Standard: S.L. 11-12.4
Objective: Students will be able to research a topic and present the information, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, and the organization and development are appropriate to the purpose. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment #1 (if you haven't done so already): Go to Google Classroom and open up "Final Research Project Presentation Information" and briefly review the task.
Assignment #2 (if you haven't done so already):
-Assignment #3: Once you have found 3 articles, make sure you have done the following:
-Assignment #4: Study vocabulary lists #7-#9 for a Vocabulary Test during finals week.
-Assignment #5 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll also be doing the assignments listed in Independent Station, but students will be able to collaborate with peers and myself. Plus, I'll be able to give feedback to each student about their choice of topic and feedback on the research process. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: S.L. 11-12.4
Objective: Students will be able to research a topic and present the information, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, and the organization and development are appropriate to the purpose. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: -Assignment #1: Go to Google Classroom and open up "Final Research Project Presentation Information" and briefly review the task.
Assignment #2 (Start on your homework or skip to Assignment #3):
-Assignment #3: Study vocabulary lists #7-#9 for a Vocabulary Test during finals week.
-Assignment #4 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll also be doing the assignments listed in Independent Station, but students will be able to collaborate with peers and myself. Plus, I'll be able to give feedback to each student about their choice of topic. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Objective:
Students will be able to use the testing strategies reviewed and apply their knowledge of reading, analyzing, writing, and revising to achieve their personal best on the CAASPP. Assignment:
Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: We'll go over the key points of Essay Structure and the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment #1 (10 minutes):
-HOMEWORK ----> Assignment #2:
-Assignment #3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll continue to review strategies from the "MIT Test Taking Approach." And I'll answer any questions students may have. -Activity 2: Then, we'll analyze student claims for the constructed response. Then, students will complete the CRs independently from the two previous classes, but students will be allowed to answer questions of me or peers. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will work independently to answer a prompt projected on the board. Or, for those that still need to see their scores for the homework, (click -->) Google Form for "The Excerpt from 'The House of Mirth'" Announcements:
Whole class: We'll go over the key points of Essay Structure and the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment #1 (10 minutes):
-HOMEWORK ----> Assignment #2:
-Assignment #3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll revisit the text "Excerpt from 'The House of Mirth'", through the lens of the "MIT Test Taking Approach." Students will discuss with their partners and I'll point out "quick fixes" and strategies to use, in addition to, guiding them through the teacher rationale for certain questions. Additionally, we'll analyze student claims for the constructed response. -Activity 2: Then, we'll analyze student claims for the constructed response. Then, students will complete the CR independently, but will be allowed to answer questions of me or peers. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, “Excerpt from ‘The House of Mirth’”' Type up your Exit Ticket. Turn it in when you are finished. Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: We'll go over the key points of the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment #1 (if you weren't here last class): Students will input the answers from their homework here: "Nothing to See Here" Reading Check. -Assignment #2 (if you weren't here last class): Using the strategies discussed in the "MIT Test Taking Approach" closely read the text "Our Brains on Books." You may highlight the text, but annotate and answer questions on a separate piece of lined paper (just like you will when take the CAASPP).
-Assignment #3: Using the strategies discussed in the "MIT Test Taking Approach" closely read the text "Excerpt from 'The House of Mirth'" and carefully answer the 5 multiple choice questions in the packet.
-Assignment #4:
-Assignment #5 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll revisit the text "Our Brains on Book", through the lens of the "MIT Test Taking Approach." Students will discuss with their partners and I'll point out "quick fixes" and strategies to use, in addition to, guiding them through the teacher rationale for certain questions. Additionally, we'll analyze student claims for the constructed response. -Activity 2: Then, we'll analyze student claims for the constructed response. Then, students will complete the CR independently, but will be allowed to answer questions of me or peers. Exit Ticket (5 minutes): Go to Google Classroom and open up "Exit Ticket, 'Our Brains on Books.'" Type up your Exit Ticket. Turn it in when you are finished. Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will input the answers from their homework here: "Nothing to See Here" Reading Check. Announcements:
Whole class: We'll go over the key points of the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment #1: Using the strategies discussed in the "MIT Test Taking Approach" closely read the text "Our Brains on Books." You may highlight the text, but annotate and answer questions on a separate piece of lined paper (just like you will when take the CAASPP).
-Assignment #2:
-Assignment 3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll revisit the text "West Point Graduates", through the lens of the "MIT Test Taking Approach." Students will discuss with their partners and I'll point out "quick fixes" and strategies to use, in addition to, guiding them through the teacher rationale for certain questions. Additionally, we'll analyze student claims for the constructed response. -Activity 2: We'll revisit the text "Nothing to See Here", through the lens of the "MIT Test Taking Approach." Students will discuss with their partners and I'll point out "quick fixes" and strategies to use, in addition to, guiding them through the teacher rationale for certain questions. Additionally, we'll analyze student claims for the constructed response. Exit Ticket (5 minutes): The Exit Ticket will be paper based. Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: We'll go over the key points of the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment #1: Using the strategies discussed in the "MIT Test Taking Approach" closely read the text "West Point Graduates" and carefully answer the 5 multiple choice questions in the packet.
-Assignment #2:
-Assignment 3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Activity 1: We'll revisit the 10 most commonly marked incorrect answers, through the lens of the "MIT Test Taking Approach." Students will discuss with their partners and I'll point out "quick fixes" and strategies to use, in addition to, guiding them through the teacher rationale for certain questions. -Activity 2: I will pass back the handout on "Period, Question Mark, Exclamation Mark, Semicolon, Colon, Dash" and students will review their work with a partner and with the answer key displayed. Exit Ticket (5 minutes): The Exit Ticket will be paper based. Standard: R.L./R.I. 11-12.1
Objective: Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: We'll go over the key points of the "MIT Test Taking Approach" Then, students will head into stations. Independent: -Assignment 1: Students will read and annotate a handout on "Period, Question Mark, Exclamation Mark, Semicolon, Colon, Dash" to properly identify and use those punctuation marks.
Assignment #2:
-Assignment 3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: -Assignment 1: The 10 questions I've selected are the 10 most commonly marked incorrect. Half of them are 2 part questions (meaning: if you get one correct and the other wrong, the entire answer is wrong). Use the "MIT Test Taking Approach" as your guideline and work with a partner to answer these 10 tough questions.
Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: W. 11-12.1B
Objective: Students will be able to develop claims and a counterclaim thoroughly, supplying the most relevant evidence for each, while pointing out the strengths and limitations of both in a manner that anticipates the audience's possible biases. Do Now: Students will work independently to answer a prompt projected on the board. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: Every student is expected to finish their essay today in class, unless you have an accommodation that says otherwise. Part 1: Students will take Vocabulary Quiz #9. Move on to Part 2 of Independent Station when you finish. Part 2: -Assignment: Students will use their outlines to create a rough draft of their argumentative essay. I'm expecting a title, all 6 paragraphs, and a Resources page to be typed up at the end of the period.
When you think you're finished:
-Assignment 2: Start on your homework!
-Assignment 3 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: Essay writing, with help from peers and teacher. Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). |