Week 17: May 17-20
Standards:
9.2.2
Objectives:
Students will...
-Analyze plot development and characterization
-Apply universal themes to Shakespeare's play Romeo and Juliet.
Essential Questions:
-What are universal themes?
-Why do we still read Shakespeare?
Tuesday 5/17Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. Finish Act 1 2. Act 1 study guide |
Wednesday 5/18Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. R&J Act 2 |
Thursday 5/19Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. R&J Act 2 2. Act 2 study guide |
Friday 5/20Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. R&J Act 3 |
Week 17: May 10-13
Standards:
9.2.2
Objectives:
Students will...
-Analyze plot development and characterization
-Apply universal themes to Shakespeare's play Romeo and Juliet.
Essential Questions:
-What are universal themes?
-Why do we still read Shakespeare?
Tuesday 5/9Lesson Objective:
Students will take a post-test, be introduced to universal themes, understand a character map and read the prologue for Shakespeare's Romeo and Juliet. Agenda: 1. Research Post-Test (Illuminate) 2. What are universal themes? 3. R&J character map 4. Read prologue |
Wednesday 5/10GEOLOGY FIELD TRIP
*No ENG1 classes* |
Thursday 5/11Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. Prologue (if needed) 2. Packet expectations 3. Begin reading R&J Act 1 |
Friday 5/12Lesson Objective:
Students will apply universal themes while reading and analyzing Shakespeare's Romeo and Juliet. Agenda: 1. Continue R&J Act 1 |
Week 16: May 3-6
Standards:
9.2.2
Objectives:
Students will...
-participate in the research process.
-delineate between credible sources using databases.
-generate an inquiry question to guide research.
Essential Questions:
_How do I create an inquiry question?
-How do I create a claim using my inquiry question?
-How do I know if a source is credible?
Tuesday 5/3Lesson Objective:
Students will understand how to cite sources according to MLA format. Agenda: 1. MLA citation maker lecture (library) 2. Begin citing sources--ALL FIVE sources need citations |
Wednesday 5/4 Lesson Objective:
Students will summarize, evaluate, and reflect on their sources by composing an annotated bibliography. Agenda: 1. Choose TWO sources to annotate (1 due at end of hour) 2. Write a paragraph PER SOURCE (2 total) summarizing, evaluating and reflecting on how each sources helps to support your claim (see assignment sheet/rubric on Google Classroom for further instructions) |
Thursday 5/5Lesson Objective:
Students will summarize, evaluate, and reflect on their sources by composing an annotated bibliography. Agenda: 1. Source 2 due at end of hour 2. Research post-test (Illuminate) |
Friday 5/6Lesson Objective:
Students will submit their final annotated bibliography after reviewing grading criteria. Agenda: 1. Annotated bibliography final submission (Google Classroom) |
Week 15: April 19-22
Standards:
9.4.1
9.4.2
Objectives:
Students will...
-participate in the research process.
-delineate between credible sources using databases.
-generate an inquiry question to guide research.
Essential Questions:
_How do I create an inquiry question?
-How do I create a claim using my inquiry question?
-How do I know if a source is credible?
Tuesday 4/19Lesson Objective:
Agenda: 1. Make-up work (study hall 1, 2, 3) |
Wednesday 4/20Lesson Objective:
Students will be introduced to the research process by participating in a lecture (Albrighton). Agenda: 1. Field trip: research lecture |
Thursday 4/21Lesson Objective:
Students will review mind maps, choose a topic and formulate an inquiry question. Agenda: 1. Mind Map #2 2. Topic proposals |
Friday 4/22Lesson Objective:
Students will generate a claim based off of their individual inquiry question. Agenda: 1. Inquiry question 2. Claims |
Week 14: April 12-15
Standards:
9.4.1
9.4.2
Objectives:
Students will...
-participate in the research process.
-delineate between credible sources using databases.
-generate an inquiry question to guide research.
Essential Questions:
_How do I create an inquiry question?
-How do I create a claim using my inquiry question?
-How do I know if a source is credible?
Tuesday 4/12Lesson Objective:
Students will prepare for the PARCC standardized test by reading/analyzing texts (fiction and nonfiction), answering and analyzing multiple choice questions, and participating in prompt analysis for extended responses. Agenda: 1. Correct atomic bomb answers 2. Prompt analysis: synthesis 3. Prompt analysis: narrative |
Wednesday 4/13PARCC Testing
|
Thursday 4/14PARCC Testing
|
Friday 4/15PARCC Testing
|
Week 13: April 5-8
Standards:
9.4.1
9.4.2
Objectives:
Students will...
-participate in the research process.
-delineate between credible sources using databases.
-generate an inquiry question to guide research.
