# Grade 11 — Week 1: American Voices Open

**Life Academy** · Parent/Coach script · rigorous + teen-respectful · ~120–180 min/day core (student-led blocks OK)
**Rule:** Mastery before coverage. Great books / primary sources · proof-based math · lab/inquiry · writing workshop · Socratic discussion.
**Price spine:** $35/mo or $336/yr per student · Carnegie-unit credit framing (see `../TRANSCRIPT.md`)

## Week hook
> A nation is an argument that keeps revising itself.

## Targets
| Strand | Focus |
|--------|-------|
| English 11: American Lit & Rhetoric (1.0 cr) | American lit survey launch; Puritan → Enlightenment prose |
| Algebra II (1.0 cr) | Algebra II: function families review; domain/range |
| Physics or Anatomy / Environmental Science (1.0 cr) | Physics OR Anatomy track launch (motion OR body organization) |
| United States History (1.0 cr) | US History: Indigenous nations & colonial claims |
| Life Skills 11 / College Prep (0.5 cr) | College/trade pathway inventory |
| Academic vocab | canon, domain, kinematics OR histology, sovereignty, pathway |
| Primary source / text | Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt |
| Socratic prompt | What does ‘city on a hill’ assume about outsiders? |
| Skill Gym | Vocab in Context |
| Elective | Continue year elective spine (STEM / Business / Arts / CTE) |
| Credit note | Week 1 evidence logs toward English 11: American Lit & Rhetoric, Algebra II, Physics or Anatomy / Environmental Science, United States History |

## Materials
Dialectic/lab notebook, timer, graph paper, calculator (as allowed), printed primary source, map/atlas or printed map, lab materials per safety plan, portfolio folder (digital + paper), elective tools.

## Coach stance
1. Model briefly — teens tune out lectures.
2. Wait 15–30 seconds before helping.
3. Correct with the **rule / theorem / text evidence**, not “sound smarter.”
4. End major blocks with **teach-back** or a **Socratic close**.
5. Protect sleep and movement — elite is sustainable.

### Day 1 — TEACH

**Week hook (read aloud):** “A nation is an argument that keeps revising itself.”

#### 1) English 11: American Lit & Rhetoric — American lit survey launch; Puritan → Enlightenment prose · 40–55 min
**Pattern:** I do → We do → You do (short model, long independence).
**Text:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Academic vocab in play:** canon, domain, kinematics OR histology, sovereignty, pathway

**I do (8–10 min):** Coach models a dialectical notebook page (passage | response). Think aloud: “I mark claims in the left margin; I write questions that the text forces, not soft feelings.” Read 20–40 lines; complete 3 annotations + 1 interpretive claim aloud.

**We do (10 min):** Student annotates the next chunk; coach only asks: “Where is the evidence for that?” Fix with line references, not vibe checks.

**You do (teach, 25–30 min):**
1. Complete a full dialectical page (min 6 marks + 1 paragraph response).
2. Embed **one** short quotation with a citation mini-format (Author page/line).
3. Write a 3-sentence meta-note: what reading move you used (inference, juxtaposition, diction).

**Writing workshop seed:** Save today’s paragraph for Day 4 revision.
**If stuck:** Shrink the passage; require 3 marks only; return to interpretation tomorrow.
**Elite bar:** No plot summary masquerading as analysis.
**Day 1 emphasis:** Heavy modeling. Establish annotation legend (C=claim, E=evidence, ?=question, !=connection). Cold-open with the hook line before opening the book.

#### 2) Algebra II — Algebra II: function families review; domain/range · 40–55 min
**Focus:** Algebra II: function families review; domain/range
**CPA → proof:** Concrete/pattern → diagram → symbols → justify with a property/theorem.

**I do:** One fully narrated example. Name properties (commutative, associative, distributive, reflexive, etc.) when used. Show the check.

**We do:** Two items; student narrates the second while coach writes.

**You do (teach):**
1. 8–10 practice items mixing procedural fluency + 2 error-analysis (“Which property failed?”).
2. 1 modeling situation → expression/equation/inequality.
3. 3 retrieval items from prior weeks (spaced).

**Proof / justification line (required):** For one item, write “Because ______ (property/definition), ______.”
**Real-life bridge:** Map the structure onto money, rates, lab measurements, or geometry of home space.
**If stuck:** Return to a numeric analog; rebuild the variable structure; then re-attempt.
**Day 1 emphasis:** From arithmetic patterns → symbolic generalization. Require property names when rewriting expressions/equations.

