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 "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 overview: I'll review the structure of today's class and then we will head into stations. Independent: - Assignment 1: Complete the comprehension questions for Ch 4. - 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. - Assignment 1: Students will complete the following tasks for "Ch 4 Scholar Handout"
2. Details surrounding this symbol: “Advertise in about a thousand magazines” “I never even once saw a horse anywhere near the place” “Molding boys into splendid, clear-thinking young men” HLL #2: 2. Details surrounding this symbol: “Stradlater wasn’t hardly listening. He was combing his gorgeous locks.” “Only very sexy stuff interested him.” “He spent around half his goddam life in front of the mirror.” “You couldn’t rile him too easy. He was too conceited.” 3. Infer what these details/ideas each represent and fill out column #3 ("What idea does each detail represent?") 4. Fill out column #4. - Assignment 2: Complete the Exit Ticket. Exit Ticket: Go to Google Classroom and open up "Exit Ticket (Ch 3-4)" Using the CFS, write a CEEL paragraph based on the prompt. Standard: RL 11-12.3
Objective: Students will be able to come 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: part of Ch 3 and all of Ch 4 (which was their homework). Announcements:
Whole class overview: I'll review the structure of today's class and then we will start the vocabulary quiz. Independent: -Assignment 1: Students will complete the SAT Words List #1 quiz. When they finish, they will move on to the following assignment: - Assignment 2: Take the comprehension check/"quiz" linked in the "Do Now" section for Ch 4. - Assignment 3: Students will complete the following tasks for "Ch 4 Scholar Handout"
2. Details surrounding this symbol: “Advertise in about a thousand magazines” “I never even once saw a horse anywhere near the place” “Molding boys into splendid, clear-thinking young men” HLL #2: 2. Details surrounding this symbol: “Stradlater wasn’t hardly listening. He was combing his gorgeous locks.” “Only very sexy stuff interested him.” “He spent around half his goddam life in front of the mirror.” “You couldn’t rile him too easy. He was too conceited.” 3. Infer what these details/ideas each represent and fill out column #3 ("What idea does each detail represent?") - Assignment 3: Complete the comprehension questions for Ch 4. Collaborative: If time, I will review key points of chapter 4 with students. Exit Ticket: N/A Standard: RL 11-12.3
Objective: Students will be able to come 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 overview: I'll review the structure of today's class and then we will head right into the stations. Independent: -Assignment 1: Complete the comprehension questions for Ch 2 & Ch 3. - Assignment 2: Study the new list of SAT vocabulary words (the quiz will be on Monday, 1/27)
Collaborative: -Opening (5 minutes): I will review key points of chapter 2 and half of chapter 3 with students. -HLLoop #1 (15 minutes): Students will read parts of Chapter 2 again (pages 4-5), while completing the chart (for HLL #1). They are specifically looking for if Holden is likable. Is he funny/"real" or self-absorbed and obnoxious? -HLLoop #2 (10 minutes): Students will read parts Chapter 2 again (pages 6-7), while completing the chart (for HLL #2). They are specifically looking for how does Salinger characterize Holden?. -HLLoop #3 (10 minutes): Students will read parts Chapter 2 again (pages 7-8), while completing the chart (for HLL #3). They are specifically looking for how does Salinger characterize Holden? Exit Ticket: Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come 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 2 (which was their homework). Announcements:
Whole class overview: I'll review the structure of today's class and then we will head right into the heavy lifting loops. A majority of class will be whole class. Finally, we will end with an exit ticket in independent station Whole class: We'll continue where we left off. -HLLoop #2 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #2). They are specifically looking for how Holden feels about leaving Pencey. -HLLoop #3 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #3). They are specifically looking for how does Salinger characterize Holden?. Independent: -Assignment 1: Complete the exit ticket. Instructions are listed below. -Assignment 2 (10 minutes): Read the first 5 paragraphs about the "new 'species' of teenager" from the article about the classic 1950's film, "Rebel Without a Cause" On a separate piece of paper, answer the question: "Why was the 1950s a difficult time to be a teenager?" - Assignment 3: Study the new list of SAT vocabulary words.
Collaborative: N/A Exit Ticket: Go to Google Classroom and open up "C.I.R. Ch 1 Exit Ticket"
Standard: RL 11-12.3
Objective: Students will be able to come 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 right independent station, part 1. Then, a majority of class will be whole class. Finally, we will end with independent station, part 2. Independent: -Part 1 (15 minutes): Read Chapter 1 (pages 1-3) of "The Cather in the Rye" independently and silently.
Whole class: -Opening (14 minutes): I will introduce the novel and students will complete the handout "America in the 1950s: Living in a Material World" and we'll discuss student responses. -HLLoop #1 (15 minutes): Students will read most of Chapter 1 again, while completing the chart (for HLL #1). They are specifically looking for Holden' attitude and/or values. -HLLoop #2 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #2). They are specifically looking for how Holden feels about leaving Pencey. -HLLoop #3 (10 minutes): Students will read parts Chapter 1 again, while completing the chart (for HLL #3). They are specifically looking for how does Salinger characterize Holden?. Independent: -Part 2 (8 minutes): Read the first 5 paragraphs about the "new 'species' of teenager" from the article about the classic 1950's film, "Rebel Without a Cause" On a separate piece of paper, answer the question: "Why was the 1950s a difficult time to be a teenager?" Collaborative: N/A Exit Ticket (12 minutes): Fill out and submit the Google Form (<- click there). Standard: RL 11-12.3
Objective: Students will be able to come 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 engage in a brainstorming session related to post-WWII America and we'll also watch several clips relating to the 1950s, as it relates to The Catcher in the Rye. Collaborative: Students will work in pairs to complete a KWL chart about Post WWII America.
A basic understanding of this historic era is needed for the next text we will be reading). Clip 1 (only watch up to minute 1:26) Clip 2 Independent: Assignment 1: Write a 3-5 sentence paragraph summarizing what life was like during the 1950s in America (the good and bad). Turn it in when you are done. Assignment #2: Study the new list of SAT vocabulary words.
Exit Ticket: N/A 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. 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: Part 1: Students will take Vocabulary Test (#7-#9). Move on to Part 2 of Independent Station when you finish. Part 2: -Assignment #1 (if you haven't done so already):
-Assignment #2 (if you haven't done so already): Once you have found 3 articles, make sure you have done the following:
-Assignment #3: Go to Google Classroom and open up "Final Research Project Presentation Information" and review the steps for creating your Google Slides Presentation. Specifically, read through the following:
-Assignment #4 (if you finish super early): Practice your grammar skills on the website Free Rice.
Collaborative: N/A 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 (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). |