FINALS: Spring 2015
Tuesday 6/21st:
2nd: 3rd: ELO: |
Wednesday 6/34th:
5th: 6th: ELO |
Thursday 6/47th:
8th: Students dismissed! |
Friday 6/5NO SCHOOL
Have a good summer! |
Week 20: May 26th-29th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/26 BLOCK: 1, 2, 3, 4
Lesson Objective: Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act V 2. Complete study guide--turn in 3. Watch Romeo and Juliet |
Wednesday 5/27 BLOCK: 5, 6, 7, 8
Lesson Objective: Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act V 2. Complete study guide--turn in 3. Watch Romeo and Juliet |
Thursday 5/28Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Final discussion of Romeo and Juliet |
Friday 5/29Lesson Objective:
Students will complete a study guide to prepare for a final exam. Agenda: 1. Distribute study guides 2. Work on study guide |
Week 19: May 19th-22nd
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/19Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J Act III 2. Study guide |
Wednesday 5/20Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J Act III 2. Study guide |
Thursday 5/21Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J Act III 2. Begin R&J Act IV 3. Study guide |
Friday 5/22Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J Act IV 2. Study guide |
Week 18: May 12th-15th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 5/12Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act II 2. Study guide |
Wednesday 5/13*Geology Field Trip*
No Class |
Thursday 5/14Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Finish R&J, Act II 2. Begin R&J, Act III 3. Study guide |
Friday 5/15Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Continue R&J, Act III 2. Study guide |
Week 17: May 4th-7th
Tuesday 5/4
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Wednesday 5/5
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Thursday 5/6
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Friday 5/7
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Week 16: April 28th-May 1st
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 4/28Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Romeo and Juliet Act 1 Wrap-up |
Wednesday 4/29Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Romeo and Juliet, Act II 2. Study guide |
Thursday 4/30Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Romeo and Juliet, Act II 2. Study guide |
Friday 5/1Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Romeo and Juliet, Act II 2. Study guide |
Week 15: April 21st-24th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes.
-Analyze character development in relationship to theme.
-Analyze choices of the author to determine author's purpose.
Essential Questions:
-Why do we still study Shakespeare?
-Why is Shakespeare considered "universal"?
-How are universal themes applied to modern society?
-How does Shakespeare critique his society?
Tuesday 4/21Lesson Objective:
Students will complete a post-test to asses knowledge gained throughout the unit. Agenda: 1. Make-up presentations 2. TKAM post-test |
Wednesday 4/22Lesson Objective:
Students will understand why we read Shakespeare, what "universal" means, and summarize the prologue of Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Brainstorm: List as many movies/books/songs/TV shows with the following premise: -Boy meets Girl. -Boy falls in love with Girl. -Boy and Girl cannot be together because external forces are diving them apart. 2. What does "universal" mean? -love -hate -betrayal -sex -revenge -fate -choices 3. Romeo and Juliet study guides: prologue |
Thursday 4/23Lesson Objective:
Students will analyze character development, text structure, and theme development as they read Shakespeare's tragedy Romeo and Juliet. Agenda: 1. Review prologue 2. Assign characters for Act I 3. Begin reading Act 1, scene 1 aloud 4. Begin completing study guide for Act I |
Friday 4/24Lesson Objective:
Students will examine how the director of the film Romeo and Juliet (1996) conveys a rhetorical purpose using characterization. Agenda: 1. Romeo and Juliet Film Study (starring Leonardo DiCaprio) 2. Response (1/2 page): How does the director use characterization (speech, costume, body language) to convey a message about universal themes? -love -hate -betrayal -sex -revenge -fate -choices |
Week 14: April 14th-17th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Apply sound research practices.
-Synthesize essential concepts.
Essential Questions:
-How do people gain power in society?
-How do people exert their power over others?
-Have issues with gender, race or class improved since Scout's time?
Tuesday 4/14Lesson Objective:
Students will apply public speaking skills to present their research projects. Agenda: 1. Presentations (all day) |
Wednesday 4/15Lesson Objective:
Students will apply public speaking skills to present their research projects. Agenda: 1. Presentations (all day) |
Thursday 4/16Lesson Objective:
Students will apply public speaking skills to present their research projects. Agenda: 1. Presentations (all day) |
Friday 4/17Lesson Objective:
Students will complete a post-test to asses knowledge gained throughout the unit. Agenda: 1. Make-up presentations 2. TKAM post-test |
Week 13: April 7th-10th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Apply sound research practices.
-Synthesize essential concepts.
Essential Questions:
-How do people gain power in society?
