Week 20: May 16 - 19
Unit 8: Macbeth (theme and patterns)
Standards Addressed:
(9.2.1. a-b)
(9.3.2.a)
Unit Objectives:
Students will...
-read critically for plot development, character development, and patterns
-analyze patterns in literature and how patterns contribute to theme
-respond critically in discussion and extended responses
-close-read to answer text-dependent multiple-choice questions
Essential Questions:
-Why do we continue to read Shakespeare?
-What is a motif?
-How do patterns in literature create a specific effect (tone, mood)?
Tuesday 5/16Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR (sub) |
Wednesday 5/17Earth Science Field Trip
|
Thursday 5/18Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. Macbetch, Act 2, scene 1 and 2 |
Friday 5/19Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. Macbeth, Act 2, scene 3 and 4 |
Week 19: May 9-12
Unit 8: Macbeth (theme and patterns)
Standards Addressed:
(9.2.1. a-b)
(9.3.2.a)
Unit Objectives:
Students will...
-read critically for plot development, character development, and patterns
-analyze patterns in literature and how patterns contribute to theme
-respond critically in discussion and extended responses
-close-read to answer text-dependent multiple-choice questions
Essential Questions:
-Why do we continue to read Shakespeare?
-What is a motif?
-How do patterns in literature create a specific effect (tone, mood)?
Tuesday 5/9Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR 2. Continue Act 1, scene 5 and 6 3. Google Classroom question |
Wednesday 5/10Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR 2. Continue Act 1, scene 7 3. Google Classroom question |
Thursday 5/11Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. Post-reading lecture (Edgenuity) 2. SSR |
Friday 5/12Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. Pre-reading lecture (Edgenuity) 2. Double-column notes 3. Sketchnotes how-to |
Week 18: May 2 - 5
Unit 8: Macbeth (theme and patterns)
Standards Addressed:
(9.2.1. a-b)
(9.3.2.a)
Unit Objectives:
Students will...
-read critically for plot development, character development, and patterns
-analyze patterns in literature and how patterns contribute to theme
-respond critically in discussion and extended responses
-close-read to answer text-dependent multiple-choice questions
Essential Questions:
-Why do we continue to read Shakespeare?
-What is a motif?
-How do patterns in literature create a specific effect (tone, mood)?
Tuesday 5/2Lesson Objective:
Students will be introduced to Shakespeare's tragedy Macbeth by designing a character map. Agenda: 1. Sparknotes: character list 2. Sparknotes: character map (plot summary) 3. Discuss |
Wednesday 5/3Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR 2. Begin Act 1, scene 1 3. Google Classroom question |
Thursday 5/4Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR 2. Continue Act 1, scene 2 3. Google Classroom question |
Friday 5/5Lesson Objective:
Students will identify and analyze patters in Shakespeare's tragedy Macbeth. Agenda: 1. SSR 2. Continue Act 1, scene 3 and 4 3. Google Classroom question |
Week 16: April 25 - 28
Unit 7: Research Task (annotated bibliography)
Standards Addressed:
(9.4.1.a-d)
(9.4.2.a-d)
(9.3.3.a-d)
Essential Questions:
-What is social injustice?
-Where is social injustice occurring in my community?
-How do I find reliable information to build my credibility as a student researcher?
Tuesday 4/25Lesson Objective:
Students will create an annotated bibliography citing, evaluating, and reflecting on sources gathered. Agenda: 1. Intro to annotated bibliography 2. Intro to citations 3. Annotate Sources 1 and 2 |
Wednesday 4/26Lesson Objective:
Students will create an annotated bibliography citing, evaluating, and reflecting on sources gathered. Agenda: 1. Annotate Sources 3, 4, 5 |
Thursday 4/27Lesson Objective:
Students will create an annotated bibliography citing, evaluating, and reflecting on sources gathered. Agenda: 1. Finish annotated bibliography (DUE at end of period to Classroom!) 2. Format 3. SSR |
Friday 4/28Lesson Objective:
Students will answer a during reading question and read their SSR novel. Agenda: 1. SSR check-in 2. SSR time |
Week 15: April 18 - 20
Unit 7: Research Task (annotated bibliography)
Standards Addressed:
(9.4.1.a-d)
(9.4.2.a-d)
(9.3.3.a-d)
Essential Questions:
-What is social injustice?
