Week of May 28th-31st
U.S. Lit. Essential Questions:
U.S. Lit. Unit Objectives:
Students will be able to:
U.S. Lit. Essential Questions:
- To what extent does Gatsby’s wealth, and all the luxuries that it provides, affect his ability to achieve what he desires? How do other characters’ attitudes toward wealth affect what happens throughout the narrative? Can class status be changed?
- How does the historical context of when a text was written, or the historical setting of the narrative, affect current readers’ interpretations? To what extent is Fitzgerald’s message sustained or lost to present-day audiences?
- How do Fitzgerald’s descriptions of geography and setting influence our understanding of character motivations and conflicts?
- To what extent are characters disillusioned, or unsatisfied with their lives (e.g., their relationships, employment, social status, wealth, families, personal histories, etc.)?
U.S. Lit. Unit Objectives:
Students will be able to:
- Read and comprehend fiction and nonfiction text by using during-reading comprehension strategies (annotating, summarizing).
- Create statements about the reading and use evidence from the text to support their statement/argument.
General Assignments-Spring 2013
In this section, you will find assignment sheets we will be using all semester.
The Crucible-Act III Scenes (YouTube)
Part 1: https://www.youtube.com/watch?v=_lRo2nMMCUc
Part 2: http://www.youtube.com/watch?v=Aye1_pGACYQ
Part 3: http://www.youtube.com/watch?v=NykhmoCn9s4
The Crucible-Act III Scenes (YouTube)
Part 1: https://www.youtube.com/watch?v=_lRo2nMMCUc
Part 2: http://www.youtube.com/watch?v=Aye1_pGACYQ
Part 3: http://www.youtube.com/watch?v=NykhmoCn9s4
uslit_syllabus_spring_2013.pages | |
File Size: | 168 kb |
File Type: | pages |
Tuesday 1/22Standard: 2.1, 2.2
Objective: Students will be able to understand and identify the characteristics of early American literature. Agenda: 1. Welcome! 2. Class expectations 3. Bookmark Weebly page 4. American Timeline Powerpoint (take notes)
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Wednesday 1/23Standard: 2.1, 2.2
Objective: Students will be able to understand and identify the characteristics of early American literature. Agenda: 1. Finish American Timeline notes 2. Progression of American views on immigration 3. "Plymouth Plantation" notes
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Thursday 1/24Standard: 2.1, 2.2
Objective: Students will be able to understand and identify the characteristics of early American literature. Agenda: 1. Finish notes from yesterday 2. Break into partners 3. Read sections aloud 4. Summarize each section (3 complete sentences for each section) HW: Finish reading and summarizing if not finished in class
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Friday 1/25Standard: 2.1, 2.2
Objective: Students will be able to understand and identify the characteristics of early American literature. Agenda: 1. Set up PDF annotations Key: ORANGE = allusions BLUE = narrator reliability Be able to explain why! GREEN = ethnocentrism 2. Model annotations ("Safe Arrival at Cape Cod") 3. Independent annotations for ethnocentrism, narrator reliability, and allusions HW: Finish annotations if not finished in class |
Tuesday 1/29Standard: 2.1, 3.2
Objective: Students will analyze the author's message (theme) and purpose to relate it to the historical context of the text. Agenda: 1. Submit annotations from "Of Plymouth Plantation" to Weebly drop-box 2. Discuss prompts in small/large group -How do Bradford's allusions represent his Puritan values? -How does Bradford's arrogance affect his reliability as a narrator? Consider the one-sided nature of his accounts with the Native Americans. (Multi-paragraph response) -Are the Pilgrims still the heroes we, as Americans, perceive them to be? 3. Write responses to prompts using evidence from the text HW: Finish written responses to prompts if not finished in class |
Wednesday 1/30Standard: 2.1
