For detailed instructions and resources, please go to Google Classroom.
The following assignments are due by Friday, 4/3 EOD (end of the day). -Ch 16 Graphic Organizer -Exit Ticket, Ch 16 General Guidelines:
Please do the following over the next 2 weeks to ensure that your grade in English class either improves or remains in good standing. For digital assignments:
For paper assignments:
Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences) Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: NOTE: If you haven't finished the ELA Interim 3, I would like you to do that in independent station. -Assignment #1: Students will read Ch 16, answering the comprehension questions provided at the start of the rotation. -Assignment #2: Complete the exercise assessing your understanding of commonly misunderstood words (It's the half sheet of paper). -Assignment #3 (if you didn't finish): We will have a List #1-#3 Vocabulary test next week. Review the terms by attempting to complete the worksheets without looking at the definitions.
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Opening (5 minutes): We will review the key points of chapter 14 & 15, as recorded on the graphic organizer. -Written Response: Students will open up "Exit Ticket, Lesson 10 (Ch 14-15)" in Google Classroom and use the CFS and my feedback to write their CEEL paragraph. Exit Ticket: See above. Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading: Ch 14 & 15 (which was their classwork previously). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: NOTE: If you haven't finished the ELA Interim 3, I would like you to do that in independent station. -Assignment #1: Start practicing for the SAT by trying your personal best on this website.
-Assignment #2: We will have a List #1-#3 Vocabulary test next week. Review the terms by attempting to complete the worksheets without looking at the definitions.
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapters 14-15 with students. -HLLoop #1: What is one symbol in this section? Why do you think it is a symbol?
Exit Ticket (5 minutes): N/A Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences) Announcements:
Whole class: I'll review the structure of today's class and then we will start the mid-Unit assessment. Independent: -Assignment 1: Students will review their annotations of "Excerpt from A Portrait of the Artist as a Young Man" and start on their mid-Unit assessment, which is CEEL paragraph without supports. When they finish, they will move on to the following assignments: -Assignment 2: Students will take a quiz on their assigned reading: Ch 13 (which was their classwork previously). -Assignment 3: Students will read Ch 14 & 15, answering the comprehension questions provided. -Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: N/A Exit Ticket (5 minutes): N/A Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences) Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Students will read Ch 13, answering the comprehension questions provided at the start of the rotation. -Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Opening: I will review characterization, diction, and symbols with students. -Close reading: Students will read and annotate an "Excerpt from A Portrait of the Artist as a Young Man" paying special attention to the author's characterization and diction, as well as, symbols. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). **Interim 3 ELA testing today**
Announcements:
Independent: -Assignment 1 (half credit without pink slip): Go to Google Classroom and open up "Exit Ticket, Lesson 8 (Ch 11 & 12)" to finish
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: N/A Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences) Announcements:
Whole class: I'll review the structure of today's class and then we will start the vocabulary quiz. Independent: -Assignment #1: Students will complete the SAT Vocabulary Words List #3 quiz. When they finish, they will move on to the following assignment: -Assignment #2: Write down the following terms on your tan "Personal Word Wall" handout.
-Assignment 3: Go to Google Classroom and open up "Exit Ticket, Lesson 8 (Ch 11 & 12)"
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: N/A Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will take a quiz on their assigned reading: Ch 11 & 12 (which was their classwork previously). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Start practicing for the SAT by trying your personal best on this website.
-Assignment 2: Study the new list of SAT vocabulary words (List #3). The quiz will be on Monday, March 2.
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapters 11-12 with students. -HLLoop #1: Students will read parts of Chapter 11-12 again (pages 85-98), while completing the chart (for HLL #1). They are specifically looking to identify what the frozen lake symbolizes.
- Brief Discussion: I will lead a brief discussion on what the frozen lake symbolizes. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences) Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment 1: Students will read Ch 11 and Ch 12, answering the comprehension questions provided at the start of the rotation. Secondary task (if you finish early): Study the new list of SAT vocabulary words (List #3)
-Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Written Response: Students will finish their "Exit Ticket, Lesson 7 (Ch 10)" in Google Classroom by using the CFS and my feedback to write their CEEL paragraph. Secondary task (if you finish early): Start on/finish reading Ch 11 and Ch 12 and answer the comprehension questions. Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket: Today's additional exit ticket will be paper-based. |