Standard: RL 11-12.3
Objective: Students will be able 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: We'll do whole class today. Independent: -Opening (5 minutes): We will review the key points of chapter 10, as recorded on the graphic organizer. -Written Response: Students will open up "Exit Ticket, Lesson 7 (Ch 10)" in Google Classroom and use the CFS and my feedback to write their CEEL paragraph. Homework (if you finish early): Read Ch 11 and Ch 12. -Additional task (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket: Today's additional exit ticket will be paper-based. Standard: RL 11-12.3
Objective: Students will be able 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: Ch 10 (which was their classwork previously). 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 check to make sure you have finished and submitted all Exit Tickets (CEEL paragraphs).
-Assignment 2: If you intend to retake the Vocabulary quiz (List #1), you must correct the quiz first.
Additional task (if you finish early): Practice your grammar skills on the website Free Rice.
-Additional task (if you finish super early): Study the new list of SAT vocabulary words (List #3)
Collaborative: - Brief Discussion: I will lead a brief discussion on the key points of chapter 10 in the novel. -Assignment 1: HLLoop #2: Students will read parts of Chapter 10 again (pages 74-85), while completing the chart (for HLL #2). They are specifically looking to identify what the Lavender Room symbolizes. HLL# 2 = p. 82-85 ("They didn't invite me to sit down at their table…" to the end of chapter 10)
Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket: Today's exit ticket will be paper-based. Standard: RL 11-12.3
Objective: Students will be able 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: Students will read Chapter 10, answering the comprehension questions provided at the start of the rotation. -Assignment 2: Study the new list of SAT vocabulary words (List #3)
Collaborative: -Opening (5 minutes): We will review the key points of chapter 9, as recorded on the graphic organizer. -Written Response: Students will open up "Exit Ticket, Lesson 6 (Ch 9)" in Google Classroom and use the CFS and my feedback to write their CEEL paragraph. Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket: Finish the Ch 9 CEEL paragraph--see above for details. Standard: RL 11-12.3
Objective: Students will be able 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 start the quiz. Independent: -Assignment 1: Students will complete the SAT Vocabulary Words List #2 quiz. When they finish, they will move on to the following assignment: Assignment #1: Collect evidence for the Ch 9 graphic organizer. -HLLoop #1: Students will read parts of Chapter 9 again (pages 68-70), while completing the chart (for HLL #1). They are specifically looking to identify what the Edmont Hotel symbolizes.
-Assignment #2: Students will take a quiz on their assigned reading: Ch 9 (which they did in class). - Brief Discussion: I will lead a brief discussion on the evidence and ways in which Edmont Hotel loneliness. Collaborative: Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket (5 minutes): Today's exit ticket will be paper-based. Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will read through the "More Words Often Confused" packet and star any words that they have mistaken/misunderstood in the past. Then, they will complete exercise #1. Announcements:
Whole class: I'll review the structure of today's class and then we will head into stations. Independent: - Assignment 1: Students will read Chapter 9, answering the comprehension questions provided at the start of the rotation. - Assignment 2: Study list #2 SAT vocabulary words (the quiz will be on Thursday, 2/13)
Collaborative: Primary Assignment: Revise and edit "Exit Ticket, Lesson 5 (Ch 7-8)"
Secondary Assignment (as you wait): If you intend to retake the Vocabulary quiz (List #1), you must correct the quiz first. Exit Ticket (5 minutes): Today's exit ticket will be paper-based. Standard: RL 11-12.3
Objective: Students will be able 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: Students will be completing HLL#2 on their Ch 7&8 graphic organizer. They are specifically looking to identify what Salinger suggests about loneliness.
Independent: Go to Google Classroom and open up "Exit Ticket, Lesson 5 (Ch 7-8)" Type up your Exit Ticket. Turn it in when you are finished. Collaborative: Students do several "pair and share"s throughout the period to summarize what they've learned and ask clarifying questions of their partner. Exit Ticket (5 minutes): See Independent task. Standard: RL 11-12.3
Objective: Students will be able 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: Ch 7 & Ch 8 (which was their homework). Announcements:
Whole class overview: I'll review the structure of today's class and then we will head into stations. Independent: - Assignment 1: Students will reread parts of Chapter 7 and 8, answering the comprehension questions provided at the start of the rotation. -Assignment 2 (if you didn't finish last class): Study the new list of SAT vocabulary words (List #2)
Collaborative: -Opening: I will review key points of chapter 7 and 8 with students. Close Reading: -HLLoop #1: Students will read parts of Chapter 8 again, while completing the chart (for HLL #1). They are specifically looking to identify why Holden lied.
-HLLoop #2: Students are specifically looking to identify what Salinger suggests about loneliness.
Exit Ticket (5 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Do the following:
HLL #2
Announcements:
Whole class overview: I'll review the structure of today's class and then we will head into stations. Independent: Study the new list of SAT vocabulary words (List #2)
Collaborative: - Assignment 1: -HLLoop #1: Students will read parts of Chapter 5 again, while completing the chart (for HLL #1). They are specifically looking to identify Holden's motivation for choosing to write Stradlater's essay about a glove.
Exit Ticket: Go to Google Classroom and open up "Exit Ticket, Lesson 4 (Ch 5-6)" Type up your Exit Ticket. Turn it in when you are finished. Standard: RL 11-12.3
Objective: Students will be able 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: Ch 5 & Ch 6 (which was their homework). Announcements:
Whole class overview: As a class, we'll review the answers to Friday's Exit Ticket. 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 "How to Do APA Format for Beginners"
Collaborative: - Assignment 1: -HLLoop #1: Students will read parts of Chapter 5 again (page 21), while completing the chart (for HLL #1). They are specifically looking to identify Holden's motivation for choosing to write Stradlater's essay about a glove.
Exit Ticket: N/A Standard: RL 11-12.3
Objective: Students will be able to analyze the impact of the author's choices regarding how the character is introduced and developed. Do Now: Students will complete exercise #2 in the "Words Often Confused" packet. Announcements:
Whole class overview: I'll review the structure of today's class and then we will head into stations. Independent: - Assignment 1: Students will read Chapter 5 and 6, answering the comprehension questions provided to you at the start of the rotation. - Assignment 2: Go to Google Classroom and open up "How to Do APA Format for Beginners"
Collaborative: -Opening (5 minutes): I will review key points of chapters 1-4 with students. -Written Response Review: -Check-ins about Ch 3-4 CEEL paragraph before turning it in.
- Assignment 1: -HLLoop #1: Students will read parts of Chapter 5 again (page 21), while completing the chart (for HLL #1). They are specifically looking to identify Holden's motivation for choosing to write Stradlater's essay about a glove.
Exit Ticket: Today's exit ticket will be paper-based. |