Objective: Students will analyze the author's message and purpose to relate it to the historical context of the text. Agenda: 1. Wrap-up discussion "Of Plymouth Plantation" 2. Collect writing prompts 3. Define "indispensable" 4. Download "Indispensable Role of Women" 5. Take two-column notes on article 6. Discuss discoveries within article 7. Turn in notes Prompts: 1. What role did women play in the New World? 2. Were women really "indispensable"? 5-10 sentences, complete sentences, needs to include evidence from article HW: Finish notes if not finished in class
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Thursday 1/31Standard: 2.1
Objective: Students will analyze the author's message and purpose to relate it to the historical context of the text. Agenda: 1. Turn in "Indispensable Women" notes and responses 2. Discuss responses 3. Anne Bradstreet Bio http://www.annebradstreet.com/ http://voices.yahoo.com/anne-bradstreet-defies-conventions-defends-women-285446.html Find 5 interesting things to share about Anne Bradstreet (beyond birthdate, family, etc) 4. Read/annotate Bradstreet poems Look for: Puritan values, women's roles
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Friday 2/1Standard: 2.1
Objective: Students will analyze the author's message and purpose to relate it to the historical context of the text. Agenda: 1. Finish reading/annotating Bradstreet poems 2. Write discussion responses: -How does Bradstreet's writing encompass the Puritan values of faithfulness and devotion to both her husband and her religion? -Discuss the contradiction or paradox between the Puritan values and the fact she was conveying it as a women through poetry, two things that certainly weren't valued as a Puritan. HW: Finish Bradstreet discussion responses if not finished in class (due Tuesday) |
Tuesday 2/5Standard: 2.1, 3.2
Objective: Students will analyze the author's message and purpose to relate it to the historical context of the text. Agenda: 1. Collect Bradstreet responses 2. Discuss responses 3. Intro to Edward Taylor 4. Read/annotate Taylor poem "God's Determinations Touching his Elect" 5. Taylor paradox worksheet HW: Finish paradox worksheet
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Wednesday 2/6Standard: 2.1, 3.2
Objective: Student's will analyze the author's message and purpose by making connections to the historical context of a text. Agenda: 1. Collect paradox worksheets 2. Intro to Salem Witch Trials http://school.discoveryeducation.com/schooladventures/salemwitchtrials/people/mather.html 3. Partner up and summarize each section 4. Answer discussion questions: -How did the Puritan faith and lifestyle itself and the absence of a political leader contribute to the hysteria of the Salem Witch Trials? -How did socioeconomic and divisions contribute to the hysteria of the Salem Witch Trials? -How did the expectations of Puritan children contribute to the hysteria of the Salem Witch Trials? |
Thursday 2/7Standard: 2.1, 3.2
Objective: Student's will analyze the author's message and purpose by making connections to the historical context of a text. Agenda: 2nd Hour: 1. Collect Witch Trial responses 2. Start notes on The Crucible 8th Hour: 1. Collect Witch Trials responses 2. Intro to Cotton Mather 3. Begin reading "The Trial of Martha Carrier" by Cotton Mather HW: Finish reading/annotating Mather
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Friday 2/8Standard:
Objective: Student's will analyze the author's message and purpose by making connections to the historical context of a text. Agenda: 2nd Hour: 1. Continue The Crucible notes 2. Begin conformity notes 8th Hour: 1. ACT Prep (35 minutes) 2. Work on "Trial of Martha Carrier" and responses (below) 5-8 sentences per prompt -How does Mather's background experiences affect his perspective of the trials? -Discuss how Mather's use of language (diction) affects his reliability as a narrator and how Mather could have been blamed for the hysteria in Salem. HW: Finish "Martha Carrier" and responses for Tuesday |
Tuesday 2/12Standard: 2.1, 2.2, 3.2, 4.2
