Thursday, March 7, 2019

American Literature

7 March 2019

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

Planbook: https://www.planbookedu.com/s/JFXN6

Objective: To discuss the importance of the backstory in Chapter 4 of The Great Gatsby and to understand the imminent conflicts as a result of that backstory. (STANDARD RL.5)

Success Criteria: Students will show mastery by having table partner conversations and large group conversations.

  

Agenda:

1.     SSR – 20 min

2.     Grammar Notes #5, with clicker quiz – 20 min

3.     Discuss epiphanies from Chapter 4 – 10 min

4.     Begin GG Ch. 5 or begin working on Creative Piece #2 – 40 min

Assessment: Informal clicker quiz

Homework: Finish GG Ch. 5; Creative Piece #2 due tomorrow, end of the block

Wednesday, March 6, 2019

American Literature

6 March 2019

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

Planbook: https://www.planbookedu.com/s/JFXN6

3^rd and 5th

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.     SSR – 20 min

2.     Read “The Crisis” p. 161 – 15 min

3.     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

4.     Pop quiz over chapter 3 – 5 min

5.     Continue GG Ch. 4 – 25 min

Assessment: EXIT SLIP p. 167 #1

Homework: Finish GG Ch. 4

4th

Objective: (1) To analyze the historical and literary impact The Declaration of Independence had on the colonists, specifically the document’s themes, purposes, and rhetorical features and (2) 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) (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.     SSR – 15 min

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

3.     Read “The Crisis” p. 161 – 10 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.     Read aloud half of GG Ch. 4 – 25 min

Homework: Finish GG Ch. 4

Tuesday, March 5, 2019

American Literature

5 March 2019

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

Planbook: https://www.planbookedu.com/s/JFXN6

3^rd and 5th

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 (3^rd and 5^th block only)

2.    Review Revolutionary Literary Period Notes – 10 min

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

4.    EXIT SLIP p. 158 #7 – 10 min

5.     Read aloud half of GG Ch. 3

Assessment: EXIT SLIP p. 158 #7

Homework: Finish GG Ch. 3

4^th

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.     Revolutionary Literary Period Notes – 10 min

2.     Movie Part II – 15 min

3.     Read aloud “Speech in the Virginia Convention” p. 144

4.     Read aloud half of GG Ch. 3

Homework: Finish GG Ch. 3

Monday, March 4, 2019

American Literature

4 March 2019

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

Planbook: https://www.planbookedu.com/s/JFXN6

Objective: To analyze the how Henry’s word choice encouraged his audience to act. (STANDARD RI.6)

Success Criteria: Students will show mastery by using Henry’s speech as a model to write an argument to support a claim.

Agenda:

1.    SSR - 20 min

2.      Revolutionary Literary Period Notes - 10 min

3.    Movie with “Study Guide” Part II – 15 min

4.    Read aloud “Speech in the Virginia Convention” p. 144 – 15 min

5.    EXIT SLIP p. 151 #3 – Using Henry’s style as a model, write a mini-speech addressing some condition in your school or neighborhood. Choose a burning issue that has been sharply dividing the people involved. – 10 min

6.      Read aloud half of GG Ch. 2 – 15 min

Assessment: EXIT SLIP p. 151 #3

Homework: Finish GG Ch. 2

Friday, March 1, 2019

American Literature

1 March 2019

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

Planbook: https://www.planbookedu.com/s/JFXN6

Objective: To prove your knowledge of The Adventures of Huckleberry Finn in a well-supported literary analysis. (STANDARD W.2)

Success Criteria: Students will show mastery by achieving an 80% or higher on the Adventures of Huckleberry Finn literary analysis

Agenda:

1.      Introduce The Great Gatsby – 60 min

a.       Google Images (Roaring 20s)

b.      Graphic organizer/map

c.       Read aloud Chapter 1

2.    Literary Analysis #1 over The Adventures of Huckleberry Finn due end of block – 30 min

Assessment: Academic Essay #1

Homework: Choice novel reading; Re-read GG Ch. 1, if necessary