Essential Questions:
_How do I create an inquiry question?
-How do I create a claim using my inquiry question?
-How do I know if a source is credible?
Tuesday 4/5Lesson Objective:
Students will prepare for the PARCC standardized test by reading/analyzing texts (fiction and nonfiction), answering and analyzing multiple choice questions, and participating in prompt analysis for extended responses. Agenda: 1. PARCC Prep 1: Read "Departure" and "Up the Coolly" 2. Answer multiple choice questions for each text |
Wednesday 4/6Lesson Objective:
Students will prepare for the PARCC standardized test by reading/analyzing texts (fiction and nonfiction), answering and analyzing multiple choice questions, and participating in prompt analysis for extended responses. Agenda: 1. Discuss structure of multiple choice questions/task analysis 2. Prompt analysis for extended response 3. Create claim and outline for extended response |
Thursday 4/7Lesson Objective:
Students will prepare for the PARCC standardized test by reading/analyzing texts (fiction and nonfiction), answering and analyzing multiple choice questions, and participating in prompt analysis for extended responses. Agenda: 1. PARCC Prep 2: Read Oppenheimer and "Petition" 2. Answer multiple choice questions for each text |
Friday 4/8Lesson Objective:
Students will prepare for the PARCC standardized test by reading/analyzing texts (fiction and nonfiction), answering and analyzing multiple choice questions, and participating in prompt analysis for extended responses. Agenda: 1. Read "Decision" and answer multiple choice questions 2. Discuss structure of multiple choice |
Spring Break
March 28-April 4
Week 12: March 22-25
Standards:
9.4.1
9.4.2
Objectives:
Students will...
-participate in the research process.
-delineate between credible sources using databases.
-generate an inquiry question to guide research.
Essential Questions:
_How do I create an inquiry question?
-How do I create a claim using my inquiry question?
-How do I know if a source is credible?
Tuesday 3/22Lesson Objective:
Students will generate inquiry questions for a research project. Agenda: 1. Mind maps (round 2) -pick one of your green questions -make that the center of your mind map -create another mind map to help determine your avenue of research |
Wednesday 3/23Lesson Objective:
Students will understand databases and determine if a source is credible. Agenda: 1. Research presentation (library) |
Thursday 3/24Lesson Objective:
Students will create claims based on research inquiry question. Agenda: 1. Topic commitment 2. Creating claims |
Friday 3/25Lesson Objective:
Students will create claims based on research inquiry question. Agenda: 1. Topic commitment 2. Creating claims |
Week 11: March 15-18
Standards:
9.2.1
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 3/15Lesson Objective:
Students will demonstrate knowledge by taking a post-reading test on Illuminate. Agenda: 1. TKAM wrap-up 2. TKAM Post-reading test |
Wednesday 3/16Lesson Objective:
Students will be introduced to the research process by posing an inquiry question about race, class or gender. Agenda: 1. Introduce QFT (inquiry question generation process) 2. Sample inquiry statement 3. Model mind-maps |
Thursday 3/17Lesson Objective:
Students will generate inquiry questions for a research project. Agenda: 1. Inquiry statement 2. Mind maps (submit to Google Classroom) |
Friday 3/18Lesson Objective:
Students will generate inquiry questions for a research project. Agenda: 1. Mind maps (round 2) -pick one of your green questions -make that the center of your mind map -create another mind map to help determine your avenue of research |
Week 10: March 8-11
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 3/8Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. TKAM 25 |
Wednesday 3/9Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. TKAM 26 |
Thursday 3/10Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: TKAM 27 |
Friday 3/11Lesson Objective:
Students will determine strategies used to create suspense in a scene. Agenda: 1. What is suspense? 2. View "ham scene" in film |
Week 9: March 1-4
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 3/1Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Rhetorical Precis: Sentence 3 |
Wednesday 3/2Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Rhetorical Precis: Sentence 4 |
Thursday 3/3Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Rhetorical Precis: FINAL draft (upload to Google Classroom and submit to Illuminate) |
Friday 3/4Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. What is hypocrisy? 2. What is irony? 3. Read TKAM 24 and discuss hypocrisy/irony |
Week 8: February 23-26
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 2/23Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Review ethos, logos, pathos 2. Groups - Atticus' closing argument (divided into paragraphs) 3. Rhetorical analysis |
Wednesday 2/24Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Discuss rhetorical appeals 2. Intro to Rhetorical Precis |
Thursday 2/25Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Rhetorical Precis: Sentences 1 |
Friday 2/26Lesson Objective:
Students will analyze Atticus' closing argument during the Tom Robinson trial to identify and evaluate effectiveness of rhetorical appeals. Agenda: 1. Rhetorical Precis: Sentences 2 |
Week 7: February 16-19