-How do people exert their power over others?
-Have issues with gender, race or class improved since Scout's time?
Tuesday 4/7Lesson Objective:
Students will create claims based on research to answer the big question: Has this social issue improved or changed since Scout's time? Agenda: 1. What is a Pecha Kucha presentation? 2. Sign up for presentation slots 3. Claims--must have claim approved by me by the end of class! *Presentations start Tuesday, 4/ 14 |
Wednesday 4/8Lesson Objective:
Students will understand what a Pecha Kucha presentation is, how it works, why we use it, and view an example. Agenda: 1. Pecha Kucha assignment sheet and rubric https://www.youtube.com/watch?v=32WEzM3LFhw 3. Pecha Kucha example http://www.pechakucha.org/presentations/a-little-polar-bears-big-journey
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Thursday 4/9 *SUB*
Lesson Objective: Students will view more examples of a Pecha Kucha presentations and begin putting together their own presentations. Agenda: 1. Create script (use assignment sheet as a guide) |
Friday 4/10 *SUB*
Lesson Objective: Students will view more examples of Pecha Kucha presentations and begin putting together their own presentations. Agenda: 1. Create presentation (Open Office or Keynote) 2. Locate images for presentation (Google search is fine) |
Spring Break
March 28th-April 6th
Week 12: March 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Apply sound research practices.
-Synthesize essential concepts.
Essential Questions:
-How do people gain power in society?
-How do people exert their power over others?
-Have issues with gender, race or class improved since Scout's time?
Tuesday 3/24Lesson Objective:
Students will apply sound research practices and continue independent research on their Social Justice Projects. Agenda: 1. Research Day Sources 3 AND 4 DUE by end of period! Remember Essential Question: Has this issue improved since Scout's time? |
Wednesday 3/25Lesson Objective:
Students will understand MLA format and utilize tools to assist in creating an annotated bibliography. Agenda: 1. Field Trip: MLA Citation-Maker (library) 2. Cite all sources and put them in ALPHABETICAL order |
Thursday 3/26Lesson Objective:
Students will understand what an annotated bibliography is, why we use them, and create their own annotated bibliography. Agenda: 1. Annotated Bibliography How-To 2. Work on Annotated Bib Sources 1 AND 2 HW: Finish Source 1 AND 2
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Friday 3/26Lesson Objective:
Students will understand what an annotated bibliography is, why we use them, and create their own annotated bibliography. Agenda: 1. Sources 1 AND 2 DUE 2. Work on Annotated Bib Sources 3 and 4 DUE by end of the period! |
Tuesday 3/17
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Wednesday 3/18
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Thursday 3/19
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Friday 3/20
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Tuesday 3/10
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Wednesday 3/11
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Thursday 3/12
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Friday 3/13
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Week 9: March 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-LITERACY.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Apply sound research practices.
-Synthesize essential concepts.
Essential Questions:
-How do people gain power in society?
-How do people exert their power over others?
-Have issues with gender, race or class improved since Scout's time?
Tuesday 3/3Lesson Objective:
Students will examine how an author presents her purpose using Harper Lee's To Kill a Mockingbird. Agenda: 1. Rhetorical Precis DUE (Atticus' closing argument) 2. Discuss TKAM 27-end 3. Begin Rhetorical Precis (Harper Lee's novel)--PURPOSE/AUDIENCE |
Wednesday 3/4Lesson Objective:
Students will examine how an author presents her purpose using Harper Lee's To Kill a Mockingbird. Agenda: 1. Finish Rhetorical Precis (Harper Lee's novel) 2. Intro do Social Justice Project 3. Choose topic |
Thursday 3/5Lesson Objective:
Students will understand how to use a research database, how to analyze the validity of a source, and the difference between citing a source and plagiarism. Agenda: 1. Field Trip: Library 2. Research/plagiarism presentation (Albrighton) |
Friday 3/6Lesson Objective:
Students will apply sound research practices and begin independent research on their Social Justice Projects. Agenda: 1. PARCC ELA Tutorial http://parcc.pearson.com/tutorial/ 2. Field Trip: Library Research database presentation |
Week 8: February 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 2/24Lesson Objective:
