Friday, October 6, 2017

American Literature

6 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To be introduced to the four main characters (and their relationships to one another) of The Great Gatsby. (STANDARD RL.1)

Success Criteria: Students will show mastery by making a character web that includes Nick, Daisy, Tom, and Jordan, and a “map” of where these characters live.

  

Agenda:

1.      SSR with notebook entry – 25 min

2.      Intro to The Great Gatsby (Google Images) – 10 min

3.      Read Chapter 1 aloud – 45 min

4. Begin reading the first half of Chapter 2 silently

Assessment: Character web and map of East and West Egg

Homework: The Great Gatsby half of Chapter 2

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AP English Literature and Composition

6 October 2017

http://www.planbookedu.com/s/R8BKS

Class plan pushed back to Monday, due to Senior Class Meeting at 9:30

Student Learning Objective: To prove your knowledge of the novel in a one hour graded class discussion. (STANDARD RL.1, SL.1)

Success Criteria: Students will show mastery by contributing relevant comments and reading relevant passages to earn a minimum of 12 points.

  

Agenda:

1.            Graded class discussion – 75 min

2.            Student work time.  Paper due Monday.  Class time will not be provided on Monday – 15 min

Assessment: Socratic Seminar

Homework: Literary Analysis over Lord of the Flies due Monday

Thursday, October 5, 2017

American Literature

5 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To prove your knowledge of the Puritan and Revolutionary Literary Unit in a summative assessment.  (STANDARD RL.1, RI.1, RL.9, RI.9, W.2)

Success Criteria: Students will show mastery by earning at least a 75% on the Unit Test.

  

Agenda:

1. UNIT TEST

o   Scantron portion

o   Short answer portion

o   Essay test

Assessment: Unit Test

Homework: Choice Novel reading

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AP English Literature and Composition

5 October 2017

http://www.planbookedu.com/s/R8BKS

Student Learning Objective: To prove your knowledge of the novel in a 50 question objective test. (STANDARD RL.1)

Success Criteria: Students will show mastery by answering 40/50 questions correctly.

Agenda: TEST!

Assessment: TEST!

Homework: Prepare for tomorrow’s Socratic Seminar, Paper due Monday (with no class time to work on it)

Wednesday, October 4, 2017

American Literature

4 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To examine voices other than the men’s during the Revolutionary Literary Period. (STANDARD RL.9, RI.9)

Success Criteria: Students will show mastery by earning at least an 80% on the clicker quiz review.

  

Agenda:

1. SSR with notebook entry - 25 min
2. Go over answers to Grammar Quiz #5 (re-quiz if necessary) – 10 min
3. Read Women in the Revolution – 30 min

·        Study Guide

·        Abigail Adams “Letters from the Homefront”

·        Sally Wister “An Adolescent’s Wartime Diary”

4. Review for UNIT TEST – clicker quiz review – 35 min

Assessment: Clicker quiz review (formative, not graded)

Homework: Choice Novel reading; prepare for upcoming UNIT TEST (tomorrow)

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AP English Literature and Composition

4 October 2017

http://www.planbookedu.com/s/R8BKS

Student Learning Objective: To make contemporary connections to the themes of violence and bullying in Lord of the Flies.  (STANDARD RL.1-2)

Success Criteria: Students will show mastery by discussing the relevance of the novel’s themes to 2017 issues in a class discussion. 

  

Agenda:

Vocabulary Word-of-the-Day: ensconce (verb): to cover or shelter; hide securely

“At first light he would creep into the thicket, squeeze between the twisted stems, ensconce himself so deep that only a crawler like himself could come through, and that crawler would be jabbed” (Golding 191). 

1.            Read/Discuss/Analyze Chapters 7-10.  – 15 min

2.            Discuss possible paper topics – 10 min

3.            Read supporting literature: “I Stood Upon a High Place,” “The Hunger Games can’t match the cruelty in Lord of the Flies” and “Mobs are Born as Word Grows by Text Message.” – 25 min

4.            Finish the novel – 40 min

Assessment: Class discussion

Homework: Chapters 11 “Castle Rock” and Chapter 12 “Cry of the Hunters” p. 169-202

Tuesday, October 3, 2017

American Literature

3 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To understand the desperation of the colonists fighting in the American Revolution, and how T. Paine’s speech inspired deserting soldiers to keep fighting. (STANDARD RI.9)

Success Criteria: Students will show mastery by explaining their decision about joining Washington’s army in a letter that uses two examples from “The Crisis.”

