady Macbeth intend to get away with murder? (pages 45 and 47)

8. Describe Lady Macbeth's style of arguing with her husband. Why is she effective in getting what she wants?

macbeth 3

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.

L.F.1.1.3

Explain / evaluate theme in a variety of fiction. Work of literature relates to themes and issues of the historical period. L.F2.3.4

DO NOW

Write this Down in Notebooks:
Exposition for the Tragedy of Macbeth

WHO: Macbeth and Banquo are fighting FOR DUNCAN, King of Scotland. 
WHAT: They are trying to protect Scotland from invaders. Witches are nearby the battlefield plotting mischief.
WHEN: around 1100.
WHERE: Battlefield in Scotland
WHY: War with Norway and rebels

Guided

Read Act 1 scenes 1-3


Independent ( we started these last Thursday)

1. In scene 1, Describe the MOOD created by the witches and the weather. How does it make you FEEL?

2. Scene 2 - Explain the animal analogies (line 35).

3. Reread scene 2 - lines 60-68. Who is punished and who is rewarded. What is the punishment and what is the reward? Support your answer with textual evidence.

4. In scene 3 - lines 1-37, how do you know the witches have evil intent? Provide a few short lines and/or words that express their wickedness.

5. The witches give each Macbeth and Banquo three prophecies. What are they?(lines 48-70)

6. Why does Macbeth first doubt the witches prophecies? (lines 72-79)

7. How does Banquo's reaction to the witches differ from Macbeth's? Consider their tone of voice when speaking to them. What does it suggest about each of their characters? (lines 47 and 55-70).

8. Scene 3 - lines 116-127 - Contrast Macbeth's reaction to Banquo's. 

9. Lines 118-122- Macbeth is having an inner conflict after realizing that two of the three prophecies have already come true. Explain in your own words how he is feeling.

10. Lines 129-150 - The witches predicted Macbeth's fate. the possibility of the crown sparks his ambition. Provide evidence that shows that Macbeth wants to control his destiny - not wait for "fate." 



Paradox - a statement that leads to a conclusion that seems senseless, not logical, or contradictory. (example: "Fair is Foul and Foul is Fair").

View Film Through Act 1


Guided / Independent

Complete Act 1 study guide questions

View film through Act 1

Check for Understanding

Individual Student checks during independent work

Closure

Theme review - Betrayal, Ambition, Greed, Deception, Fate, Destiny

Wednesday & Thursday - March 4 & 5 - Introduction to Macbeth

Objective: Analyze interpret and evaluate how authors use elements of fiction to effectively communicate an idea or concept.

L.F.1.1.3

Explain / evaluate theme in a variety of fiction. Work of literature relates to themes and issues of the historical period. L.F2.3.4
DO NOW
Write into your notebooks:

Monologue - a long speech that is given from one character to another in a play. 2 or more characters on stage.

Soliloquy - a long speech revealing a character's inner thoughts. He/she is alone on the stage.

Direct Instruction

macbeth intro

Macbeth is a DRAMA or PLAY. 

elements of drama


Guided
Write this Down in Notebooks:

Exposition for the Tragedy of Macbeth
WHO: Macbeth and Banquo are fighting FOR DUNCAN, King of Scotland. 
WHAT: They are trying to protect Scotland from invaders. Witches are nearby the battlefield plotting mischief.
WHEN: around 1100.
WHERE: Battlefield in Scotland
WHY: War with Norway and rebels

Direct Instruction

intro witches

Read Act 1 scenes 1-5

Paradox - a statement that leads to a conclusion that seems senseless, not logical, or contradictory. (example: "Fair is Foul and Foul is Fair").

Independent

1. In scene 1, Describe the MOOD created by the witches and the weather. How does it make you FEEL?

2. Scene 2 - Explain the animal analogies (line 35).

3. Reread scene 2 - lines 60-68. Who is punished and who is rewarded. What is the punishment and what is the reward? Support your answer with textual evidence.

4. In scene 3 - lines 1-37, how do you know the witches have evil intent? Provide a few short lines and/or words that express their wickedness.

5. The witches give each Macbeth and Banquo three prophecies. What are they?(lines 48-70)

6. Why does Macbeth first doubt the witches prophecies? (lines 72-79)

7. How does Banquo's reaction to the witches differ from Macbeth's? Consider their tone of voice when speaking to them. What does it suggest about each of their characters? (lines 47 and 55-70).