Students will define "rhetoric", understand rhetorical appeals, and apply them to Atticus' closing argument in the Tom Robinson trial to determine author's (Lee's) purpose. Agenda: 1. Finish rhetorical analysis of Atticus' speech 2. Rhetorical Precis: Sentence 1 3. Begin reading TKAM 21 (book) HW: Finish TKAM 21 (book)
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Wednesday 2/25Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 21 2. Discuss TKAM 21 3. Rhetorical Precis: Sentence 2 3. Begin reading TKAM 22, 23, and 24 (summaries) HW: Finish reading TKAM 22-24 (summaries) |
Thursday 2/26Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 22-24 2. Discuss TKAM 22-24 3. Rhetorical Precis: Sentence 3 4. Begin reading TKAM 25, 26, 27 (summaries) HW: Finish reading TKAM 25-27 (summaries) |
Friday 2/27Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 25-27 2. Discuss TKAM 25-27 3. Rhetorical Precis: Sentence 4 4. Begin reading TKAM 27, 28, 29, 30, 31 (end of book--summaries) HW: Finish reading TKAM 27-31 (summaries) Rhetorical Precis DUE at the end of class on Tuesday 3/3 |
Week 7: February 17th-20th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 2/17Lesson Objective:
Students will apply concepts of power, privilege, and prejudice to Tom Robinson's trial in To Kill a Mockingbird (the film). Agenda: 1. SciFi Essay: Intro and Conclusion 2. Discuss court room scene evidence--does it add up? -Who has power in this scene? -Who has privilege? -How does this scene portray prejudice (think class, race, gender)? 3. Reflection HW: Prepare for Seminar #3: Race Finish intro/conclusion (if needed) |
Wednesday 2/18Lesson Objective:
Students will participate in a Socratic Seminar discussion examining race relations in Harper Lee's To Kill a Mockingbird and how race affects power, privilege and prejudice. Agenda: 1. Socratic Seminar #3: Race Resources you can use: -Definitions of power, privilege, and prejudice -"African American" packet -TKAM Chp. 1-16 -TKAM Tom Robinson court scene 2. Collect SciFi Intro |
Thursday 2/19Lesson Objective:
Students will define "rhetoric", understand rhetorical appeals, and apply them to Atticus' closing argument in the Tom Robinson trial to determine author's (Lee's) purpose. Agenda: 2. What is rhetoric? 2. Rhetorical Triangle (lecture) 3. Begin annotating speech for rhetorical appeals HW: Finish annotating for rhetorical appeals |
Friday 2/20Lesson Objective:
Students will define "rhetoric", understand rhetorical appeals, and apply them to Atticus' closing argument in the Tom Robinson trial to determine author's (Lee's) purpose. Agenda: 1. Discuss Atticus' speech -What rhetorical appeals did you find? -Why is Harper Lee using these appeals in Atticus' speech at the end? 2. Rhetorical Precis HW: TKAM 22 + annotations for power, prejudice, and privilege |
Week 6: February 10th-13th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 2/10Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Wrap up loose ends about gender and race from Friday 2. Reading Quiz: TKAM 15 3. Discuss TKAM 15 4. Begin reading TKAM 16 HW: TKAM 16 + "African American" packet |
Wednesday 2/11Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 16 2. Discuss TKAM 16 3. Begin Courtroom Jargon vocab list HW: "African American" packet
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Thursday 2/12Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Introduce Trial Evidence chart (handout) 2. Begin viewing the Tom Robinson court scene HW: "African American" packet Absent for the film? Here is your alternative assignment: -Read TKAM 17-21 -Get handout from me to fill out -Ask a classmate for instructions! |
Friday 2/13Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Wrap up Tom Robinson Trial (film)--if needed 2. Finish Trial Evidence Chart Discuss court room scene evidence--does it add up? -Who has power in this scene? -Who has privilege? -How does this scene portray prejudice (think class, race, gender)? HW: Prepare for Seminar #3: Race |
Week 5: February 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 2/3Lesson Objective:
Students will participate in a Socratic Seminar discussion examining gender roles in Harper Lee's To Kill a Mockingbird and how gender affects power, privilege and prejudice. Agenda: 1. Seminar #2: Gender Resources: -TKAM 1-14 -Gender packets: "The Southern Gentleman" and "The Ideal Little Girl" -Personal experience -Definitions of power, privileges and prejudice HW: none |
Wednesday 2/4Lesson Objective:
Students will participate in a reflection exercise comparing data from the beginning of the year to data from the middle of the year. Agenda: 1. Data presentation 2. Data reflection 3. Seminar reflection (if time) HW: none |
Thursday 2/5Lesson Objective:
Students will understand how Jim Crow laws controlled attitudes about power, privilege and prejudice in the American South. Agenda: 1. What are Jim Crow Laws? 2. What does Jim Crow have to do with power, privilege and prejudice? 3. Black caricature research -1s = mammy http://www.ferris.edu/htmls/news/jimcrow/mammies/ -2s = coon http://www.ferris.edu/htmls/news/jimcrow/coon/ -3s = tom http://www.ferris.edu/htmls/news/jimcrow/tom/ -4s = picaninny http://www.ferris.edu/htmls/news/jimcrow/picaninny/
