Monday, September 9, 2019

American Literature Lesson

9 September 2019

PLANBOOK: https://www.planbookedu.com/s/8LFXR

Objective: To interpret words and phrases as they are used in Bradstreet’s poems, including poetic devices. (STANDARD RL.4)

Success Criteria: Students will show mastery by orally dissecting a poem in groups and presenting their findings to the class.

  

Agenda:

1.      SSR – 20 min 

2.      Go over the answers to Grammar Quiz #3 – 5 min

3.      Poetry terms review – 10 min

4.      Anne Bradstreet poems (Group activity – dissect a poem) – 15 min

5.      Anne Bradstreet poems presentations - 15 min

6.      Discuss HF – 10 min

7.      Continue reading HF - 15 min

Assessment: Oral presentations

Homework: HF p. 195-218

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AP English Literature Lesson

9 September 2019

PLANBOOK: https://www.planbookedu.com/s/IVKY2

WOD – disconsolate (adj): without consolation or solace; hopelessly unhappy; cheerless; gloomy

“A great fall of snow had taken place the night before, and the fields were of one uniform white; the appearance was disconsolate, and I found my feet chilled by the cold damp substance that covered the ground” (Shelley 93).

Student Learning Objective: (1) To be exposed to the Free-Response Question format. (2) To practice a close reading and analysis of poetry. (STANDARD RL.1, W.2)

Success Criteria: Students will show mastery by using the TP-COASTT strategy to read and analyze “The Chimney Sweeper” and “The Chimney Sweeper 2” and write an essay answering the AP Free Response Question #1.

  

Agenda:

1.      WOD – 5 min

2.      Discuss Frankenstein Chapters 9-11 – 20 min

3.      Read/Analyze/Discuss “The Chimney Sweeper” – 10 min

4.      AP Free Response Question 1 (EXIT SLIP) – 40 min

5.      Continue reading Frankenstein Chapters 12-15 – rest of class

Assessment: Read and analyze “The Chimney Sweeper” and “The Chimney Sweeper” and write an essay answering the AP Free Response Question #1.

Homework: Frankenstein, Chapters 12-15, p. 98-124

Friday, September 6, 2019

American Literature Lesson

6 September 2019

PLANBOOK: https://www.planbookedu.com/s/8LFXR

Objective: To write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (STANDARD W.3)

Success Criteria: Students will show mastery by earning a 4 out of 5 under the Stimulating Ideas heading on the Creative Piece rubric.

  

Agenda:

1.      OPEN NOTES Grammar Quiz #3 - 10 min

2.      Student work time for Creative Piece #1 due end of block – 80 min

a.       When finished, share your Google Doc with me (odella@olivetschools.org)

b.      Turn in your purple rubric to the tray

c.       I will print your assignment and attach the rubric

d.      Don’t forget to read Huck

Assessment: Creative Piece #1, due at the end of the block

Homework: HF p. 179-195

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AP English Literature Lesson

6 September 2019

PLANBOOK: https://www.planbookedu.com/s/IVKY2

WOD - remorse (noun): deep and painful regret for wrongdoing

“Now all was blasted; instead of that serenity of conscience which allowed me to look back upon the past with self-satisfaction, and from thence to gather promise of new hopes, I as seized by remorse and the sense of guilt, which hurried me away to a hell of intense tortures such as no language can describe” (Shelley 77).

Student Learning Objective:  To practice a close reading and analysis of poetry.  (STANDARD RL.1, W.2)

Success Criteria: Students will show mastery by using the TP-COASTT strategy to read and analyze “The Chimney Sweeper” and write a one paragraph response.

Agenda:

1.      Read/Analyze/Discuss “The Chimney Sweeper” using TP-COASTT – 20 min

2.      EXIT SLIP: Write a one paragraph analysis of “The Chimney Sweeper” – 10 min

3. Discuss Frankenstein Chapters 6-8 – 20 min
4. Student work time: - 40 min
1. Begin reading Chapters 9-11 (WARNING: Shift in point of view in Chapter 11!)
2. Complete 2 Google Classroom Questions

Assessment: Write a one paragraph analysis of “The Chimney Sweeper.”

Homework: Frankenstein, Chapters 9-11, p. 77-97

Thursday, September 5, 2019

American Literature Lesson

5 September 2019

PLANBOOK: https://www.planbookedu.com/s/8LFXR

Objective: To leave class today with a plan, an outline, a rough draft, a partially typed up final draft, etc. of Creative Piece #1, due tomorrow at the end of the block. (STANDARD W.3, W.5)

Success Criteria: Students will show mastery by having table partner discussions about the topic of their writing (and a visual confirmation by the teacher).

Agenda:

1.      SSR – 20 min

2.      Grammar Notes #3 with Practice Quiz in Illuminate – 20 min

3.      Discuss HF p. 104-135 – in small groups - 10 min

4.      Creative Piece #1 brainstorming/drafting time - 40 min

Assessment: Creative Piece brainstorm

Homework: HF p. 151-178

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AP English Literature Lesson

5 September 2019

PLANBOOK: https://www.planbookedu.com/s/IVKY2

Day 4 Vocabulary Word-of-the-day: promontory (noun): a high point of land or rock projecting into the sea or other water beyond the line of coast

“The most violent storm hung exactly north of the town, over that part of the lake which lies between the promontory of Belrive and the village of Copet” (Shelley 62).

