Standard: W 11-12.5
Objective: Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting their literary analysis essay. Do Now: Get out all materials needed for class (as instructed on the projector screen). Whole Class: I'll take a few moments to remind students of the following:
Finally, I will review list of "most common errors/shortcomings" I see in the essays so far. Independent ALL STUDENTS (60 minutes): -Assignment 1: Students will revise/edit their essay based on my "most common errors/shortcomings" list. -Assignment 2: Students will be paired up for a Peer Review. They will read a peer's essay and mark comments and/or confusion on the Peer Review checklist. -Assignment 3: Students will read through the comments and note the Xs received by a peer on the Peer Review checklist and revise/edit their essay based on the feedback. -Assignment 4: Students will fill out their own Self Review Checklist. After they are finished, they will revise/edit their essay based on the errors and shortcomings they noticed. -Assignment 5: Students will go to Google Translate and copy and paste each paragraph of their essay (individually) into the text box on the left of the screen. Then, they'll listen to the audio of their essay being read aloud, paying close attention to sections where it doesn't flow well/sounds weird. This occurrence is usually due to not enough punctuation/incorrect punctuation or strange word choice/typos. Revise/edit those sections in your essay. Collaborative ALL STUDENTS (30 minutes): Students will work in pairs to do any final edits/changes to their essay.
FINALLY: If you finish early (before the class is over):
Exit Tickets: N/A Standard: RI 11-12.9
Objective: Students will be able to analyze The Bill of Rights 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:
Independent: -Assignment 1:
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. -Assignment 2:
Collaborative: Students will start to read, analyze, discuss, and answers questions on The Bill of Rights. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: W 11-12.5
Objective: Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting their literary analysis essay. Do Now: Students will work independently from a handout, creating their criteria for success for the essay, based on the essay rubric. Then, we'll discuss with the class. Whole Class: I'll take a few moments to remind students of the following:
Finally, I go over a list of "most common errors/shortcomings" I see in the essays so far. Independent ALL STUDENTS (60 minutes): -Assignment 1: Students will revise/edit their essay based on my "most common errors/shortcomings" list. -Assignment 2: Students will be paired up for a Peer Review. They will read a peer's essay and mark comments and/or confusion on the Peer Review checklist. -Assignment 3: Students will read through the comments and note the Xs received by a peer on the Peer Review checklist and revise/edit their essay based on the feedback. -Assignment 4: Students will fill out their own Self Review Checklist. After they are finished, they will revise/edit their essay based on the errors and shortcomings they noticed. -Assignment 5: Students will go to Google Translate and copy and paste each paragraph of their essay (individually) into the text box on the left of the screen. Then, they'll listen to the audio of their essay being read aloud, paying close attention to sections where it doesn't flow well/sounds weird. This occurrence is usually due to not enough punctuation/incorrect punctuation or strange word choice/typos. Revise/edit those sections in your essay. Collaborative ALL STUDENTS (30 minutes): Students will work in pairs to do any final edits/changes to their essay.
FINALLY: If you finish early (before the class is over):
Exit Tickets: Fill out and submit the Google Form (<- click there). Students will be taking the Interim Assessment for ELA during periods 3 and 6.
Standard: W 11-12.5 Objective: Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting their literary analysis essay. Do Now: Students will work independently from a handout, creating their criteria for success for the essay, based on the essay rubric. Then, we'll discuss with the class. Whole Class: I'll take a few moments to remind students of the following:
Finally, I go over a list of "most common errors/shortcomings" I see in the essays so far. Independent ALL STUDENTS (60 minutes): -Assignment 1: Students will revise/edit their essay based on my "most common errors/shortcomings" list. -Assignment 2: Students will read through the comments and note the Xs received by a peer on the Peer Review checklist and revise/edit their essay based on the feedback. -Assignment 3: Students will fill out their own Self Review Checklist. After they are finished, they will revise/edit their essay based on the errors and shortcomings they noticed. -Assignment 4: Students will go to Google Translate and copy and paste each paragraph of their essay (individually) into the text box on the left of the screen. Then, they'll listen to the audio of their essay being read aloud, paying close attention to sections where it doesn't flow well/sounds weird. This occurrence is usually due to not enough punctuation/incorrect punctuation or strange word choice/typos. Revise/edit those sections in your essay. Collaborative ALL STUDENTS (30 minutes): Students will work in pairs to do any final edits/changes to their essay.
FINALLY: If you finish early (before the class is over):
Exit Tickets: Fill out and submit the Google Form (<- click there). 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: I'll take a few moments to remind students of the following:
Independent: -Assignment: Students will open up the document "The D. of I. Outline: Introduction & Conclusion" in Google classroom and start to type their introduction & conclusion.
Collaborative: As a group, we'll go over various student responses to the thesis and topic sentences as a mini-lesson, learning from exemplar examples and "needs some improvement" examples. *After we finish, students will start to work on their essay outline (the independent station task). Exit Tickets: Fill out and submit the Google Form (<- click there). 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: I'll take a few moments to remind students of the following:
Independent ALL STUDENTS (60 minutes):
Students will use their outlines to create a rough draft of their literary analysis essay. I'm expecting a title, all 5 paragraphs, and a Resources page to be typed up at the end of 60 minutes.
Collaborative ALL STUDENTS (30 minutes): Students will work in pairs to do a Peer Review Checklist.
Exit Tickets: Fill out and submit the Google Form (<- click there). 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:
Independent: -Assignment: Students will open up the document "The Declaration of Independence Outline: Digital" in Google classroom and start to type their essay.
Collaborative: As a group, we'll go over various student responses to the handout, "Analyzing Structure and Language: The Declaration of Independence"
*After we finish, students will start to work on their essay outline (the independent station task). Exit Tickets: Fill out and submit the Google Form (<- click there). 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: I'll take a few moments to remind students of the following:
Independent: -Assignment: Students will open up the document "The D. of I. Outline: Introduction & Conclusion" in Google classroom and start to type their introduction & conclusion.
Collaborative: As a group, we'll go over various student responses to the thesis and topic sentences as a mini-lesson, learning from exemplar examples and "needs some improvement" examples. *After we finish, students will start to work on their essay outline (the independent station task). Exit Tickets: Fill out and submit the Google Form (<- click there). 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: I'll take a few moments to remind students of the following:
Independent: -Assignment: Students will open up the document "The Declaration of Independence Outline: Digital" in Google classroom and start to type their essay.
Collaborative: As a group, we'll go over various student responses to the handout, "Analyzing Structure and Language: The Declaration of Independence"
*After we finish, students will start to work on their essay outline (the independent station task). Exit Tickets: Fill out and submit the Google Form (<- click there). |