#### 3) Physics or Anatomy / Environmental Science — Physics OR Anatomy track launch (motion OR body organization) · 40–55 min
**Inquiry focus:** Physics OR Anatomy track launch (motion OR body organization)
**CER required:** Claim — Evidence — Reasoning (complete sentences).

**Safety first:** Goggles/apron as needed; no mouth pipetting; know eyewash/kitchen sink plan; parent signs safety contract Week 1.

**I do:** Demonstrate observation vs inference with 3 statements; model CER table headers.

**We do:** Collect one shared observation (micrograph, demo, or data snippet).

**You do:** Record data; draft CER; highlight where evidence is insufficient.

**Notebook rule:** Date, question, procedure sketch, data, CER, next question. This notebook is transcript evidence.
**Day 1 emphasis:** Safety contract (science) signed; observation vs inference T-chart with 5 statements.

#### 3b) United States History bridge (15–20 min if stamina allows)
**History focus:** US History: Indigenous nations & colonial claims
**Primary source:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
1. Source attribution (who/when/where/audience).
2. 5 margin notes: 2 facts, 2 questions, 1 distrust note (bias/purpose).
3. 3-sentence paraphrase without modern slang overlay.
**Map:** Label relevant places; add 1 arrow for movement (trade, conquest, idea).

#### 4) Life Skills 11 / College Prep — College/trade pathway inventory · 20–25 min
**Life Skills focus:** College/trade pathway inventory
**I do:** Coach shows a real calendar/time-block or finance artifact.
**We do:** Student builds today’s version with constraints (sleep, elective, deep work).
**You do:** Independent checklist + photo/log for portfolio.
**Transcript note:** Life Skills artifacts count toward the 0.5 credit evidence set.
**Day 1:** Build Mon–Fri time blocks including elective and sleep target.

#### Movement / brain break (2–3 min)
Walk-and-talk retrieval: student states yesterday’s theorem, definition, or primary-source claim while walking. No phones.

### Day 2 — PRACTICE

**Week hook (read aloud):** “A nation is an argument that keeps revising itself.”

#### 1) English 11: American Lit & Rhetoric — American lit survey launch; Puritan → Enlightenment prose · 40–55 min
**Pattern:** I do → We do → You do (short model, long independence).
**Text:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Academic vocab in play:** canon, domain, kinematics OR histology, sovereignty, pathway

**I do (8–10 min):** Coach models a dialectical notebook page (passage | response). Think aloud: “I mark claims in the left margin; I write questions that the text forces, not soft feelings.” Read 20–40 lines; complete 3 annotations + 1 interpretive claim aloud.

**We do (10 min):** Student annotates the next chunk; coach only asks: “Where is the evidence for that?” Fix with line references, not vibe checks.

**You do (practice, 25–30 min):**
1. Complete a full dialectical page (min 6 marks + 1 paragraph response).
2. Embed **one** short quotation with a citation mini-format (Author page/line).
3. Write a 3-sentence meta-note: what reading move you used (inference, juxtaposition, diction).

**Writing workshop seed:** Save today’s paragraph for Day 4 revision.
**If stuck:** Shrink the passage; require 3 marks only; return to interpretation tomorrow.
**Elite bar:** No plot summary masquerading as analysis.
**Day 2 emphasis:** Second excerpt or next book section. Build 8 vocab cards from: canon, domain, kinematics OR histology, sovereignty, pathway. Oral retell of yesterday’s claim in ≤60 seconds with one quotation.

#### 2) Algebra II — Algebra II: function families review; domain/range · 40–55 min
**Focus:** Algebra II: function families review; domain/range
**CPA → proof:** Concrete/pattern → diagram → symbols → justify with a property/theorem.

**I do:** One fully narrated example. Name properties (commutative, associative, distributive, reflexive, etc.) when used. Show the check.

**We do:** Two items; student narrates the second while coach writes.

**You do (practice):**
1. 8–10 practice items mixing procedural fluency + 2 error-analysis (“Which property failed?”).
2. 1 modeling situation → expression/equation/inequality.
3. 3 retrieval items from prior weeks (spaced).

**Proof / justification line (required):** For one item, write “Because ______ (property/definition), ______.”
**Real-life bridge:** Map the structure onto money, rates, lab measurements, or geometry of home space.
**If stuck:** Return to a numeric analog; rebuild the variable structure; then re-attempt.
**Day 2 emphasis:** Fluency set (10) + 3 error-analysis items. Student must mark the exact failed step.

