Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently on their handout: Greek and Latin Root Words. (If you don't know what this is, ask the sub to give you the handout). Whole Class: N/A Independent: Assignment 1: Students will study a new list of SAT vocabulary words (ask the sub for both vocabulary handouts. Also, the copier cut off some edges of words, so make sure the sub provides you with those words so you can write them on your paper).
Students must do the following:
*Complete the annotations and activity for the article and after you are finished with the written portion of the Google doc, "turn in" the Google doc via Google Classroom. NOTE: If you do not finish all sections of Activity 2, any unfinished sections are for homework. Collaborative: N/A Exit Tickets: Students will fill out a Google form (<--- click there) based on what was read in class. Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently to study a list of the most common mistaken words. After skimming and annotating this list, they will do Exercise #1 (1-10) on their handout. After I display the correct answers on the board, we will discuss common misconceptions about these words. I will give as many examples as I need to aid in their understanding. Whole Class: Students will review what was read and discussed from the previous day. We'll go over classroom norms when it comes to reading, tracking, and annotating complex texts. We'll also review literary terms and their definitions as a way to properly understand the intent and the structure of The Declaration of Independence. Independent: Students will attempt to mirror the structure and (some) of the language used in The Declaration of Independence by writing their own Student Declaration of Independence. This creative writing assignment forces students to analyze the structure of The Declaration of Independence, while allowing them the freedom to come up with reasons to be independent of parents, teachers, etc. 3rd period: Students will use their Independent Station time to study a new list of SAT vocabulary words.
Collaborative: Students will continue to read and annotate The Declaration of Independence in pairs. Exit Tickets: Very similar to their "Do Now," students will complete an exercise on the most commonly misunderstood words. Standard: RI 11-12.9
Objective: Students will be able to analyze The Declaration of Independence for its historical and literary significance, in addition to, its themes, purposes, and rhetorical features. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: Students will review what was read and discussed from the previous day. We'll go over classroom norms when it comes to reading, tracking, and annotating complex texts. Independent: Students will attempt to mirror the structure and (some) of the language used in The Declaration of Independence by writing their own Student Declaration of Independence. This creative writing assignment forces students to analyze the structure of The Declaration of Independence, while allowing them the freedom to come up with reasons to be independent of parents, teachers, etc. Collaborative: Students will continue to read and annotate The Declaration of Independence in pairs. Exit Tickets: Students will fill out a Google form (<--- click there) based on what was discussed/read in class. Standard: RI 11-12.6
Objective: Students will be able to analyze and articulate the author's purpose for writing the opening portion of The Declaration of Independence . Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: Students will review work from the previous day. I'll give an example of an exemplar response to the assignment. Independent: Students will read the Achieve article "Freedom: How We Got It". Students must do the following:
Collaborative: Students will start to read and annotate The Declaration of Independence in pairs. Exit Tickets: Students will fill out a Google form (<--- click there) based on what was discussed/read in class. Standard: RI 11-12.2
Objective: Students will be able to recall basic historic information and the context of when The Declaration of Independence was written. Do Now: Grammar packet. Whole Class: Students will review grammar packet and annotations for their homework: "A New American Nation." Independent: N/A Collaborative: N/A Exit Tickets: N/A Standard: RI 11-12.2
Objective: Students will be able to recall basic historic information and the context of when The Declaration of Independence was written. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class: Students will review work from a previous assignment. I'll project the assignment/prompt on the board and model how to best address the prompt, based on my data of student misconceptions/shortcomings. Then, I'll give instructions and an overview of how we will be transitioning into a station model and what is expected of them in both stations. Independent: Students have 2 activities posted on Google Classroom. Activity 1: Fill out a digital outline of an article that provides background information about The Declaration of Independence. Activity 2: Take Cornell notes on a second article. Collaborative:
Exit Tickets: Students will fill out a Google Form (<- click there) based on what was discussed/read in class. Standard: RI 11-12.2
Objective: Students will be able to recall basic historic information and the context of when The Declaration of Independence was written. Do Now: Students will work independently on the "K" (what they know) and "W" (what they want to know) portions of their KWL chart, on the topic of The Revolutionary War and The Declaration of Independence. Whole Class: Students will take a Diagnostic Grammar Test and then swap with a peer to grade his/her test. Then, I'll give instructions and an overview of how we will be transitioning into a station model and what is expected of them in both stations. Independent: Students will be writing a CEEL paragraph in Google Classroom based on a prompt. I will use the CEEL paragraph as the student's writing sample. Collaborative: Students will login in to their HMH accounts to access the Student eBook. Next, students will work in pairs to finish the handout: The Declaration of Independence Scavenger Hunt. Exit Tickets: Students will fill out the "L" (what they learned) portion of their KWL chart and turn it in. Standard: RI 11-12.2
Objective: Students will be able to express why high school is an important time for the brain; how intelligence can be developed, and why doing challenging work is the best way to make the brain stronger and smarter. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5 complete sentences). Whole Class: I'll present a PowerPoint outlining what a growth mindset is and how it relates to their success in school. Students will also receive guidelines for annotations and will be expected to use them during their reading of the poem, "What is Success?" by Ralph Waldo Emerson. Independent: Students will take notes on the P.P. presentation using Cornell notes and annotate a poem by Ralph Waldo Emerson. Collaborative: Students will work in pairs to create a haiku poem that summaries the key points or concepts discussed in class today. Exit Tickets: Students will take out a piece of paper and answer 3 reflection questions on what was discussed in class. Standard: RI 11-12.2
Objective: Students will be able to recall and practice classroom norms/procedures and/or rules and expectations. Students will be able to articulate the importance of good work ethic in high school and how it relates to college-readiness and college graduation. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 5-7 complete sentences). Whole Class: I'll present a PowerPoint outlining trends in college admission and graduation, with guided questions and application throughout the presentation. Independent: Students will take notes on the P.P. presentation on the first half of a guided notes hand out. Collaborative: Students will work in pairs to complete sections of the guided notes (based off of the PowerPoint). Exit Tickets: Students will take out a piece of paper and summarize (in their own words) what college-readiness means to them and how they can make strides towards that goal now. Standard: RI 11-12.2
Objective: Students will be able to identity and start to internalize classroom rules and expectations. Do Now: Students will work independently to complete a student survey. Next, students will share two things about themselves with a partner. Students will then voluntarily share which learning style they are (based on the survey). Whole Class: I'll introduce myself with a brief PowerPoint presentation, and then I'll pass out the class syllabus and we'll read through it together. Collaborative: Students will work in pairs to review the syllabus. I'll present them with different classroom scenarios and they'll role play with a partner, practicing classroom norms. Exit Tickets: Students will take out a piece of paper and summarize (in their own words) how they're expected to behave in this class, based out the outlined classroom expectations. |