Monday, September 10, 2018

American Literature

10 September 2018

Webpage: https://sites.google.com/olivetstudent.org/odell/home

Planbook: https://www.planbookedu.com/s/6ERFJ

OBJECTIVE: To identify and be able to discuss Huck's numerous conflicts in the first one-third of the novel. (STANDARD RL.3, RL.4)

SUCCESS CRITERIA: Students will show mastery by compiling a list of at least 10 conflicts Huck encounters.  (Preferably, two of each type of conflict, but not a requirement). 

AGENDA:

1.      SSR - 20 min

2.      Discuss Choice Reading Interview Assessment – 10 min

a.       Rubric

b.      possible questions

c.       popsicle sticks to see who goes first?

3.      Go over answers to Grammar Quiz #2 (re-quiz, if necessary) - 5 min

4.      Practice SAT Reading passage – 12.5 min

5.      With a table partner, discuss Huck’s biggest conflicts from p. 1-86.  Make a bulleted list of those conflicts.  Sort conflicts into man vs man, man vs society, man vs self, man vs nature or man vs fate. - 20 min

6.      Individually, begin reading HF p. 86-104 - 20 min

ASSESSMENT: Partner conflict sort

  

HOMEWORK: The Adventures of Huckleberry Finn p. 86-104

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AP English Literature and Composition

10 September 2018

Webpage: https://sites.google.com/site/room321odell/

Planbook: https://www.planbookedu.com/s/PCDJX

Vocabulary Word-of-the-day: ardour (noun): great warmth of feeling; fervor; passion

“I read with ardour those works, so full of genius and discrimination, which modern inquirers have written on these subjects” (Shelley 36). 

Student Learning Objective: To identify the themes in “To a Little Invisible Being…” in comparison to Frankenstein. (STANDARD RL.2)

Success Criteria: Students will show mastery by identifying two-three parallels between the poem and the novel.

Agenda:

1.      WOD – 5 min

2.      The Poetry Essay Question – 10 min

3.      Read individually, then aloud poem, “To a Little Invisible Being…” – 10 min

4.      Analyze/Discuss poem – 10 min

5.      Discuss parallels between the poem and the novel – 10 min

6.      Discuss content of Chapters 1-3

7.      Begin reading Chapters 4-5

Assessment: EXIT SLIP – How does “To a Little Invisible Being…” relate to Mary Shelley or Frankenstein?

Homework: Frankenstein, Chapters 4-5, p. 36-49

Friday, September 7, 2018

American Literature

7 September 2018

Webpage: https://sites.google.com/olivetstudent.org/odell/home

Planbook: https://www.planbookedu.com/s/6ERFJ

OBJECTIVE: To compare and contrast the view of immigrants in the 1700s with those of today. (STANDARD RI.1, W.2)

SUCCESS CRITERIA: Students will show mastery by answering EXIT SLIP questions critically and thoroughly.

  

AGENDA:

1.    SSR - 20 min with a 5 min notebook quick write = 25 min (Check notebooks during reading time!)

2.    Review Grammar Notes #2 - 5 min

3.    OPEN NOTES Grammar Quiz #2 - 10 min

4.    Read individually from textbook: "What is an American?" p. 66 - 10 min

5.    EXIT SLIP: p. 69 #8 - How much of a person's first culture can or should be retained after he or she immigrates to the United States?  Are there situations in which immigrants should expect this country to adopt aspects of their native culture?  Discuss the potential benefits and drawbacks of retaining a certain amount of one's heritage and culture. - 10 min

6.      Discuss Writing Pretest - Reading the directions! – 10 min

7.    Discuss HF p. 47-70 – 5 min

8.    Begin reading HF p. 70-86 (read one chapter aloud) – 10 min

ASSESSMENT: EXIT SLIP: p. 69 #8

HOMEWORK: The Adventures of Huckleberry Finn p. 70-86

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AP English Literature and Composition

7 September 2018

Webpage: https://sites.google.com/site/room321odell/

Planbook: https://www.planbookedu.com/s/PCDJX

Vocabulary Word-of-the-day: benevolent (adj): characterized by or expressing goodwill or kindly feelings

“Their benevolent disposition often made them enter the cottages of the poor” (Shelley 20).

Student Learning Objective: To be introduced to the Romantic Literary Period and Mary Shelley’s Frankenstein.

Success Criteria: Students will show mastery by listing five facts regarding Romanticism and five facts regarding Mary Shelley’s life. (STANDARDS RL.1, RL.4)

  

Agenda:

1.      Word of the day – 5 min

2.      Discussion of Robert Walton’s letters to his sister, p. 1-16 – 15 min

3.      Discussion of evidence of literary terms/devices – 20 min

4.      Introduction to Google Classroom online discussion forums – 5 min

5.      Begin reading Frankenstein, Chapters 1-3, p. 17-35 – 30 min

Assessment: List five facts regarding Romanticism AND/OR Mary Shelley’s life. 

Homework: Frankenstein, Chapters 1-3, p. 17-35

Thursday, September 6, 2018

American Literature

6 September 2018

Webpage: https://sites.google.com/olivetstudent.org/odell/home

Planbook: https://www.planbookedu.com/s/6ERFJ

OBJECTIVE: To read closely to determine what the text says. (STANDARD RL.1)

SUCCESS CRITERIA: Students will show mastery of comprehension by citing specific textual evidence from the novel when speaking to a table partner about the main events from 23-47.