Objective: Students will be able to analyze an author's message and purpose by making connections to the historical context of a text. Agenda: 2nd Hour: 1. ACT prep (35 minutes) 2. Check/discuss answers 3. Finish notes on conformity (if time) 8th Hour: 1. Check/discuss answers to ACT prep from Friday
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Wednesday 2/13Standard: 2.1, 2.2, 3.2, 4.2
Objective: Students will be able to understand the influences and implications of the pressure to conform in Puritan and modern America. Agenda: 2nd Hour: 1. Finish notes on conformity 8th Hour: 1. Start Crucible notes 2. Start conformity notes
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Thursday 2/14
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Friday 2/15Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Finish obedience notes 2. Watch Milgram clip 3. Watch Stanford Prison clip 4. Discuss HW: None 8th Hour: 1. Finish obedience notes 2. Watch Milgram clip 3. Watch Stanford Prison clip 4. Discuss HW: none |
Tuesday 2/19Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Finish Stanford Prison Experiment clip 2. Discuss 3. Download The Crucible PDF 4. Set up annotations 5. Begin reading Act I together HW: none 8th Hour: 1. Finish Stanford Prison Experiment clip 2. Discuss 3. Download The Crucible PDF 4. Intro to Reading Logs 5. Set up annotations 5. Begin reading Act I (if time) HW: The Crucible Act I (p. 1-8)
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Wednesday 2/20Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue reading Act I aloud (starting on page 1) 2. Continue annotating (reading logs) 3. Set up annotations HW: none 8th Hour: 1. Begin reading The Crucible (starting on p. 1) 2. Continue annotating (reading logs) HW: Finish reading The Crucible Act I (p. 9-20) and annotations for reading logs
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Thursday 2/21Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue reading Act I aloud (get through page 20) 2. Continue annotations (reading logs) 3. Start Character Relationship map HW: none 8th Hour: 1. Reading Quiz (p. 1-10) 2. Discuss characterization so far 3. Begin reading aloud (starting on p. 10) 4. Continue annotating, working on reading logs HW: Finish reading (p. 30) and annotations for reading logs |
Friday 2/22Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue reading Act I aloud (get through page 30) 2. Continue annotations 3. Work on character relationship map HW: none 8th Hour: 1. Reading Quiz (p. 20-30) 2. Discuss characterization and how it relates to conflict and motive 3. Begin reading aloud (starting on p. 30) 4. Continue annotating, working on reading logs HW: Finish reading (p. 30-36) and annotations for reading logs |
Tuesday 2/26Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour 1. Reading Quiz #3 2. Begin character map 3. Continue reading The Crucible (get through page 30) 8th Hour 1. Reading Quiz #3 2. Continue reading The Crucible (through p. 44) HW: none |
Wednesday 2/27Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour 1. Reading Quiz #4 (p. 30-36) 2. Continue character map 3. Continue reading/annotating The Crucible (get through page 40) 8th Hour 1. Finish Act I 2. Conflict/motive activity 3. Start Reading Log (ACT I) HW: finish conflict/motive activity (upload to Google Docs) and respond to Reading Log ACT I |
Thursday 2/28Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour 1. Reading Quiz #5 (p. 36-40) 2. Continue character map 3. Continue reading/annotating The Crucible (Finish Act I) HW: none 8th Hour 1. Collect responses (Act I) 2. Upload charts 3. Begin reading/annotating Act II
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Friday 3/1Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour 1. Collect Act I Conflict Activity 2. Discuss conflict 3. Set up annotations for Act II 4. Begin reading Act II 8th Hour 1. Reading Quiz #4 2. Continue reading/annotating The Crucible (through p. 64) HW: none |
Tuesday 3/5Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue to read/annotate The Crucible Act II 8th Hour: 1. Continue to read/annotate The Crucible Act II |