8. Scene 3 - lines 116-127 - Contrast Macbeth's reaction to Banquo's. 

9. Lines 118-122- Macbeth is having an inner conflict after realizing that two of the three prophecies have already come true. Explain in your own words how he is feeling.

10. Lines 129-150 - The witches predicted Macbeth's fate. the possibility of the crown sparks his ambition. Provide evidence that shows that Macbeth wants to control his destiny - not wait for "fate." 




Direct Instruction

Read Act 1 Scenes 6 & 7

Guided / Independent

Complete Act 1 study guide questions

View film through Act 1

Check for Understanding

Individual Student checks during independent work

Closure

Theme review - Betrayal, Ambition, Greed, Deception, Fate, Destiny

Monday & Tuesday - March 2 & 3 - Introduction to Macbeth

Objective: By the end of class students will be introduced to themes and characterization in order to prepare to read Shakespeare's Macbeth.

Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4

DO NOW

Copy the following themes and definitions into notebooks:

GREED = 1. excessive consumption of or desire for food and/or excessive desire for wealth or power. It has a NEGATIVE, selfish connotation.

AMBITION =. strong desire for success, achievement, or distinction  // a goal. It has a POSITIVE (not selfish) connotation.

DECEPTION - persuade someone that something false is the                         truth; to trick or fool.

BETRAYAL - to deliver or expose to an enemy;                             disloyalty: to be unfaithful 

Direct Instruction

macbeth intro







Anticipation Guide for Macbeth.  

ted talk intro

Macbeth is a DRAMA or PLAY. 

elements of drama

macbeth intro


Guided  / Independent

Read descriptions of characters from NO FEAR SHAKESPEARE  Macbeth. In your notebooks, list three character traits each for:
1. Macbeth
2. King Duncan
3. Banquo
4. Macduff
5. Malcolm
6. 3 witches
7. LADY MACBETH

Remember that you know about characters from not only what they look like, but what they say, how they act, their effects on others etc (indirect character traits).

Tuesday & Wednesday, Feb 25 & 26 - Exploration of the Colorado River

Objective: 

Standards -CC.1.2.9-10A /1.2.9-10E
Eligible Content
Compare, describe, analyze and/or evaluate plot in a variety of non-fiction:
 - how the author structures plot to advance the action/plot/conflict.
L.N.2.3.3
Explain, interpret point of view in non-fiction / the impact of POV on the meaning of the text as a whole.
L.N.2.3.6

DO NOW

Text Structure -  refers to how the information within a written text is ORGANIZED for NON -FICTION. Examples include:
Cause / Effect
Problem / Solution
Description
Sequence /Timeline

Direct Instruction

text structure

Skim the passage 243-245 - what do you notice about the organization of the text? 

As you watch the following clip, write down a question or comment you may have about this journey.

John Wesley Powell- A Journey


Guided

Read together the introduction and the first journal entry. Annotate for character traits, POV and conflict.

Independent

Answer questions on handout provided addressing character traits, POV and the conflict (nature).

When done, write another entry to John Wesley Powell's journal. Date it June 8. You may look at the map to gain a little information about your entry before you begin writing.



Check for Understanding

Individual student checks during independent work. 

Wednesday & Thursday, February 19 & 20- INFORMATIONAL TEXT - HURRICANE SANDY

Objective: By the end of class students will analyze informational non-fiction, reinforce keystone vocabulary in order to prepare for the Keystone exam.

Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4

DO NOW

Add to your Vocabulary list:
EXCLUSIVE - "Unique to" - if an element is exclusive to a certain genre, that means it is ONLY in that genre.

Example - charts, graphs, photos, captions = informational text
Example - stanzas, couplets, = poetry 


Direct Instruction

Hurricane Sandy

Stop and Jot
Make a Comment
Ask a Question
Make a Connection
Make a Prediction
Clarify Something in your own words

How do you know this article on Hurricane Sandy - pages 212-215 is informational non-fiction? List some of the elements this article has that shows it is informational non-fiction (green Keystone book).

Guided

Review the multiple choice questions. Can any be answered without reading the text? Note that the subheadings may help you find the part of the article where you can find the answer.

How do you read a map?
How do you read a bar graph?
What does the Legend for the graph tell you?

Independent

Answer the multiple choice questions for Hurricane Sandy article. Use MC strategies (cross two out, choose best answer).