  

AGENDA:

1.    Notebook - 15 min

2.    Give points for a decorated notebook! – 5 min

3.    Review Puritan Period and "Of Plymouth Plantation" – 5 min

4.    Read from my history textbook “The Starving Time” – 10 min

5.    Grammar Notes #2: Verbs – 20 min

6.    Discuss HF p. 23-47 – 10 min

7.    Begin HF p. 47-70 – remaining class time

ASSESSMENT: Table partner discussions/question and answer sessions

HOMEWORK: The Adventures of Huckleberry Finn p. 47-70

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AP English Literature and Composition

6 September 2018

Webpage: https://sites.google.com/site/room321odell/

Planbook: https://www.planbookedu.com/s/PCDJX

Vocabulary Word-of-the-Day: NONE

Student Learning Objective: (1) To prove your knowledge of Literary Theory by using textual evidence to support a claim.  (2) To be introduced to the Romantic Literary Period and Mary Shelley’s Frankenstein.

Success Criteria: Students will show mastery of Literary Theory by analyzing “Two Kinds” through the lens of one of the theories studied in class.

  

Agenda:

1. QUIZ: Write an essay in which you analyze Amy Tan’s “Two Kinds” using either the Feminist Literary Theory, Reader’s Response Literary Theory, Marxist Literary Theory, or Deconstruction Literary Theory – Timed quiz, 55 min
2. Intro to Frankenstein
1. Draw a picture of the image that comes to your head when you hear the work “Frankenstein”
2. Read intro to “Romantic Poets and Their Successors”
3. Read author bio on Shelley, inside book cover
4. Read “Introduction” by Diane Johnson p. vii-x and “Author’s Introduction” p. xxiii-xxviii

Assessment: Literary Theory Quiz

Homework: Frankenstein, Letters I-V p. 1-16

Wednesday, September 5, 2018 *TEACHER ABSENT*

American Literature

5 September 2018

Webpage: https://sites.google.com/olivetstudent.org/odell/home

Planbook: https://www.planbookedu.com/s/6ERFJ

OBJECTIVE: (1) To enhance the literary period notes with a close reading of “Of Plymouth Plantation” to determine what the text says. (2) To read closely to determine what the text (choice reading and course novel) says. (STANDARD RL.1, RI.9)

SUCCESS CRITERIA: The student will show mastery by completing the requirements outlined on the checklist. 

  

AGENDA:

1.    SSR with exit slip - 30 min

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2.    Review Movie Study Guide and Puritan Lit Period Notes. Read from textbook: selection intros p. 59, author bio p. 65, "Of Plymouth Plantation" p. 60-62, and "The Starving Time" (handout) and answer some questions regarding the reading (on checklist) - 35 min

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3.    Discuss with table partner HF p. 1-22 and begin reading HF p. 23-47 – 25 min

ASSESSMENT: SSR EXIT SLIP and Completed Checklist, stapled and submitted

HOMEWORK: The Adventures of Huckleberry Finn p. 23-47

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AP English Literature and Composition

5 September 2018

Webpage: https://sites.google.com/site/room321odell/

Planbook: https://www.planbookedu.com/s/PCDJX

Vocabulary Word-of-the-Day: quaint (adj): attractively unusual or old-fashioned

“I gasped, for I’d never seen a bug so out of this world.  It was quaint as a toy” (Fulton 68).

Student Learning Objective: To identify and be prepared to discuss how “A Shadow Table” fails as a piece of literature. (STANDARDS RL.1, SL.1)

Success Criteria: Students will show mastery by using textual evidence to support their claims about the texts.

  

Agenda:

1.      Word of the day – 5 min

2.      Introduce Deconstruction Literary Theory – 5 min

3.      Read silently, “A Shadow Table,” annotating and taking notes where there is evidence of Deconstruction Literary Theory within the story – 45 min

4.      EXIT SLIP via Google Classroom – 30 min

Assessment: EXIT SLIP

Homework: NONE (for the very last time!)

Tuesday, September 4, 2018

American Literature

4 September 2018

Webpage: https://sites.google.com/olivetstudent.org/odell/home

Planbook: https://www.planbookedu.com/s/6ERFJ

OBJECTIVE: (1) To be introduced to the characteristics of the Puritan Literary Period, and (2) To enhance the literary period notes with music and visuals of the same time period. (STANDARD RL.1, RI.9, RL.9)

                 

SUCCESS CRITERIA: Students will show mastery by taking notes from a prezi presentation and summarizing the main points to a table partner. 

  

AGENDA:

1.    Notebook: Current Event - 20 minutes

2.    Review Prezi: Puritan Literary Period Notes - 5 minutes

3.    Movie with Study Guide, Part I - 17 min

4.     Introduction to The Adventures of Huckleberry Finn – 5 min

5.     Read aloud chapter 1 – 15 min

6.    Continue reading (Huck or Choice Reading) – rest of class

ASSESSMENT: Movie Study Guide Part I

HOMEWORK: The Adventures of Huckleberry Finn p. 1-22

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AP English Literature and Composition

4 September 2018

Webpage: https://sites.google.com/site/room321odell/

Planbook: https://www.planbookedu.com/s/PCDJX

Vocabulary Word-of-the-Day: supplant (verb): given to or involved in conspiring to do something immoral, illegal, or harmful

“I did not even know that the British Empire is dying, still less did I know that it is a great deal better than the younger empires that are going to supplant it” (Orwell 1).

Student Learning Objective: To identify and be prepared to discuss the political contexts of “Shooting an Elephant.” (STANDARDS RL.1, SL.1)

Success Criteria: Students will show mastery by using textual evidence to support a claim.

Agenda:

1.              Word of the day – 5 min

2.              Introduce Marxist Literary Theory – 5 min

3.              In small groups, read “Shooting an Elephant” – 30 min

4.              Discussion of evidence of the Marxist Literary Theory in “Shooting and Elephant” – 30 min

Assessment: EXIT SLIP via Google Classroom: Why does the narrator make the decision he made at the end of the short story?  Did he make the right choice?

Homework: NONE