Wednesday 3/6Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue to read/annotate Act II 8th Hour: 1. Continue Act II HW: |
Thursday 3/7Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue Act II 8th Hour: 1. Wrap up Act II 2. Assign Act II reading logs 3. Begin Act III HW: Act II Reading Logs |
Friday 3/8Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Finish Act II 2. Work time for Act II Reading Logs (15 minutes) 3. Begin reading Act III Act III, scene 1 : https://www.youtube.com/watch?v=_lRo2nMMCUc 8th Hour: 1. Watch high school production of Act III, The Crucible 2. Continue reading Act III |
Tuesday 3/12TCAP SCHEDULE (1, 3, *7, 5)
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Begin Act III 8th Hour: 1. Continue Act III (wrap up?) |
Wednesday 3/13TCAP SCHEDULE (2, 4, 6, 8)
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue Act III 8th Hour: 1. Wrap-up Act III (if time) 2. Watch The Crucible Act III clips HW: Reading Logs Act III |
Thursday 3/14TCAP SCHEDULE (ALL 8-short)
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Continue Act III (wrap-up?) 2. Watch Act III clips 8th Hour: 1. Collect Act III Reading Logs 2. Discuss Reading Logs 3. Continue reading Act IV HW: Reading Logs Act III (DUE FRIDAY!) |
Friday 3/15TCAP SCHEDULE (ALL 8-short)
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd Hour: 1. Finish clips (if needed) 2. Reading Logs Act III work time 8th Hour: 1. Reading logs DUE 2. Continue reading Act IV |
Tuesday 3/19Standard: 2.1
Objective: Students will be able to identify similarities and differences of a film interpretation of a text. Agenda: 2nd and 8th: 1. Watch The Crucible 2. Identify 10 observations (similarities and differences) between the film and the play (so far) 3. Is this film an accurate depiction of the play? Why or why not? Use specific examples from the evidence you have collected to support your argument. |
Wednesday 3/20Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Finish Act III Reading Logs 2. Start Act IV 8th: 1. Finish Act IV 2. Reading Logs Act IV |
Thursday 3/21Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Continue Act IV 8th: 1. Finish Act IV 2. Reading Logs Act IV 3. Test Review
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Friday 3/22Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Finish Act IV 2. Work on Act IV Reading Logs 8th: 1. Puritan/Crucible TEST |
Tuesday 3/26Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Complete in-class, open-note test over Puritan Literature/The Crucible 8th: 1. Start Revolutionary Era 2. Autobiography of Ben Franklin excerpt |
Wednesday 3/27Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Start Revolutionary Era 2. Ben Franklin notes 3. Autobiography of Ben Franklin excerpt 8th: 1. Continue Autobiography of Ben Franklin |
Thursday 3/28ASSEMBLY SCHEDULE
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Inventions of Ben Franklin 8th: 1. Writing prompt for Ben Franklin PROMPT 1: How did The Autobiography of Ben Franklin exemplify the Age of Reason? Consider: -Shift from Puritan ideals -B.F.'s contributions to "the American Dream" -B.F.'s contributions to what it means to be an "American" -Is B.F. credible? Why/why not? Does it matter? PROMPT2: Create your own list of 13 examples of moral perfection. -Complete sentences! 2. Wrap-up discussion of Ben Franklin |
Friday 3/29No School!
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Tuesday 4/2Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Read "Biography of Ben Franklin" -How does Ben Franklin exemplify the idea of an "American"? -How has Ben Franklin's contributions (scientific, political) impacted our world today? 8th 1. Collect Ben Franklin Autobiography responses 2. Discuss Autobiography responses 3. Read "Advice on the Choice of a Mistress" 4. Discuss contradictions HW: -Find 3 contradictions you find between "Mistress" and "Moral Perfection" and explain how these are contradictory -In 5-10 sentences, discuss the following: Even though he was criticized as a hypocrite, should Ben Franklin still be idolized as an American hero? Use specific examples from the text and his life.
