Week 11: 3/18-22
Upcoming Dates:
LG: I will apply writing strategies to my draft by participating in self-editing stations in order to better understand and utilize the writing process. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
LG: I will apply writing strategies to my draft by participating in peer-editing activities in order to better understand and utilize the writing process. Standards: ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.) Agenda:
LG: Students will continue drafting their Who’s to Blame Papers to demonstrate understanding of the text as well as the writing process. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.) Agenda:
LG: I will analyze various articles dealing with true crime and coming of age themes through article stations in order to understand and develop my personal opinions on various articles. Standards: ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise Agenda:
LG: I will analyze various articles dealing with true crime and coming of age themes through article stations in order to understand and develop my personal opinions on various articles. Standards: ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise Agenda:
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Week 10: 3/11 -3/15
Upcoming Dates:
LG: Students will define what a thesis statement is and apply that information to their writing. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Thursday, March 14LG: Students will connect information learned in a writing workshop to their drafts as they continue drafting their Who’s to Blame essay. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Monday
Week 9: 3/4 -3/8 Upcoming Dates: 3/15 Red Dots Due Monday, March 4 LG: Students will analyze Act IV of Romeo and Juliet by participating in a group discussion and completing a text message activity. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Upcoming Dates:
2/25 Book Projects Due 2/25 at 11:59 USA Test Prep Due 3/1 Performances and Scripts Due 3/15 Red Dots Monday, February 25 LG: I will identify and analyze key aspects of Act 1 in Romeo and Juliet in order to determine the central themes present within the play. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Tuesday, February 26 LG: I will demonstrate understanding of literary genres (drama) by interpreting literary devices such as symbolism, diction, and imagery and by making thematic connections among literary texts and media and contemporary issues. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Agenda:
Wednesday, February 27 LG: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms by determining a character’s traits from his/her actions, speech, appearance, or what others say about him or her. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, Agenda:
Thursday, February 28 LG: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms by determining a character’s traits from his/her actions, speech, appearance, or what others say about him or her. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, Agenda:
Friday, March 1 LG: The learner will demonstrate understanding of various literary genres, concepts, elements, and terms by determining a character’s traits from his/her actions, speech, appearance, or what others say about him or her. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, Agenda:
Upcoming Due Dates:
2/25 Book Project Due 2/25 USA Test Prep Due Monday, February 11 LG: I will explore information about Romeo and Juliet through a variety of introductory activities in order to understand the historical and thematic backgrounds to the text. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
Tuesday, February 12 LG: I will practice EOC skills by taking a standards-based test in order to become familiar with the testing format. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
Wednesday, February 13 LG: I will begin analyzing Romeo and Juliet Act 1 by participating in a variety of activities and close reading in small groups. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
LG: I will construct a CEI paragraph in order to develop my writing skills. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
LG: I will analyze the film version of R + J in order to understand the plot. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
Week 5: 2/4-2/8
Upcoming Due Dates: 2/8 Timed TPCASTT In Class (Unit 2 Summative) 2/8 Please have a copy of No Fear Shakespeare Romeo and Juliet by this day 2/25 Book Project Due 2/24 USA Test Prep Due Note: Here are the TURN IT IN directions if you need a copy of them! Grammar goal for the week: Clauses and sentence structure Answer Key for Poetry Scavenger Hunt Monday, February 4 LG: I will apply definitions of figurative devices to poems by analyzing and developing various poems through a Poetry Station activity. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
LG: I will apply definitions of figurative devices to poems by analyzing and developing various poems through a Poetry Station activity. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
LG: I will apply definitions of figurative devices to poems by analyzing and developing various poems through a Poetry Station activity. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
LG: I will construct a one paragraph timed writing to analyze how poetry and prose can develop a similar story. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
LG: I will analyze a poem by completed a timed TP-CASTT poetry analysis in class. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
Note: Please scroll down to see the rest of the plans for week four--they follow this post! :) If you have questions, shoot me an email!