Agenda:

1. Notebook (Invitation to Notice) = 15 min
2. Grammar Quiz (OPEN NOTES) #5 and Optional #4C – 20 min
3. Read “The Crisis” p. 161 – 15 min
4. EXIT SLIP p. 167 #1: Imagine that you are a teenager living in the colonies at the time of the Revolution.  Write a letter to Thomas Paine, explaining why you will not join Washington’s army – or why reading The Crisis has convinced you to join. – 10 min
5. Choice novel reading OR study individually for Unit Test – 25 min

Assessment: EXIT SLIP p. 167 #1

Homework: Choice Novel reading; prepare for upcoming UNIT TEST (THURSDAY)

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AP English Literature and Composition

3 October 2017

http://www.planbookedu.com/s/R8BKS

Student Learning Objective: To draw parallels between the novel and the poem. (STANDARD RL.2)

Success Criteria: Students will show mastery by analyzing a similar theme between the novel and the poem.

  

Agenda:

Vocabulary Word-of-the-Day: corpulent (adj): large or bulky of body; stout; fat

“Then as the blue material of the parachute collapsed the corpulent figure would bow forward, sighing, and the flies settle once more” (Golding 146). 

1.     Read/Discuss/Analyze Chapters 7-8. – 15 min

2.     Read supporting literature “I Stood upon a High Place.” – 15 min

3.     EXIT SLIP – 15 min

4.     Continue reading Chapters 9-10 – 45 min

STUDENT WORK DAY (catch up on reading, Nicenet posts).  Test is still on Thursday.

Assessment: Exit Slip - Analyze the theme of “high places” in the poem and the novel. 

Homework: Chapters 9-10 “A View to a Death” and “The Shell and the Glasses” p. 145-168

Monday, October 2, 2017

American Literature

2 October 2017

http://www.planbookedu.com/s/JVEHF

  

Objective: To analyze the historical and literary impact The Declaration of Independence had on the colonists, specifically the document’s themes, purposes, and rhetorical features. (STANDARD RI.9)

Success Criteria: Students will show mastery by explaining the difference between a leader and a tyrant and rationalizing when it is acceptable to disobey (in an exit slip).

  

Agenda:

1.    SSR  – 20 min

2.      Go over answers to Grammar Quiz #4 & 4b – 10 min

3.    Grammar Notes #5 - 20 min

4.    Review Revolutionary Literary Period Notes – 10 min

5.    Read “The Declaration of Independence” p. 152 – 20 min

6.    EXIT SLIP p. 158 #7 – 10 min

Assessment: EXIT SLIP p. 158 #7

Homework: Choice Novel reading/Study for Unit Test on Thursday

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AP English Literature and Composition

2 October 2017

http://www.planbookedu.com/s/R8BKS

Student Learning Objective: To draw parallels between Lord of the Flies and “The Lottery.” (STANDARD RL.2)

Success Criteria: Students will show mastery by analyzing the governing systems in both the short story and the novel, and explaining at least three pros and three cons to each.

  

Agenda:

Vocabulary Word-of-the-Day: serenading (verb): a complimentary performance of vocal or instrumental music in the open air at night, as by a lover under the window of his lady

“As though he were serenading the rising sun, Jack went on blowing till the shelters were astir and the hunters crept to the platform and the littluns whimpered as now they so frequently did” (Golding 125). 

1.            Framing quotations practice.  – 45 min

2.            Read supporting literature “The Lottery.” – 15 min

3.            Continue reading Chapters 7-8 – 20 min

Assessment: Analyze the logic of the government systems in the short story and the novel.  Discuss at least three pros and cons of both established societies.

Homework: Chapters 7-8 “Shadows and Tall Tress” and “Gift for the Darkness” p. 109-144