Standard: RL 11-12.3
Objective: Students will be able to come 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 (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Activity 1: Students will login to Achieve 3000 (make sure to select "English 11 - Bondor") and open up the assigned article "Lessons from the Cold War" These are your assigned tasks:
-Activity 2: If students finish early, they will begin to read their homework: Chapter 5 and 6 (pages 19- middle of 25).
Collaborative: -Part 1: Students will get out their handout from the previous class and we will discuss it, complete it in partners, and discuss it a bit more. -Part 2: We will begin a rough draft for the exit ticket. I provide each student with the prompt and the Criteria for Success. As they write independently, I will come around and check mark completed elements of their CEEL paragraph. -Part 3: If students finish early, they will begin to read their homework: Chapter 5 and 6 (pages 19- middle of 25).
Exit Ticket (12 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 3 (Ch 3-4)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able to come 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 right into the vocabulary #6 quiz. After students have finished taking their quiz, they will transition into the independent station tasks. Independent: -Assignment 1 (15 minutes): I will pass back a little slip of paper (which is your Exit Ticket from Thursday). Examine it. What needs to be improved upon? Better evidence? Longer explanation? Use the 2 charts we filled out as a class to improve your CEEL paragraph.
-Assignment 2: Finish Chapter 3 (in the new packet: pages 11-14)
-Assignment 3: Read Chapter 4 (in the new packet: pages 15-19, stop just before Ch 5)
Collaborative: -Opening (>5 minutes): I will review key points of chapter 3 and 4 with students. -HLLoop #1 (20 minutes): Students will read parts of Chapter 1 again (page 1), while completing the chart (for HLL #1). They are specifically looking to identify the descriptive details of the symbol (this example: Pencey Prep).
-HLLoop #2 (10 minutes): Students will read parts Chapter 4 (pages 17-19), while completing the chart (for HLL #2). They are specifically looking for what does Stradlater symbolize? Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come 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 (which was their homework). Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: Rotation 1, part 1: In order to be ready for today's assignments, please review your assigned reading (that was homework). Read Chapter 2 and part of Chapter 3 (pages 4-10) of "The Cather in the Rye" independently and silently.
Rotation 2, part 1: Read the first 5 paragraphs about the "new 'species' of teenager" from the article about the classic 1950's film, "Rebel Without a Cause" On a separate piece of paper, answer the question: "Why was the 1950s a difficult time to be a teenager?" Rotation 2, part 2: Read the brief article about car culture in the 1950s and write a brief 3-5 sentence summary (on the same piece of paper mentioned above). Part 2 (Everyone): Study for your vocabulary quiz. The quiz will be Wednesday 1/30 or Thursday, 1/31. Collaborative: -Opening (5 minutes): I will review key points of chapter 2 with students. -HLLoop #1 (15 minutes): Students will read parts of Chapter 2 again (pages 4-5), while completing the chart (for HLL #1). They are specifically looking for if Holden is likeable. Is he funny/"real" or self-absorbed and obnoxious? -HLLoop #2 (10 minutes): Students will read parts Chapter 2 again (pages 6-7), while completing the chart (for HLL #2). They are specifically looking for how does Salinger characterize Holden?. -HLLoop #3 (10 minutes): Students will read parts Chapter 2 again (pages 7-8), while completing the chart (for HLL #3). They are specifically looking for how does Salinger characterize Holden?. Exit Ticket (12 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come 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 right independent station, part 1. Then, a majority of class will whole class. Finally, we will end with independent station, part 2. Independent: -Part 1 (15 minutes): Read Chapter 1 (pages 1-3) of "The Cather in the Rye" independently and silently.