#### 3) United States History — US History: Indigenous nations & colonial claims · 40–55 min
**History / SS deep block:** US History: Indigenous nations & colonial claims
**Primary source:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Protocol (non-negotiable):**
1. Full bibliographic attribution + genre (law / epic / letter / speech).
2. Two careful reads: first for gist, second for power (who benefits?).
3. Dialectical notes: 4 evidence marks + 2 distrust notes (bias, silence, audience).
4. Map or timeline update with 3 labeled elements.
5. 5–7 sentence analytical paraphrase (no modern slang overlay).
**Elite bar:** Student can explain what the document *does* in its world, not only what it *says*.
**Day 2 emphasis:** Map + primary. Label required places for **US History: Indigenous nations & colonial claims**; margin-note the excerpt.

#### 4) Life Skills 11 / College Prep — College/trade pathway inventory · 20–25 min
**Life Skills focus:** College/trade pathway inventory
**I do:** Coach shows a real calendar/time-block or finance artifact.
**We do:** Student builds today’s version with constraints (sleep, elective, deep work).
**You do:** Independent checklist + photo/log for portfolio.
**Transcript note:** Life Skills artifacts count toward the 0.5 credit evidence set.
**Day 2:** Stress-test the plan against a realistic conflict (practice, job, sibling care).

#### Movement / brain break (2–3 min)
Walk-and-talk retrieval: student states yesterday’s theorem, definition, or primary-source claim while walking. No phones.

### Day 3 — APPLY / LAB or DOCUMENT

**Week hook (read aloud):** “A nation is an argument that keeps revising itself.”

#### 1) English 11: American Lit & Rhetoric — American lit survey launch; Puritan → Enlightenment prose · 40–55 min
**Pattern:** I do → We do → You do (short model, long independence).
**Text:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Academic vocab in play:** canon, domain, kinematics OR histology, sovereignty, pathway

**I do (8–10 min):** Coach models a dialectical notebook page (passage | response). Think aloud: “I mark claims in the left margin; I write questions that the text forces, not soft feelings.” Read 20–40 lines; complete 3 annotations + 1 interpretive claim aloud.

**We do (10 min):** Student annotates the next chunk; coach only asks: “Where is the evidence for that?” Fix with line references, not vibe checks.

**You do (apply, 25–30 min):**
1. Complete a full dialectical page (min 6 marks + 1 paragraph response).
2. Embed **one** short quotation with a citation mini-format (Author page/line).
3. Write a 3-sentence meta-note: what reading move you used (inference, juxtaposition, diction).

**Writing workshop seed:** Save today’s paragraph for Day 4 revision.
**If stuck:** Shrink the passage; require 3 marks only; return to interpretation tomorrow.
**Elite bar:** No plot summary masquerading as analysis.
**Day 3 emphasis:** Writing apply — 1-page response that answers a slice of the Socratic prompt using ≥2 embedded quotations. Workshop seed only; full revision tomorrow.

#### 2) Algebra II — Algebra II: function families review; domain/range · 40–55 min
**Focus:** Algebra II: function families review; domain/range
**CPA → proof:** Concrete/pattern → diagram → symbols → justify with a property/theorem.

**I do:** One fully narrated example. Name properties (commutative, associative, distributive, reflexive, etc.) when used. Show the check.

**We do:** Two items; student narrates the second while coach writes.

**You do (apply):**
1. 8–10 practice items mixing procedural fluency + 2 error-analysis (“Which property failed?”).
2. 1 modeling situation → expression/equation/inequality.
3. 3 retrieval items from prior weeks (spaced).

**Proof / justification line (required):** For one item, write “Because ______ (property/definition), ______.”
**Real-life bridge:** Map the structure onto money, rates, lab measurements, or geometry of home space.
**If stuck:** Return to a numeric analog; rebuild the variable structure; then re-attempt.
**Day 3 emphasis:** Modeling day — 3 real situations → expressions/equations/inequalities/functions as appropriate. Units required.

#### 3) Physics or Anatomy / Environmental Science — Physics OR Anatomy track launch (motion OR body organization) · 40–55 min
**Inquiry focus:** Physics OR Anatomy track launch (motion OR body organization)
**CER required:** Claim — Evidence — Reasoning (complete sentences).

**Safety first:** Goggles/apron as needed; no mouth pipetting; know eyewash/kitchen sink plan; parent signs safety contract Week 1.

**I do:** Demonstrate observation vs inference with 3 statements; model CER table headers.

**We do:** Collect one shared observation (micrograph, demo, or data snippet).

**You do:** Record data; draft CER; highlight where evidence is insufficient.

**Notebook rule:** Date, question, procedure sketch, data, CER, next question. This notebook is transcript evidence.
**Day 3 emphasis:** Finish CER or comparative evidence chart. Parent/coach challenges one claim: “What would falsify this?”