-Where is social injustice occurring in my community?
-How do I find reliable information to build my credibility as a student researcher?
Tuesday 4/18Lesson Objective:
Students will use databases to find sources to support a student-generated claim about a social issue. Agenda: 1. Source 1: Biography |
Wednesday 4/19Lesson Objective:
Students will use databases to find sources to support a student-generated claim about a social issue. Agenda: 1. Source 2: Historical Context |
Thursday 4/20Lesson Objective:
Students will use databases to find sources to support a student-generated claim about a social issue. Agenda: 1. Source 3: Actions 2. Source 4: Reactions |
Friday 4/21Lesson Objective:
Students will use databases to find sources to support a student-generated claim about a social issue. Agenda: 1. Source 5: Impact/Legacy |
Week 14: April 4 - 7
Unit 7: Research Task (annotated bibliography)
Standards Addressed:
(9.4.1.a-d)
(9.4.2.a-d)
(9.3.3.a-d)
Essential Questions:
-What is social injustice?
-Where is social injustice occurring in my community?
-How do I find reliable information to build my credibility as a student researcher?
Tuesday 4/11PSAT
|
Wednesday 4/12PARCC
|
Thursday 4/13PARCC
|
Friday 4/14PARCC
|
Week 14: April 4 - 7
Unit 7: Research Task (annotated bibliography)
Standards Addressed:
(9.4.1.a-d)
(9.4.2.a-d)
(9.3.3.a-d)
Essential Questions:
-What is social injustice?
-Where is social injustice occurring in my community?
-How do I find reliable information to build my credibility as a student researcher?
Tuesday 4/4Lesson Objective:
Students will take a post-test to demonstrate knowledge gained over the course of the unit. Agenda: 1. TKAM Post-Test (Illuminate) 1. Library -Choose a book that has been turned into a movie |
Wednesday 4/5Lesson Objective:
Students will understand the definition of oppression and apply it to individual inquiry projects. Agenda: 1. Oppression discussion 2. Umbrella terms 3. Informal research 4. Topic proposals (Classroom) |
Thursday 4/6Lesson Objective:
Students will be introduced to the research process by exploring academic databases. Agenda: 1. Research Presentation (library) 2. SSR time |
Friday 4/7Lesson Objective:
Students will familiarize themselves with the PARCC testing format and read their independent novels. Agenda: 1. PARCC test simulator 2. SSR time |
Spring Break
March 25 - April 3
Week 12: March 21 - 24
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 3/21Lesson Objective:
Students will analyze a prompt to determine task, analyze a text with a reading focus, and write a synthesis essay using appropriate structure and sources. Agenda: 1. SSR Bookcheck #3 DUE 2. Atomic bomb prompt analysis 3. Atomic bomb readings 4. SSR |
Wednesday 3/22Lesson Objective:
Students will analyze a prompt to determine task, analyze a text with a reading focus, and write a synthesis essay using appropriate structure and sources. Agenda: 1. Atomic bomb SynQ writing task (all period) |
Thursday 3/23Lesson Objective:
Students will read their independent novel. Agenda: 1. SSR reading day 2. SynQ make-up essays |
Friday 3/24Lesson Objective:
Agenda: 1. SSR Bookcheck #4 DUE |
Week 11: March 14-17
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 3/14Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 24 (read independently) +Google Classroom question 2. TKAM 25 (summary) 3. SSR |
Wednesday 3/15Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 26 (read aloud) + Google Classroom question 2. SSR |
Thursday 3/15Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 27 (summary) 2. TKAM 28 (read) +Google Classroom question 3. TKAM 29 (summary) 4. SSR |
Friday 3/16Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 30/31 (read aloud)+Google Classroom question 2. SSR |
Week 10: March 7 - 10
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 3/7FRESHMEN SEMINAR
|
Wednesday 3/8Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Finish rhetorical precis (sentences 3 and 4) 2. SSR time 3. Google Classroom SSR Checkpoint #1 |
Thursday 3/9Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1.TKAM 21 (aloud) 2. TKAM 22 (summary) http://www.sparknotes.com/lit/mocking/section10.rhtml 3. Google Classroom question 4. SSR time |