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Wednesday 4/3Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Continue "Biography of Ben Franklin" -How does Ben Franklin exemplify the idea of an "American"? -How has Ben Franklin's contributions (scientific, political, civic) impacted our world today? 8th 1. Discuss contradictions responses 2. Collect Autobiography responses 3. Read excerpt from "Poor Richard's Almanac" 4. Create 3 of your own sayings that would apply to American teenagers today 5. Share sayings |
Thursday 4/4Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Wrap-up Ben Franklin 2. Intro to Thomas Paine 3. Start excerpts 8th 1. Start Thomas Paine's Common Sense 2. Partner groups-read aloud and summarize |
Friday 4/5Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Poor Richard's Almanac 2. Translate 2-3 sayings by putting them into your own words and explain what they mean 3. Come up with 2 of your own sayings that we use today 4. Explain what those sayings mean 8th 1. Continue Thomas Paine's Common Sense 2. Read aloud 3. Annotate/summarize |
Tuesday 4/9SNOW DAY
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Wednesday 4/10Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. ACT Reading Strategies 2. ACT Practice Test (35 min.) 8th 1. ACT Reading Strategies 2. ACT Practice Test (35 min.) |
Thursday 4/11Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Who is Patrick Henry? 2. Begin reading Henry's speech 3. Annotate/summarize 8th 1. Continue reading Paine 2. Annotate/summarize HW: Finish reading/annotating Common Sense |
Friday 4/12Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 2. Continue reading Patrick Henry 3. Annotate/summarize 8th 2. Begin persuasive analysis -Number paragraphs -Analyze your section with your group members (use handout) Look for rhetorical appeals (ethos, logos, pathos) Outline major argument w/ example to support argument 3. Begin discussion questions: -Why do you think the ideas or emotions that Paine conveys in this reading appealed or failed to appeal to the American people in 1775? -Pretend you are a British Loyalist who stumbled upon Paine's pamphlet. Write a 1 paragraph response to Paine's argument using 3 rhetorical devices to counter Paine's argument. HW: Finish discussion questions
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Tuesday 4/16Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd: 1. Revisit ACT answers 2. Continue/wrap-up Patrick Henry 3. Test Review HW: Prepare for TEST (THURSDAY!) 8th: 1. Revisit ACT answers 2. Collect Paine Persuasive Analysis (upload to Google Docs) 3. Wrap-up discussion of Paine 4. Test Review (TEST ON THURSDAY) HW: Prepare for TEST (THURSDAY!)
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Wednesday 4/17SUB
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd/8th: 1. ACT Prep #3 (all class) HW: Prepare for TEST (THURSDAY) |
Thursday 4/18SUB (afternoon)
Standard: 2.1, 3.2 Objective: Students will be able to apply learned information about Revolutionary literature on a unit exam. Agenda: 2nd 1. Revolutionary Test Review 8th: 1. Revolutionary Era TEST (all class)
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Friday 4/19Standard: 2.1, 3.2
Objective: Students will be able to apply test-taking strategies in preparation for the ACT test, reflect on incorrect answers, and use evidence from the text to justify why an answer is correct. Agenda: 2nd: 1. Revolutionary Test Review 8th: 1. Revisit ACT answers 2. Test corrections 3. More ACT strategies REMINDER: ACT TEST ON TUESDAY! |
Tuesday 4/23ACT TESTING DAY
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Wednesday 4/24Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Revolutionary Test 8th 1. ACT Feedback 2. Intro to Romanticism |
Thursday 4/25Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Intro to Romanticism 8th 1. Finish Romanticism notes 2. Intro to Washington Irving 3. Activity choices: -Read and annotate "Legend of Sleepy Hollow" and answer discussion question (1 pg 2x-space): How are the 5 Romantic ideals exemplified in this text? -Using the images in the PDF as a storyboard, create a story surrounding these images and encompass the 5 Romantic concepts. Must use ALL images, no page/word limit HW: Finish reading Irving or work on story