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 2/16Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Trial Evidence Chart -Mayella Ewell testimony 2. Intro/conclusion make-ups HW: African American packet + prompt |
Wednesday 2/17Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Trial Evidence Chart -Tom Robinson testimony -Atticus closing argument HW: African American packet + prompt |
Thursday 2/18Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. TKAM 24 2. Write summary |
Friday 2/19Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Intro to rhetoric |
Week 6: February 9-12
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 2/9Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. African American packet (partners) 2. Prompt |
Wednesday 2/10Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Trial Evidence Chart 2. TKAM -Heck Tate testimony -Bob Ewell testimony |
Thursday 2/11Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. SciFi essay: intros |
Friday 2/12Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. SciFi essay: conclusions |
Week 5: February 2-5
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 2/2Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Jim Crow Museum activity (Google Classroom 2. Assign groups 3. Begin research HW: Finish research--be prepared to discuss! |
Wednesday 2/3Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Jim Crow Museum conclusions 2. TKAM 12 (book) and 13 (Sparknotes) HW: Finish TKAM 12/13 |
Thursday 2/4Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Discuss TKAM 12/13 2. TKAM 14 (Sparknotes) and 15 (book) HW: Finish TKAM 14/15 |
Friday 2/5Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Discuss TKAM 14/15 2. African American packet + prompt |
Week 4: January 26-29
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 1/26Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Reading Day: TKAM 10-11 |
Wednesday 1/27Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: SUB |
Thursday 1/28Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Socratic Seminar #2: Gender |
Friday 1/29Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: ASSEMBLY SCHEDULE 1. Catch-up day |
Week 3: January 19-22
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 1/19Lesson Objective: Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Socratic Seminar #1 recap and conferences 2. TKAM 4 (book) and TKAM 5 (Sparknotes) (individually) HW: Finish reading TKAM 4 (book) and 5 (Sparknotes summary) + Ideal Little Girl packet Ideal Little Girl Prompt: 1. According to the packet, what is expected of girls? Of boys? 2. According to TKAM, what is expected of girls? Of boys? 3. In 2016, what is expected of girls? Of boys? |
Wednesday 1/20Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. TKAM 4/5 Quiz 2. Discuss TKAM 4/5 3. Read TKAM 6 (Sparknotes) and 7 (book) HW: Finish TKAM 6/7 + Ideal Little Girl packet |
Thursday 1/22Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: Freshmen field trip |
Friday 1/23Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Socratic Seminar #2: Gender |
Week 2: January 12-15
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 1/12Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Word association activity TKAM 2 2. Begin reading/discussing TKAM 2 |
Wednesday 1/13Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Discuss TKAM 2 2. Assign Social Class reading packet and begin reading -Is the representation of social class accurate in TKAM compare to the primary source document you read? HW: Social Class reading packet/prompt |
Thursday 1/14Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Read/discuss TKAM 3 2. Socratic Seminar expectations/grading scale HW: Social class reading packet/prompt Come to class prepared with 3 topics of discussion from the packet and TKAM |
Friday 1/15Lesson Objective:
Students will examine how power and privilege are represented (class, race, gender) by reading Harper Lee's novel, To Kill a Mockingbird. Agenda: 1. Socratic Seminar #1: Social Class |
Week 1: January 5-8
Standards:
Objectives:
Students will...
-analyze images to draw conclusions about a novel's setting.
-analyze primary source documents for accuracy.
-read and discuss literary elements within the context of a novel.
-create a presentation.
-participate in the research process.
Essential Questions:
-What is privilege?
-How are power and privilege related?
-How does the novel represent issues of class, race and gender? How do these issues apply to today's society?
Tuesday 1/5Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom by reviewing the course syllabus. Agenda: 1. Welcome! 2. Course Syllabus 3. Class contract HW: Class contract--due 1/8 |
Wednesday 1/6Lesson Objective:
Students draw conclusions about the American South in the 1930s by analyzing primary source documents (photographs). Agenda: 1. Intro to Image Analysis Assignment 2. Explain expectations for image analysis HW: Class contract--due 1/8 |
Thursday 1/7Lesson Objective: Students will discuss conclusions drawn from examining images to determine historical context for Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Group recap of assigned images (10 minutes) 1=Selma, Alabama 2= Eutaw, Alabama 3= Greensboro, Alabama 2. Class discussion of images HW: Class contract--due 1/8 |
Friday 1/8Lesson Objective:
Students will read and annotate Chp. 1 of To Kill a Mockingbird to establish setting. Agenda: 1. Finish reading TKAM 1 2. What is privilege? 3. How are privilege and power related? 4. Privilege--word association from Chp. 2 |