Student Learning Objective: (1) To practice asking questions about the text. (2) To practice turning questions into claims. (3) To compare various directors’ choices in creating the scene when Victor’s monster comes alive. (STANDARD RL.2, RL.3, RL.7, SL.5)

Success Criteria: Students will show mastery by asking (and writing down) five questions that they might want to further explore in the next ten chapters of the novel (and maybe use one of these for a claim).

  

Agenda:

1.      WOD – 5 min

2.      Definition of lyric poem – 5 min

3.      Read individually, “The Rime of the Ancient Mariner” using yesterday’s analyzing poetry resource, annotate, take notes, ask questions, etc. – 10 min

4.      Watch video of poem https://www.youtube.com/watch?v=ZET9Q2RhONw&t=476s – 25 min

5.      Note the reference to the poem in the novel, p. 45 – 5 min

6.      Ask questions of the novel from Chapters 4-5 (can these questions be turned into claims?) – 10 min

7.      Watch “It’s Alive!” clips https://sites.google.com/olivetschools.org/clipshome/home – 20 min

8.      EXIT SLIP and reading time – 10 min

Assessment: EXIT SLIP – Side #1: Write down five questions that you might want to further explore in the next ten chapters of the novel (and star your favorite). Side #2: Write an intelligent paragraph about your observations of the various “It’s Alive” clips.

Homework: Frankenstein, Chapters 6-8, p. 50-76

Wednesday, September 4, 2019

American Literature Lesson

4 September 2019

PLANBOOK: https://www.planbookedu.com/s/8LFXR

Objective: Students will analyze the structure of the text and the effectiveness of the author’s persuasive language.  (STANDARD RI.1, W.1)

Success Criteria: Students will show mastery by considering Franklin’s toughest virtue and mimicking Edwards’ structure while changing the content (for the EXIT SLIP). 

Agenda:  

1.      Notebook: Brainstorm for Creative Piece #1 (Extension of “I know it like the back of my hand”) – 15 min

2.      Notes: The Great Awakening – 5 min

3.      Read “Sinners in the Hands of an Angry God” p. 101 – 20 min

4.      EXIT SLIP: Side #2 - p. 108 #2 – Identify one important problem people have in America today.  Write an Edwards-style mini-sermon urging your audience to take some specific action to solve the problem. – 20 min

5.      Continue reading The Adventures of Huckleberry Finn – 20 min

6.      Class discussion of HF p. 104-125 at 8:50

ASSESSMENT: p. 108 #2 – Identify one important problem people have in America today.  Write an Edwards-style sermon urging your audience to take some specific action to solve the problem.

Homework: HF p. 126-150

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AP English Literature Lesson

4 September 2019

PLANBOOK: https://www.planbookedu.com/s/IVKY2

Day 3 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.      Analyzing poetry – a resource for reading poems – 10 min

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

4.      Analyze/Discuss poem using TP-COASTT – 10 min

5.      Discuss parallels between the poem and the novel (EXIT SLIP) – 10 min

6.      Discuss content of Chapters 1-3 – 20 min

7.      Begin reading Chapters 4-5 – rest of class

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

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

Tuesday, September 3, 2019

American Literature Lesson

3 September 2019

PLANBOOK: https://www.planbookedu.com/s/8LFXR

OBJECTIVE: To read and comprehend complex non-fiction texts independently. (STANDARD RI.1)

SUCCESS CRITERIA: Students will show mastery by considering the most difficult virtue, answering the question in the EXIT SLIP.

  

AGENDA:

1.      SSR - 20 min

2.      Go over answers to Grammar Quiz #2 – 3 min

3.      Hand back Writing Pre-test/Discuss the task and how to perform well on it - 5 min

4.      Discuss Huck Finn, p. 70-104, in small groups (graphic organizer) - 20 min

5.      Read aloud "The Autobiography" p. 109 - 30 min

6.      EXIT SLIP: p. 119 #1 - Which of the virtues on Franklin's list do you think would be the most difficult for people to practice?  Write a paragraph explaining your choice. - 10 min

7.      Continue reading HF – end of class

ASSESSMENT: EXIT SLIP p. 119 #1 

HOMEWORK: The Adventures of Huckleberry Finn, p. 104-125

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AP English Literature Lesson

3 September 2019

PLANBOOK: https://www.planbookedu.com/s/IVKY2

Day 2 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. (STANDARDS RL.1, RL.4)

Success Criteria: Students will show mastery by listing five facts regarding Romanticism and five facts regarding Mary Shelley’s life.

  

Agenda:

1.      Word of the day – 5 min

2.      Discuss “Romantic Poets and Their Successors,” Socratic Seminar Questions and Speaking and Listening Standards – 10 min

3.      Introduction to “Google Questions” and “Google Questions” expectations - 10 min

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

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

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

Assessment: List five facts regarding Romanticism and five facts regarding Mary Shelley’s life.

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