Friday, September 15, 2017

American Literature

15 September 2017

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

  

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 Monday 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.     Open Notes Grammar Quiz #3 – 10 min

3.     Brainstorm/Student work time for Creative Piece #1, due end of class on Monday – 60 min

Assessment: Visual check that student has an idea, a plan, for Creative Piece #1

Homework: HF p. 151-170

5^th Block: Homecoming Pep Assembly shortened class

Objective: To use class time wisely to prioritize upcoming assignments. (STANDARD)

Success Criteria: Students will show mastery by either reading, brainstorming, or drafting the upcoming Creative Piece.

  

Agenda:

1.     Open Notes Grammar Quiz #3 – 10 min

2.     Student work time:

a.   Brainstorm for Creative Piece #1, due end of class on Monday

b.   Continue reading Huck Finn, p. 151-170

c.    Continue reading Choice Novel. (Ann. Bib. #1 due Friday, September 22)

Assessment: Being on-task

Homework: HF p. 151-170

---

AP English Literature and Composition

15 September 2017

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

Vocabulary Word-of-the-day: tenement (noun): a run-down and often overcrowded apartment house, especially in a poor section of a large city

“I entreat you not to reason with me any more.  Take possession of your tenement and let me fly from this place” (Shelley 127). 

Student Learning Objective: To analyze the author’s level of effectiveness in changing the novel’s point of view (again). (STANDARD RL.3, RL.4)

Success Criteria: Students will show mastery by using textual evidence to verbally support their opinion’s regarding the author’s choice to change the narration’s point of view.

  

Agenda: 

1. WOD – 5 min
2. DO YOU WANT TO…summarize the main events from Chapters 12-15?
3. Analyze the author’s choice to change the point of view from Victor to his creation. (another yellow sheet) – 10 min
4. Nicenet Online Discussion student work time AND/OR Continue Frankenstein, Chapters 16-18

Assessment: Verbal discussion, question and answer to check for understanding

Homework: Frankenstein, Chapters 16-18, p. 125-146

Thursday, September 14, 2017

American Literature

14 September 2017

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

  

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

2.    Grammar Notes #3 with clicker quiz – 15 min

3.    Poetry terms review – 10 min

4.    Anne Bradstreet poems (Group activity – dissect a poem) – 20 min

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

Assessment: Be prepared to present poem analysis to class ON TUESDAY. 

Homework: HF p. 135-150

---

AP English Literature and Composition

14 September 2017

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

Vocabulary Word-of-the-day: 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.     Read/Analyze/Discuss “The Chimney Sweeper 2” – 20 min

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

4.    Discuss Frankenstein Chapters 9-11 – 20 min

Assessment: Read and analyze “The Chimney Sweeper” and “The Chimney Sweeper 2” and write an essay answering the AP Free Response Question #1. 

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

Wednesday, September 13, 2017

American Literature

13 September 2017

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

  

Objective: To 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 Edwards’ structure while changing the content (for the EXIT SLIP). 

  

1.      SSR - 20 min

2.      Notes: The Great Awakening – 5 min

3.      Read “Sinners in the Hands of an Angry God” p. 101 – 30 min

4.      EXIT SLIP: 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

ASSESSMENT: 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.

Homework: HF p. 117-135

---

AP English Literature and Composition

13 September 2017

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

Vocabulary Word-of-the-day: 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.            WOD – 5 min

2.            Read/Analyze/Discuss “The Chimney Sweeper” – 25 min

3.            Discuss Frankenstein Chapters 6-8 – 20 min

4.            Begin reading Chapters 9-11 – 40 min

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

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

Tuesday, September 12, 2017

American Literature

12 September 2017

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

  

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.      Notebook - 20 min

2.      Read aloud "The Autobiography" p. 109 – 30 min

3.      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

4.      Discuss Huck Finn, p. 86-104, in small groups (graphic organizer) - 10 min

5.      Continue Huck Finn, silently. – 20 min

ASSESSMENT: EXIT SLIP p. 119 #1

HOMEWORK: The Adventures of Huckleberry Finn, p. 104-116

---

AP English Literature and Composition

12 September 2017

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

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.            Discuss handout: “Writing Intelligent Claims/Starts with a Question” – 10 min

3.            Definition of lyric poem – 5 min

4.            Read individually, “The Rime of the Ancient Mariner” using yesterday’s analyzing poetry resource, annotate, take notes, ask questions, etc. – 15 min

5.            Watch YouTube clip of full text poem – 25 min

6.            Note the reference to the poem in the novel, p. 45

7.            Discuss novel Chapters 4-5 – 5 min

8.            Watch “It’s Alive!” clips – 25 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.

Monday, September 11, 2017

American Literature

11 September 2017

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

  

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, with Notebook entry #3 – 5 min

2.     Discuss Annotated Bibliography Assignment (rubric and sample) – 10 min

3.     Go over answers to Grammar Quiz #2 (re-quiz, if necessary) - 10 min

4.     With a table partner, discuss Huck’s biggest conflicts from p. 47-86.  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

5.     Read aloud, HF p. 86-104 - 20 min

ASSESSMENT: Partner conflict sort

  

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

---

AP English Literature and Composition

11 September 2017

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

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…” – 5 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 – 20 min

7.     Begin reading Chapters 4-5 – 30 min

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

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