Standard: RL 11-12.6
Objective: Students will be able to determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the beauty of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Then, we'll review the Exit Ticket from last class. Independent: -Assignment 1: Continue practicing for the SAT by trying your personal best on this website.
-Assignment 2: We will be having a Unit 1-3 Vocabulary test on Friday, November 2.
Collaborative: -Assignment 1: Students will continue to read, analyze, discuss, and answers questions on Walden. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.6
Objective: Students will be able to determine an author's purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the beauty of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1: Read and annotate "A Distinctly American Voice" using the following annotation guidelines:
-Assignment 2: We will be having a Unit 1-3 Vocabulary test on Friday, November 2.
Collaborative: -Assignment 1: Students will begin to read, analyze, discuss, and answers questions on Walden. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.2
Objective: Students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text. Do Now: Students will read and annotate a handout on "Sentence Structure," specifically subject and verbs. After, students will practice Exercise #1. Whole Class:
Independent: -Assignment 1: Go to Google Classroom and open up, "CEEL Paragraph "On the Emigration to America..."
-Assignment 2: If you finish early, go to to practice these terms on Quizlet. I didn't create this, so there will be handfuls of words we never discussed. Feel free to skip unfamiliar terms. Collaborative: -Assignment 1: I have created this Google Form (<-- click) with 10 comprehension questions on the poetry packet (Colonial American Poetry).
Exit Tickets: Fill out and submit the Google Form (<- click there).
Standard: RL 11-12.2
Objective: Students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1: Based on the two images attached above, review the correct answers for Exercise 6 & & 7.
-Assignment 2: Login to Illuminate to view your results for the ELA Interim 1.
-Assignment 3: If you finish early, go to http://freerice.com/#/english-grammar to practice your grammar, or study the blue grammar handout in your binder. Collaborative: Students will continue to read, analyze, discuss, and answers questions on Colonial American Poetry from Wheatley and Freneau. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.2
Objective: Students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1: (3 minutes) Read and annotate the Philip Freneau section on page 151 in your packet (under the Phillis Wheatley section). -Assignment 2: (6 minutes) Read and annotate "Colonial American Poetry" on page 157 in your packet. -Assignment 3: Begin practicing for the SAT by trying your personal best on this website.
-Assignment 4: (if you didn't finish last class) Review the words and definitions on "Vocabulary Card 11.13" (on the back of the handout "Background on 'To the Right Honourable William, Earl of Dartmouth”')
-Assignment 5: Go to Google Classroom and open up "Replicate the Structure and Rhyme" in the "Poetry Challenge" post.
Collaborative: Students will continue to read, analyze, discuss, and answers questions on Colonial American Poetry from Wheatley and Freneau. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.2
Objective: Students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1: Begin practicing for the SAT by trying your personal best on this website.
-Assignment 2: Review the words and definitions on "Vocabulary Card 11.13" (on the back of the handout "Background on 'To the Right Honourable William, Earl of Dartmouth”')
-Assignment 3 (if you didn't finish last class):
-Assignment 4: Study for the vocabulary quiz on Thursday 10/18 (6th period) or Friday 10/19 (3rd period). Collaborative: Students will continue to read, analyze, discuss, and answers questions on Colonial American Poetry from Wheatley and Freneau. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.2
Objective: Students will be able to determine two or more themes or central ideas of a text and analyze their development over the course of the text. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1:
-Assignment 2: Walk over to the sink area and grab a new Vocabulary List of words (if you didn't last class) and the corresponding SAT Review worksheet.
-Assignment 3: Begin practicing for the SAT by try your personal best on this website.
Collaborative: Students will start to read, analyze, discuss, and answers questions on Colonial American Poetry from Wheatley and Freneau. Exit Tickets: N/A Standard: RI 11-12.9
Objective: Students will be able to analyze Article II of the Constitution for its historical and literary significance, in addition to, its themes and purposes. Do Now: Students will work independently to answer a prompt projected on the board (minimum of 4 complete sentences). Whole Class:
Independent: -Assignment 1:
Criteria for success Achieve3000 (before-poll question/annotations/activity): 1 - one or more sections are incomplete 2- all components are complete (before-poll question/annotations/activity), but minimal effort/inaccurate. 63% or below on activity 3 - all components are complete (before-poll question/annotations/activity), thorough, and detailed. 75% - 88% on activity. 4 - all components are complete (before-poll question/annotations/activity), thorough, and detailed. 100% on activity. Criteria for success Achieve3000 (Thought Question): Refer to rubric on Google doc 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: Walk over to the sink area and grab a new Vocabulary List of words and the corresponding SAT Review worksheet.
Collaborative: Students will continue to read, analyze, discuss, and answers questions on Article II from the Constitution. Exit Tickets: Fill out and submit the Google Form (<- click there). Standard: RI 11-12.9
Objective: Students will be able to analyze Article II of the Constitution 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:
Collaborative: Students will start to read, analyze, discuss, and answers questions on Article II from the Constitution. Exit Tickets: Fill out and submit the Google Form (<- click there). 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:
-Assignment 2:
Collaborative: Students will continue to read, analyze, discuss, and answers questions on The Bill of Rights. Exit Tickets: Fill out and submit the Google Form (<- click there). |