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 into stations. Independent: -Assignment 1: Write a CEEL paragraph based on today's Criteria for Success.
-Assignment 2 (if they didn't already finish): Students will reread Chapter 18 & 19 (pages 149-165), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 3 (if you didn't already): Complete both sides of "Lesson 2: Trimming Sentences"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down -Assignment 4: Start on your homework!
Collaborative: - Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. They will either start or finish the paragraph in collaborative station. If we have excess time, we will review the "Lesson 2: Trimming Sentences" handout. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 13 (Ch 18-19)" 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 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: -Assignment 1: Students will reread Chapter 18 & 19 (pages 149-165), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Complete both sides of "Lesson 2: Trimming Sentences"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down -Assignment 3: Start on your homework: Vocabulary List #8.
Collaborative: -Opening: I will review key points of chapters 18 & 19 with students. -HLLoop #2: Students will read parts of Chapter 18-19 again (pages 149-165), while completing the chart (for HLL #2). They are specifically looking to identify what Carl Luce symbolizes.
- Brief Discussion: I will lead a brief discussion on what Carl Luce 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 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: -Assignment 1: Students will reread Chapter 17 (pages 136-149), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Complete both sides of "Lesson 2: Trimming Sentences"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down -Assignment 3: Start on your homework!
Collaborative: -Opening: I will review key points of chapters 17 with students. -HLLoop #1: Students will read parts of Chapter 17 again, while completing the chart (for HLL #1). They are specifically looking to identify the symbol.
- Brief Discussion: I will lead a brief discussion on how the symbol further illustrates Holden's view of aspects of upper society. Exit Ticket (5 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 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: -Assignment 1: Students will reread Chapter 16 (pages 126-136), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2 (if you didn't already finish): Complete both sides of "Lesson 1: Subject-Verb Disagreement"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down -Assignment 3: Practice your grammar skills on the website Free Rice.
-Assignment 4: Start on your homework!
Collaborative: -Opening: I will review key points of chapters 16 with students. -HLLoop #2: Students will read parts of Chapter 16 again, while completing the chart (for HLL #2). They are specifically looking to identify the symbol.
- Written Response: Students will write an abbreviated response about today's reading, with a Criteria for Success and my feedback. Exit Ticket (6 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 11 (Ch 16)" 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 into stations. Independent: -Assignment 1: Write a CEEL paragraph based on today's Criteria for Success.
-Assignment 2: Complete both sides of "Lesson 1: Subject-Verb Disagreement"
Extension: Before you start on the exercises, you may want to review some Grammar Rules or a SAT tips video, or both! The Answer Key: click here and scroll down -Assignment 3: Start on your homework!
Collaborative: - Written Response: Students will write a short response about today's reading, with a Criteria for Success and my feedback. They will either start or finish the paragraph in collaborative station. If we have excess time, we will review the "Lesson 1: Subject-Verb Disagreement" handout. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, Lesson 10 (Ch 14-15)" 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 take a quiz on their assigned reading (which was their homework). Announcements:
Whole class: I'll review the structure of today's class: writing assessment first half -- if you finish early, continue with independent station tasks. Then, we'll transition into collaborative station whole class the 2nd half of class. Independent: Part 1: Students will take Vocabulary Quiz #7. Move on to Part 2 of Independent Station when you finish. Part 2: -Assignment 1: Students will reread Chapter 14-15 (pages 110-126), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station. -Assignment 2: Practice your grammar skills on the website Free Rice.
Collaborative: -Opening: I will review key points of chapters 14-15 with students. -HLLoop #1: Students will read parts of Chapter 15 again, while completing the chart (for HLL #1). They are specifically looking to identify the symbol.
-HLLoop #2: Students will read parts of Chapter 15 again, while completing the chart (for HLL #2). They are specifically looking to identify the symbol.
Exit Ticket (5 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 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: -Assignment 1 (if you didn't finish): 1) Skim through the "APA Cheat Sheet," specifically looking at the sections on "In-Text Citations" and "References"
-Assignment 2: Study Vocabulary List #7. The quiz will be on Tuesday, March 12. -Assignment 3: Start on your homework!
Collaborative: -Opening: I will review key points of chapter 13 with students. -Comprehension questions: Students will reread Chapter 13 (pages 98-110), answering the comprehension questions provided to you at the start of the rotation. Questions may be answered collaboratively. The handout will be collected at the end of collaborative station. - Brief Discussion: I will lead a brief discussion on how Holden's cowardice affects his behavior in this chapter, and throughout the book. Exit Ticket (5 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: writing assessment first half -- if you finish early, continue with independent station tasks. Then, we'll transition into collaborative station whole class the 2nd half of class. Independent: Part 1: Students will take a written assessment on the "Excerpt from A Portrait of the Artist as a Young Man"
Move on to Part 2 of Independent Station when you finish. Part 2: -Assignment 1 (if you didn't finish): Go to Google Classroom and open up "How to Do APA Format for Beginners."
1) Skim through the "APA Cheat Sheet," specifically looking at the sections on "In-Text Citations" and "References"
-Assignment 3: Start on your homework!
-HLLoop #2: Students will read parts of Chapter 11-12 again (pages 85-98), while completing the chart (for HLL #2). They are specifically looking to identify what Ernie’s performance symbolizes.
- Brief Discussion: I will lead a brief discussion on what Ernie's performance 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 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: -Assignment 1 (if didn't finish last class): Go to Google Classroom and open up "Exit Ticket, Lesson 7 (Ch 10)" Type up your Exit Ticket, based on the Criteria for Success handout. Turn in Google doc when you are finished. -Activity 2: Students will reread Chapter 11-12 (pages 85-98), answering the comprehension questions provided to you at the start of the rotation. The handout will be collected at the end of independent station.
-Assignment 3 (if you didn't finish): Go to Google Classroom and open up "How to Do APA Format for Beginners."
-Assignment 4: Start on your homework!
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). |