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Friday 4/26Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Finish Romanticism notes 2. Discuss artwork 8th 1. Finish Irving 2. Discussion question: How does Irving's "The Legend of Sleepy Hollow" exemplify Romantic ideals? HW: Finish reading Irving or work on story Both assignments due TUES. |
Tuesday 4/30Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Review Romantic concepts 2. Bio on Ralph Waldo Emerson 3. Start reading excerpt from "Self-Reliance" 4. Annotate and identify examples of Romantic concepts 8th 1. Walt Whitman bio 2. Whitman poetry -"Song of Myself" stanzas #1, 6 52 -"I Sit and Look Out" Discussion Question: How do these poems exemplify Romantic ideals? How does figurative language help you identify author's purpose for writing? |
Wednesday 5/1Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Finish "Self-Reliance" 2. Discussion questions: -Which does Emerson value more--original thought or traditional wisdom? -According to Emerson, which virtue does society demand most--truth, conformity, creativity, or self-reliance? -What is the only law that Emerson says can be sacred to him? 3-5 complete sentences per response 8th 1. Collect annotations 2. Discuss Whitman poetry 3. "The Raven"-Simpsons clip http://www.teachertube.com/viewVideo.php?video_id=251203 4. Begin reading/annotating "The Raven" by Edgar Allen Poe Audio clip: http://www.youtube.com/watch?v=tYH25s2U0mE HW: Finish "The Raven"; annotate and look for Romantic ideals
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Thursday 5/2Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Wrap-up Emerson discussion -Is Emerson's idea of "self-reliance" realistic or idealistic? 2. Start Thoreau's "Civil Disobedience" 3. Annotate for Romantic ideals 8th 1. Begin "Tell Tale Heart by Edgar Allen Poe 2. Annotate for Romantic concepts/Dark Romanticism Audio clip: http://www.youtube.com/watch?v=5YB_KNXEEt8
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Friday 5/3Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Finish Thoreau 2. Answer discussion questions: -What does Thoreau mean by "The government that governs best, governs least." Do you agree or disagree with this statement and why? -What is Thoreau's attitude (tone) towards people (citizens, soliders, slaveholders, law enforcement)? -How do you see civil disobedience applied today? How can you apply this in your life? Do you think it will be effective? 8th 1. Finish "Tell Tale Heart" 2. Discuss Romantic/Dark Romantic concepts found 3. Realism notes |
Tuesday 5/7Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Finish Thoreau discussion questions -Define "civil disobedience" -Define "conscience" -What does Thoreau mean by "The government that governs best, governs least"? -What is Thoreau's attitude (tone) towards people (citizens, soldiers, slaveholders, law enforcement)? -How do you see civil disobedience applied today? How can you apply it in your life? Is it an effective way of getting what you want? 2. Read Poe's "The TellTale Heart" 3. Annotate for Dark Romantic qualities 8th 1. Realism notes 2. "The Invalid's Story" by Mark Twain Audio: http://www.youtube.com/watch?v=U21sMAN6QTk 3. How does Twain's short story, "The Invalid's Story" exemplify characteristics of the Realist movement? HW: Finish "The Invalid's Story" Start studying for test
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Wednesday 5/8Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Realism notes 2. Study guide 8th 1. Turn in and discuss Twain response 2. Study guide for Romanticism/Realism exam |
Thursday 5/9Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Review for Romanticism/Realism test 8th 1. Romanticism/Realism Test |
Friday 5/10Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Romantic/Realism test 8th SUB 1. Complete the WebQuest on a piece of paper or new Pages document. You may work with a partner (divide and conquer). Please answer questions in complete sentences. Copy and paste this link into a new webpage here: http://www.huffenglish.com/gatsby/gatsbyhunt.html HW: If you don't finish the WebQuest in class, work individually to complete it by Tuesday. |
Tuesday 5/14Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Intro to The Great Gatsby (p. 20) 2. Answer study guide questions (Google Docs) HW: Read to p. 20 and answer questions 8th 1. Start The Great Gatsby (Chapter 1) 2. Annotate 3. Answer study guide questions (Google Docs) HW: Finish Chp. 1 and study guide questions