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Friday 2/6Lesson Objective:
Students will understand how Jim Crow laws controlled attitudes about power, privilege, and prejudice in the American South. Agenda: 1. Black caricatures discussion 2. Racial Caricatures in Sports presentation (Keynotes) |
Week 4: January 27th-30th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 1/27Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 6-7 2. Discuss TKAM 6-7 3. Begin reading TKAM 8 aloud HW: TKAM 8-9 + "Gender" packet |
Wednesday 1/28Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 8-9 2. Discuss TKAM 8-9 3. Begin reading TKAM 10 aloud HW: TKAM 10-11 + "Gender" packet |
Thursday 1/29Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters and situations with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 10-11 2. Discuss TKAM 10-11 3. Begin reading TKAM 12-13 HW: TKAM 12-13 + "Gender" packet |
Friday 1/30
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Week 3: January 20th-23rd
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 1/20Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 1 2. Discuss TKAM 1 3. Begin reading TKAM 2 aloud HW: TKAM 3 + "Poor White Southerner" |
Wednesday 1/21Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 3 2. Discuss TKAM 3 3. Begin reading TKAM 4-5 independently HW: TKAM 4-5 + "Poor White Southerner" |
Thursday 1/22Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Reading Quiz: TKAM 4-5 2. Discuss TKAM 4-5 3. Begin reading TKAM 6-7 independently HW: TKAM 6-7 + "Poor White Southerner" |
Friday 1/23Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. Seminar #1: Class Sources: TKAM 1-7 "Poor White Southerner" article Definitions of power, privilege, and prejudice |
Week 2: January 13th-16th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How do people gain power in society? How do people exert their power over others?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 1/13Lesson Objective:
Students will activate prior knowledge by taking a unit pre-test. Agenda: 1. TKAM Pre-Test (writing prompt) How do people gain power in society? How do people exert their power over others? How are power and privilege closely related? Use examples from your personal experiences and examples from the novel, To Kill a Mockingbird, to support your claim. 2. Download To Kill a Mockingbird by Harper Lee 3. Informal research: 1s=The Great Depression 2s=Harper Lee 3s=Civil Rights Movement
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Wednesday 1/14Lesson Objective:
Students will activate prior knowledge, build background, and establish context for Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. TKAM Images Assignment (handout)
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Thursday 1/15Lesson Objective:
Students will activate prior knowledge, build background, and establish context for Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Discussion of TKAM Images Assignment (participation) |
Friday 1/16Lesson Objective:
Students will examine how Harper Lee uses language, class, and race to distinguish characters with power and privilege in her novel To Kill a Mockingbird. Agenda: 1. TKAM Chp. 1 pre-reading assignment Define: power privilege prejuduce 2. Begin reading TKAM Chp. 1 3. Begin annotating TKAM Chp. 1 HW: Finish reading/annotating TKAM 1 |
Week 1: January 6th-9th
Standards Addressed:
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-LITERACY.RI.9-10.5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.RI.9-10.6: Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis
-Determine theme and analyze theme development over the course of a text.
-Analyze an author's purpose for writing a text and how an author uses rhetoric to express that purpose.
Essential Questions:
-What is prejudice?
-What is privilege?
-How does history or personal experience influence an author's choices when writing a text?
Tuesday 1/6Lesson Objective:
Students will understand expectations and procedures in Ms. Mueller's class. Agenda: 1. Welcome! 2. Seating chart 3. Syllabus 4. Google set-up
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Wednesday 1/7Lesson Objective:
Students will reflect on their beginning of the year practice PARCC exam and compare it with the mid-year practice PARCC exam. Agenda: 1. Discuss beginning-of-year essays 2. Discuss narrative and research rubric 3. Discuss narrative and research prompt 4. Reflection |
Thursday 1/8Lesson Objective:
Students will demonstrate knowledge gained by taking a mid-year practice PARCC exam. Agenda: 1. Practice PARCC essay (research simulation) |
Friday 1/9Lesson Objective:
Students will demonstrate knowledge gained by taking a mid-year practice PARCC exam. Agenda: 1. Practice PARCC essay (narrative) |