#### 3b) Document apply (20 min)
Finish evidence chart comparing themes in **Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt**. Two claims, each with a quoted line + warrant.

#### 4) Life Skills 11 / College Prep — College/trade pathway inventory · 20–25 min
**Life Skills focus:** College/trade pathway inventory
**I do:** Coach shows a real calendar/time-block or finance artifact.
**We do:** Student builds today’s version with constraints (sleep, elective, deep work).
**You do:** Independent checklist + photo/log for portfolio.
**Transcript note:** Life Skills artifacts count toward the 0.5 credit evidence set.
**Day 3:** Midweek audit — what slipped? Adjust blocks with evidence, not guilt.

#### Movement / brain break (2–3 min)
Walk-and-talk retrieval: student states yesterday’s theorem, definition, or primary-source claim while walking. No phones.

### Day 4 — DISCUSS / WRITE

**Week hook (read aloud):** “A nation is an argument that keeps revising itself.”

#### 1) English 11: American Lit & Rhetoric — American lit survey launch; Puritan → Enlightenment prose · 40–55 min
**Pattern:** I do → We do → You do (short model, long independence).
**Text:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Academic vocab in play:** canon, domain, kinematics OR histology, sovereignty, pathway

**I do (8–10 min):** Coach models a dialectical notebook page (passage | response). Think aloud: “I mark claims in the left margin; I write questions that the text forces, not soft feelings.” Read 20–40 lines; complete 3 annotations + 1 interpretive claim aloud.

**We do (10 min):** Student annotates the next chunk; coach only asks: “Where is the evidence for that?” Fix with line references, not vibe checks.

**You do (discuss, 25–30 min):**
1. Complete a full dialectical page (min 6 marks + 1 paragraph response).
2. Embed **one** short quotation with a citation mini-format (Author page/line).
3. Write a 3-sentence meta-note: what reading move you used (inference, juxtaposition, diction).

**Writing workshop seed:** Save today’s paragraph for Day 4 revision.
**If stuck:** Shrink the passage; require 3 marks only; return to interpretation tomorrow.
**Elite bar:** No plot summary masquerading as analysis.
**Day 4 emphasis:** Writing workshop. Revise yesterday’s page: cut one soft sentence, add one warrant, fix one citation. Prep 3 seminar evidence cards (quote + line + why it matters).

#### 2) Algebra II — Algebra II: function families review; domain/range · 40–55 min
**Focus:** Algebra II: function families review; domain/range
**CPA → proof:** Concrete/pattern → diagram → symbols → justify with a property/theorem.

**I do:** One fully narrated example. Name properties (commutative, associative, distributive, reflexive, etc.) when used. Show the check.

**We do:** Two items; student narrates the second while coach writes.

**You do (discuss):**
1. 8–10 practice items mixing procedural fluency + 2 error-analysis (“Which property failed?”).
2. 1 modeling situation → expression/equation/inequality.
3. 3 retrieval items from prior weeks (spaced).

**Proof / justification line (required):** For one item, write “Because ______ (property/definition), ______.”
**Real-life bridge:** Map the structure onto money, rates, lab measurements, or geometry of home space.
**If stuck:** Return to a numeric analog; rebuild the variable structure; then re-attempt.
**Day 4 emphasis:** Mixed spiral + peer teach-back of one justify item. Create a 5-card ‘property deck’ for Friday Skill Gym.

#### 3) Content seminar prep — Science or History emphasis · 30–40 min
**Focus:** Prepare evidence cards for today’s Socratic using **Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt**.
**History / SS deep block:** US History: Indigenous nations & colonial claims
**Primary source:** Winthrop Model of Christian Charity (selection) OR Indigenous treaty excerpt
**Protocol (non-negotiable):**
1. Full bibliographic attribution + genre (law / epic / letter / speech).
2. Two careful reads: first for gist, second for power (who benefits?).
3. Dialectical notes: 4 evidence marks + 2 distrust notes (bias, silence, audience).
4. Map or timeline update with 3 labeled elements.
5. 5–7 sentence analytical paraphrase (no modern slang overlay).
**Elite bar:** Student can explain what the document *does* in its world, not only what it *says*.
**Day 4 emphasis:** Seminar cards only — no new content dump. Rehearse aloud once: What does ‘city on a hill’ assume about outsiders?