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Wednesday 5/15Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Reading Quiz 1 (p. 1-20) and submit questions to Google 2. Continue Gatsby (chp. 2-3) 3. Answer study guide questions HW: Read to chp. 3 and answer questions 8th 1. Reading Quiz: Chp 1 and submit study guide 2. Continue Gatsby (Chp. 2-3) 3. Annotate 4. Answer study guide questions (Google Docs) Character map link: http://visual.ly/great-gatsby-character-map HW: Finish Chp. 2-3 and study guide questions
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Thursday 5/16Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Reading Quiz 2 (chp. 2-3) and submit questions to Google 2. Continue Gatsby (chp. 4-5) 3. Answer study guide questions HW: Read through chp. and answer questions 8th 1. Discuss and submit study guide 2. Continue Gatsby (Chp. 4) 3. Annotate 4. Answer study guide questions (Google Docs) HW: Finish Chp. 4 and study guide questions |
Friday 5/17Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Reading Quiz 3 (41-60) and submit questions to Google 1. Continue Gatsby (be through p. 80) 2. Answer study guide questions HW: Read to p. 80 and answer questions 8th 1. Discuss and ubmit study guide 2. Continue Gatsby (Chp. 5-6) 3. Annotate 4. Answer study guide questions (Google Docs) HW: Finish Chp. 5-6 and study guide questions |
Tuesday 5/21Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Discuss and submit questions to Google 2. Continue Gatsby (chp. 4) 3. Answer study guide questions HW: Read to chp. 7 and answer questions 8th 1. Discuss and submit study guide 2. Continue Gatsby (Chp. 7) 3. Annotate 4. Answer study guide questions (Google Docs) HW: Finish Chp. 7 and study guide questions |
Wednesday 5/22Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Discuss and submit questions to Google 2. Continue Gatsby (Chp. 8) 3. Answer study guide questions HW: Read to chp. 8 and answer questions 8th 1. Discuss and submit study guide 2. Continue Gatsby (Chp. 8) 3. Annotate 4. Answer study guide questions (Google Docs) HW: Finish Chp. 8 and study guide questions |
Thursday 5/23Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Discuss and submit questions to Google 2. Continue Gatsby (chp. 9) 3. Answer study guide questions HW: Read to chp. 9 and answer questions 8th 1. Discuss and submit study guide 2. Continue Gatsby (Chp. 9) 3. Annotate 4. Answer study guide questions (Google Docs) HW: Finish Chp. 9 and study guide questions |
Friday 5/24Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Discuss and submit questions to Google 2. Continue Gatsby (Chp. 7) 8th 1. Discuss study guide questions (chp. 9) 2. Discussion of antagonist: Write a well-developed paragraph using examples from the text for EACH character arguing why he/she is the antagonist of this book. 1. Define antagonist 2. Tom Buchanan is the antagonist of this novel. 3. Daisy Buchanan is the antagonist of this novel. 4. Myrtle Wilson is the antagonist of this novel. 5. Nick Carraway is the antagonist of this novel. Then, decide who YOU think is the antagonist of this novel, based on your evidence. |
Tuesday 5/28Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd NO CLASS 8th NO CLASS |
Wednesday 5/29Standard: 2.1, 3.2
Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 2nd 1. Continue reading chp. 8/9 2. Study guide due at END OF PERIOD 3. Hand out final exam study guide 8th 1. Final exam study guide |
Thursday 5/30SUB
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 1. Watch The Great Gatsby film 2. Observe 10 similarities and differences between the film and the novel. 3. Turn in at end of period |
Friday 5/31SUB
Standard: 2.1, 3.2 Objective: Students will be able to analyze an author's purpose by making connections to the historical context of a text through verbal and written responses, and annotating. Agenda: 1. Watch The Great Gatsby film 2. Observe 10 MORE similarities and differences between the film and the novel (20 total) 3. Turn in at end of period |
Tuesday 6/4FINALS
6th: 8:05-9:35 Break: 9:35-9:45 7th: 9:45-11:15 Lunch 8A: 11:15-11:45 8A: 11:50-1:20 8B: 11:20-12:50 Lunch 8B: 12:50-1:20 Study Hall/Exam Make-up 1:25-3:30 |
Wednesday 6/5FINALS
3rd: 8:05-9:35 Break: 9:35-9:45 4th: 9:45-11:15 Lunch 5A: 11:15-11:45 5A: 11:50-1:20 5B: 11:20-12:50 Lunch 5B: 12:50-1:20 Study Hall/Exam Make-up 1:25-3:30 |
Thursday 6/6FINALS
1st: 8:05-9:35 Break: 9:35-9:45 Study Hall/Locker Clean Out 9:45-10:15 2nd: 10:20-11:50 Dismissal: 11:50 |
Friday 6/7NO SCHOOL!
Have a safe summer! |