Hi class! It’s Ms. Wynn/Wynnie here! Thank you for your patience over the past week and a half…to all of you who have pitched in and helped lead the class, I am truly thankful for you. Here’s the game plan for tomorrow… Some of you guys have slacked off a bit while I was gone—this is going to mean a bit more homework. For all of you who didn’t slack off, congrats! You will have a little bit more of a snow day. The following things are listed in the order you should complete them in… 1. Your News Article based on “The Lottery.” This SHOULD be complete. If it is not, you need to complete it. I am opening an assignment section on Google Classroom for you to submit it to. If you did not turn it in today at the beginning of class, you must turn it in on Wednesday…Thursday if we are out Wednesday as well. Regardless of if you turned it in today, you need to have it turned in by tomorrow at 11:59pm. Remember, this is an extension of an extension. It was originally supposed to be completed last Friday! 2. Your rough draft for your summative assessment. This was SUPPOSED to be due today. According to the sub, not many of you had it done. I am uploading an assignment to Google Classroom for this AS WELL. If you didn’t work on this Friday when you were given time OR over the weekend, you’re going to have a little bit of work tonight and tomorrow. The due date for the FINAL draft is on Friday. We will be signing up for turnitin.com whenever we get back from the Snow Days. I will also be sending out instructions tomorrow for this if you want to get a head start! 3.Peer Editing: You should have completed the peer editing worksheet TODAY in class. If you need the handout, it should be linked on my blog! You can find it under this week’s plans! If you did not, you need to fill one out on your own with your Rough Draft. Staple this to the top of your rough draft and turn it in to me upon our return for credit. If you have questions about MLA Format, watch this youtube video I made last year! It shows you how to format it correctly. The video was meant for another assignment, but the same basic rules apply! https://www.youtube.com/watch?v=jC3d-dkn7WM 4. If you want to get ahead on some assignments, log on to USA test prep. Our class ID is Harrisonga. You should have already made an account with my classroom ID already. There is a BIG test on there that needs to be taken. It is a practice EOC. We will be doing FOUR of these throughout the semester. You are given a window of time to take the test as many times as possible!!!! USE THIS TO YOUR ADVANTAGE. These tests can make or break your grade. 5. OPTIONAL: Get ahead on that independent reading. I know Fortnite is tempting. Try to get ahead on that reading because you have a project due on the 15th…this due date may be changing BUT for now, stick with the 15th. If you are caught up on assignments, this shouldn’t be too much…possibly an hour of work! If you are a little bit behind, have fun working! J I will update my blog with this message as well. Email me or shoot me a message on remind if you have ANY questions…I’ll answer them. Also, enjoy this video about animals in the snow! (: https://www.youtube.com/watch?v=51oaE26HtSQ Week 4: 1/28-2/1 Upcoming Due Dates:2/ 1 Unit One Summative Assignment Due (THIS IS A BIG ASSIGNMENT FOR THE ENTIRE YEAR! PLEASE SPEND TIME WORKING ON IT) 2/15 Book Project Due 2/15 USA Test Prep Due Note from your teacher: Good morning! I hope you all are staying healthy! My plan is to be back by Tuesday--I have had quite the batch of illnesses. Please know that I am available via email and Remind if you have any questions. I have missed you all so much! Monday, January 28 LG: I will analyze my writing and my peer’s writing by participating in a peer editing workshop. Standards: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Agenda:
Tuesday, January 25 LG: I will apply information from a writing workshop to my own writing through participating in a writing workshop, developing my narrative voice, and conferencing with my teacher. Standards: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Agenda:
LG: I will use skills gained in 9th grade English to practice for my end of course test via USA test prep. Standards: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Agenda:
LG: I will define various poetic devices by participating in a poetic device scavenger hunt. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
LG: I will analyze a song using the TPCASTT method in order to demonstrate my ability to synthesize and analyse information. Standards: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Agenda:
Week 3: 1/21-1/25
Upcoming Due Dates:1/27 Google Classroom Homework Due 2/ 5 Unit One Summative Assignment Due (THIS IS A BIG ASSIGNMENT FOR THE ENTIRE YEAR! PLEASE SPEND TIME WORKING ON IT) 2/15 Book Project Due Monday, January 21 LG: I will find ways to enjoy my day off of school that will better enhance my studies when I get back on Tuesday. Agenda:
Tuesday, January 25 LG: I will analyze a short story by annotating the text using the sign posts strategy. I will participate in a collaborative discussion about short stories through a fishbowl discussion. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
Wednesday, January 26 LG: I will compare a news article to a short story in order to develop a clear claim about key events and themes present within a short story. Standards: ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
LG: I will analyze themes in hip hop music by participating in a classroom discussion. I will analyze themes in a short story by participating in partner annotating. Standards: ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
LG: I will develop an argument with my peers for the validity of a short story by participating in a collaborative short story project. I will analyze a short story with a small group. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Agenda:
Week 2: 1/14-1/18
Upcoming Due Dates: 1/14 Visual Autobiography Due 1/16 Lamb to Slaughter Quiz Note: Whatever we do not finish in class IS homework. Please check this daily to see what your homework is. Monday, January 14 LG: Students will identify elements of a short story by participating in discussions and analyzing childhood story books. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
LG: Students will analyze a short story through identifying literary signposts within a text. Students will compare the text and film version of a story through a venn diagram analysis. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. Agenda:
Wednesday, January 16 LG: Students will identify and analyze various signposts within a short story. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Agenda:
Thursday, January 17 LG: Students will apply varied point of views to images through creative writing. Students will identify and analyze various signposts within a short story. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
Friday, January 18 LG: Students will identify and analyze various signposts within a short story. Students will evaluate character motivations through a choice board activity Standards: ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Agenda:
Upcoming Due Dates:
1/9 Letter of introduction due 1/14 Visual Autobiographies Due Monday, January 7 LG: Reflect on personal qualities and characteristics; produce a short narrative; meet your new 9th Lit community; understand class policies and procedures Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Agenda:
Tuesday, January 8 LG: Determine and define reading and writing culture as you produce a reflective narrative based those definitions. Reflect on personal qualities and characteristics; produce a short narrative; meet your new 9th Lit community; understand class policies and procedures Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Agenda:
LG: Students will be able to recognize and understand the meaning of targeted grammatical structures in written and spoken form through diagnostic testing. Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
LG: Practice close reading for information, gathering evidence, and making inferences through Signpost strategies Standards: ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper), ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Agenda:
LG: Record and analyze stylistic use of diction, imagery, and syntax. Compose a short piece of narrative writing, developing the character with specific diction, imagery, and syntax. Standards: ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose, ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively, ELAGSE9-10RI4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Agenda:
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