IMPORTANT TO NOTE:
When a question asks you to for information from the map or graph, ONLY refer to the map or graph. All of the multiple choice answers for that question will probably be TRUE from the text -  but only one is TRUE FROM THE GRAPH OR MAP


Then answer the following GENERAL questions about genres and their elements:
1. Look on pages 212 - 215 in Keystone Finish line book. What are the elements of this article that categorize it as informational non-fiction?
2. What are some elements of fiction that distinguish this genre from non-fiction?
3. What are some elements that drama and fiction have in common?
4. What are elements of drama that make it exclusive to this genre?
5. What is dialogue? Does informational text contain dialogue?
6. How can connotation of words help determine tone in any of the genres?


CRQ for Hurricane Sandy Article
Analyze how the author CONSTRUCTS the article to help the reader understand the huge impact the storm had on the East coast.


GENRE JEOPARDY

Genre Quiz

Tuesday & Wednesday- Feb 18 & 19 - Call of the Wild - CRQ & Jeopardy

OBJECTIVE: Analyze, interpret and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.

Compare, describe, analyze relationship between elements of plot and other components in a variety of fiction

LF1.1.3

LF2.3.3

DO NOW

Remember the acronym STEAL to determine character traits.

S - Speech ( dialogue)
T - Thoughts
E - Effect on others (ex: "The little girl took his toy and made him cry." / she's mean)
A - Actions
L - Looks

Direct Instruction

Review STOP and JOT answers. What are the biggest differences between ONE STAR and THREE STARS

Characterization jeopardy

Independent

CRQ

Explain how Buck's character throughout the passage influences his behavior. Use textual evidence to support your answer.

POV JEOPARDY

Keystone review jeopardy

Wednesday & Thursday - Feb 12 & 13 - Characterization & POV

OBJECTIVE: Analyze, interpret and evaluate how authors use techniques and elements of fiction to effectively communicate an idea or concept.
Compare, describe, analyze relationship between elements of plot and other components in a variety of fiction
LF1.1.3
LF2.3.3 DO NOW 

Remember indirect and direct characterization? What does the acronym STEAL stand for? 

Direct Instruction

Characterization

Character Traits - circle three that represent YOU the most.

Quizlet - Call of the Wild

GUIDED  

Character traits 

Use the graphic organizer to develop character traits for Buck throughout the excerpt, "Call of the Wild" on pages 79-80 in Keystone Literature Finish Line book. 
Use quotes from the text as evidence. You only need ONE quote per trait - not three.

Independent

CRQ

Explain how Buck's character throughout the passage influences his behavior. Use textual evidence to support your answer.

POV JEOPARDY

Keystone review jeopardy

Monday & Tuesday, Feb 10 &11 - Call of the Wild

OBJECTIVE: By the end of class students will Analyze, interpret and evaluate how authors use of techniques and elements of fiction to effectively communicate and idea or concept. 

LF1.1.3

DO NOW 

Elements of Fiction and POV quizlet review - definitions

Direct Instruction

Call of the Wild trailer

Map of California  / Alaska

Call of the Wild Keystone Literature Finish Line book - page 79

STOP AND JOT
1. ASK A QUESTION - be specific
2. MAKE A COMMENT - What do you think about this?
3. MAKE A PREDICTION - what will happen next?
4. CLARIFY SOMETHING - make it clear in your own words
5. MAKE A CONNECTION - how do you relate or can you relate it to something you know or have read?

• You will be given notecards and instructed to respond to prompts as we read.
• You will have 2 minutes to respond. 
• Your responses should be specific to passage and possibly include a quote. 
• Your responses will be collected and you will be graded for your response. 
• We will review the prompt answers and how to get a high score at the end of the week.

Guided

1. What is the narrative perspective of this story? Whose thoughts and feelings do you know? Write it in the margins for each paragraph.

2. Underline the setting and denote it in the margin.

3. What is "yellow metal"? (first paragraph)

4. What is the main conflict in the beginning of the story that will drive the action (plot)?

5. Who is Manuel and what is his problem? (underline and write in margins) (page 80)

6. How does Manuel intend to solve his problem? (underline the sentences that help you INFER what he is going to do)

7. What is the climax of this excerpt? (underline and write in margins)

Answer the five multiple choice questions in the book. Use multiple choice strategies by crossing two out before finalizing your decision.

Independent

POV JEOPARDY