#### 4) Life Skills 11 / College Prep — College/trade pathway inventory · 20–25 min
**Life Skills focus:** College/trade pathway inventory
**I do:** Coach shows a real calendar/time-block or finance artifact.
**We do:** Student builds today’s version with constraints (sleep, elective, deep work).
**You do:** Independent checklist + photo/log for portfolio.
**Transcript note:** Life Skills artifacts count toward the 0.5 credit evidence set.
**Day 4:** Finalize Friday portfolio checkboxes; photograph planner/log for transcript folder.

#### Movement / brain break (2–3 min)
Walk-and-talk retrieval: student states yesterday’s theorem, definition, or primary-source claim while walking. No phones.

### Day 5 — MASTERY + Skill Gym + Seminar / Teach-back

**Hook reread:** “A nation is an argument that keeps revising itself.”

**Ultra mastery protocol:**
1. Silent retrieval (no notes) 12 min across strands.
2. Open-notebook CER or document paraphrase 10 min.
3. Skill Gym timed rounds 10 min.
4. Seminar teach-back 3–5 min (record optional).
5. Transcript checkboxes updated before closing laptop.

#### Spaced retrieval gates
1. **English 11: American Lit & Rhetoric:** Unseen short passage OR cold dialectical page on a related excerpt — pass = accurate evidence marks + 1 warranted claim.
2. **Algebra II:** 8–10 item check on **Algebra II: function families review; domain/range** including ≥1 justification — pass ≈ 80%+ with correct reasoning on the justify item.
3. **Physics or Anatomy / Environmental Science:** CER or diagram teach-back on **Physics OR Anatomy track launch (motion OR body organization)**.
4. **United States History:** Primary-source paraphrase + map/timeline update on **US History: Indigenous nations & colonial claims**.
5. **Life Skills:** Demonstrate **College/trade pathway inventory** artifact independently.

#### Skill Gym focus
**Vocab in Context** — one clear skill, timed rounds, instant correction with the rule/text.

#### Socratic seminar (15–25 min)
**Prompt:** What does ‘city on a hill’ assume about outsiders?
Rules: text evidence required; steelman before rebuttal; coach speaks last.

#### Pass rules
- **English + Math gates passed** → advance.
- Science/History below bar → weekend reteach packet (CER or document set).
- ≤2 strands strong → repeat Days 3–4 skills; mastery over coverage.

#### Transcript / mastery log
- ☐ Annotations / dialectical page
- ☐ Math justification set
- ☐ Lab CER or diagram
- ☐ Primary-source paraphrase
- ☐ Life Skills artifact
- ☐ Elective Friday log (Continue year elective spine (STEM / Business / Arts / CTE))

**Sample transcript line (when unit completes):**
> *English 11: American Lit & Rhetoric — Life Academy — evidence: Week 1 mastery gate; revised writing; seminar participation.*

## Voice Coach lines (teen register — Morgan)
**Hook (10s):** A nation is an argument that keeps revising itself.
**Key definition (20s):** Today’s anchor word is **canon**. In plain academic English: you will use it to name a precise idea — not as decoration.
**Worked move (30s):** English — mark one claim and one piece of evidence in the primary text. Math — narrate one full solution aloud using correct vocabulary. Science/History — write one CER or document paraphrase sentence.
**Discussion stem (15s):** What does ‘city on a hill’ assume about outsiders?
**Coach tone:** Calm, precise, never cutesy. Pause 2 seconds after the stem. Do not praise effort with baby talk — ask for the rule, the theorem, or the line number.

**60–90 sec tap script (parent reads or TTS):**
“A nation is an argument that keeps revising itself. Today in Algebra II, we focus on this: Algebra II: function families review; domain/range. Listen for the definition, then try the worked move out loud. When we discuss, answer from the text: What does ‘city on a hill’ assume about outsiders?”

## Skill Gym focus (one skill)
**Vocab in Context** — short competitive/timed rounds; one skill; instant feedback with the rule or line evidence. No babyish gamification copy.

## Weekend extension
Choose one:
1. Museum, documentary, or lecture tied to **US History: Indigenous nations & colonial claims** or **Physics OR Anatomy track launch (motion OR body organization)** — ½ page response with one sourced fact.
2. Real-world math: measure/model something at home using this week’s math idea (**Algebra II: function families review; domain/range**).
3. Elective deep work (90+ min) toward the year spine: Continue year elective spine (STEM / Business / Arts / CTE).
Portfolio photo/log optional but useful for transcript evidence.

## Mastery Gate (pass criteria)
Pass **English + Math** Friday gates to advance. Science/History below bar → weekend reteach. Record artifacts in the transcript folder the same day.