American Literature Lesson
28 October 2019
Objective: (1) To discuss what makes logical, relevant evidence. (2) To
be introduced to the setting, the main characters, and their conflicts in Divergent.
(STANDARD RI.1-2, RL.1-2)
Success Criteria: (1) Students will show mastery by recording the modeled
annotation and attempting annotating on own. (2) Students
will show mastery by taking notes on Chapters 1-4 using their favorite
note-taking strategy.
Agenda:
1.
SSR - 20 min (shop for
a new choice book)
2.
Evidence ranking
worksheet (individually, then in small group) - 8 min
3.
Create an anchor chart
on "What Makes Good Evidence?" - 5 min
4.
Show video:
"Homework in High School: How Much is Too Much?” KQED's Above the Noise -
7 min
5.
Read together,
"Homework: Too little or too much? It depends" - 15 min
6.
Chart: Purpose? Most
logical, relevant evidence? Possible
limitations? – 5 min
7.
NOTECARD EXIT SLIP: After reading this source, what is
your initial claim about the issue? Include at least one piece of evidence from
the text to support your initial claim. - 10 min
8.
Begin Divergent by
reading chapter 1 aloud - 10 min
9.
Continue reading Divergent Chapters
2-4 - 10 min
Assessment: EXIT SLIP
Homework: Divergent Chapters 1-4 p. 1-37
AP English Literature Lesson
28 October 2019
Student Learning Objective: To compare and contrast the same plot written in different
genres. (RL.5, RL.7)
Success Criteria: Students will show mastery by listing two pros and two cons
to the meaning of the story in a play versus a short story.
Agenda:
1.
Student work time to
complete the following:
a. OPTIONAL EXTRA CREDIT:
Read “A Jury of Her Peers” and complete the Google Classroom Assignment
b.
Continue reading p.
222-251
c.
Begin/continue
drafting 2 rough draft pages of the Personal Narrative
Assessment: OPTIONAL
EXTRA CREDIT Google Classroom Assignment
Homework: The Color Purple p. 222-251
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