Whole class: -Opening (14 minutes): I will introduce the novel and students will complete the handout "America in the 1950s: Living in a Material World" and we'll discuss student responses. -HLLoop #1 (15 minutes): Students will read most of Chapter 1 again, while completing the chart (for HLL #1). They are specifically looking for Holden' attitude and/or values. -HLLoop #2 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #2). They are specifically looking for how Holden feels about leaving Pencey. -HLLoop #3 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #3). They are specifically looking for how does Salinger characterize Holden?. Independent: -Part 2 (8 minutes): Read the first 5 paragraphs about the "new 'species' of teenager" from the article about the classic 1950's film, "Rebel Without a Cause" On a separate piece of paper, answer the question: "Why was the 1950s a difficult time to be a teenager?" Collaborative: N/A Exit Ticket (12 minutes): Fill out and submit the Google Form (<- click there). Standard: W 11-12.2
Objective: Students will be able to display what they have learned over the last few days about writing a complete and thorough essay, based on a source/sources, in a limited amount of time. Do Now: Login in to the CAASPP Performance Task.
Whole Class:
Independent: **Continuing with the ELA Performance Task testing today**
If you finish early: Grab the Vocabulary list #6 handouts by the sink and complete them. If you finish super early:
Exit Ticket: N/A Standard: W 11-12.2
Objective: Students will be able to display what they have learned over the last few days about writing a complete and thorough essay, based on a source/sources, in a limited amount of time. Do Now: Practice Using the Universal Tools
Whole Class:
Independent: **Starting the ELA Performance Task testing today**
If you finish early: Silent study hall. Exit Ticket: N/A Standard: W 11-12.2
Objective: Students will be able to come to write an informative text to convey information clearly and accurately through the effective selection, organization, and analysis of content. 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 right into the vocabulary #5 quiz. After students have finished taking their quiz, they will transition into the independent station tasks. Independent: -Assignment 1: Go to Google Classroom.
-Assignment 2: Also in Google Classroom...
-Assignment 3: Open up your submitted draft of your doc "One Day Essay" by unsubmitting it.
Collaborative: -Assignment 1: When everyone finishes with their quizzes, as a class, we'll look at some highlights of student samples for each component of the essay, and then we'll discuss them. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: W 11-12.2
Objective: Students will be able to come to write an informative text to convey information clearly and accurately through the effective selection, organization, and analysis of content. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Whole class: I'll begin the mini-lesson by deconstructing the prompt on page 46 of the Performance Assessment booklet. Then, I'll walk them through the outline on page 47 and give them basic reminders/strategies to draft their essay independently. Independent: -Assignment 1: Open to page 48 in the Performance Assessment booklet.
-Assignment 2: Open Google Classroom and begin typing your draft in the doc "One Day Essay"
-Assignment 3: When you have finished your draft, turn off your music (if you're listening to it) and slowly read your essay to yourself, in your head. Correct, edit, or revise any errors or confusion your may encounter in this first read through. -Assignment 4: Turn to page 49 in your Performance Assessment booklet. On your second read through, go through the questions outlined in the the graphic organizer in the "Ask Yourself" column. Follow the "Tips" and "Revision Strategies." Correct, edit, or revise any errors or confusion your may encounter in this second read through. -Assignment 5: When you are certain that you're finished, turn in your essay. -Assignment 6: Study your vocabulary. You will have a quiz on List #5 on Tuesday, 1/15. Collaborative: -Assignment 1: Students will open to page 47 in the Performance Assessment booklet and complete the graphic organizer "Collect and Synthesize Information" and complete "Draft a Controlling Idea." Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: W 11-12.2
Objective: Students will be able to come to write an informative text to convey information clearly and accurately through the effective selection, organization, and analysis of content. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Announcements:
Independent: -Assignment 1: Open to page 40 in the Performance Assessment booklet.
-Assignment 2: Answer the multiple choice questions on page 44. -Assignment 3: Complete the chart (#6) on the top of page 45.
Collaborative: -Assignment 1: Students will open to page 32 in the Performance Assessment booklet and read and discuss "Synthesizing Sources" as a class. -Assignment 2: In pairs, student and analyze the infographic "The Story of Money." -Assignment 3: As a class, we will read, analyze, and discuss the student informational essay exemplar, "The Evolution of Money.". Exit Tickets: Fill out and submit the Google Form (<- click there). |