Friday 3/10Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR Checkpoint #2 2. TKAM 23 (aloud) 3. Google Classroom question |
Week 9: February 28 - March 3
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 2/28Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Discuss trial/evidence charts 2. Fill out "I believe" column 3. SSR time |
Wednesday 3/1Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. Atticus' closing argument (TKAM 20) 3. SOAPStone analysis |
Thursday 3/2Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. Rhetorical Triangle notes 3. Annotations for closing argument |
Friday 3/3Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. Rhetorical Precis template (Sentences 1 and 2 DUE) |
Week 8: February 21 - 24
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 2/21Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Intro to Evidence Chart/group work expectations 2. Close-reading (in partners/groups) of TKAM 17 3. Heck Tate/Mayella Ewell testimony completed 4. Google Classroom question |
Wednesday 2/22Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Continue Evidence Chart 2. Close-reading of TKAM 18 3. Bob Ewell testimony completed 4. Google Classroom question |
Thursday 2/23Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Continue Evidence Chart 2. Close-reading of TKAM 19 3. Tom Robinson testimony completed 4. Google Classroom question |
Friday 2/24Lesson Objective:
Students will understand their SRI score, set a goal, and choose a book to challenge their current reading level. Agenda: 1. Discuss SRI data 2. SRI goals 3.Library |
Week 7: February 14 - 17
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 2/14Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. TKAM 12 + Google Classroom question |
Wednesday 2/15In-House Field Trip: NO CLASS
|
Thursday 2/16Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. TKAM 13, 14, 15, 16 (summary) 3. Google Classroom Question Chapter 13: http://www.sparknotes.com/lit/mocking/section6.rhtml Chapter 14-15: http://www.sparknotes.com/lit/mocking/section7.rhtml Chapter 16: http://www.sparknotes.com/lit/mocking/section8.rhtml |
Friday 2/17Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. |
Week 6: February 7 - 10
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 2/7Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SciFi Intro 2. SciFi Conclusion 3. SciFi revisions (citations) |
Wednesday 2/8Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 10 + Google Classroom question 2. Revise intros/conclusions 3. SSR |
Thursday 2/9Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. TKAM 11 + Google Classroom question 2. SSR |
Friday 2/10Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. SSR 2. Book Talk |
Week 5: January 31 - February 3
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 1/31Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. IRP Reading Day |
Wednesday 2/1Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Read TKAM 4, 5, 6, 7 (Sparknotes summaries) 2. Google Classroom question |
Thursday 2/2Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Read/discuss TKAM 8 2. Google Classroom question |
Friday 2/3Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. Read/discuss TKAM 9 2. Google Classroom question |
Week 4: January 24-27
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 1/24Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. DEAR time 2. TKAM Chp 1--establishing setting, point of view |
Wednesday 1/25Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. DEAR 2. Finish Chp 1 |
Thursday 1/26Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. DEAR 2. Vocab activity (denotation/connotation) 3. TKAM Chp 2 |
Friday 1/27Lesson Objective:
Students will analyze the effects of power and oppression by studying character development and conflict in Harper Lee's novel To Kill a Mockingbird. Agenda: 1. DEAR 2. Finish TKAM Chp 2 3. Discuss vocab |
Week 3: January 17-20
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 1/17Lesson Objective:
Students will choose a book to read independently and evaluate reviews using Goodreads. Agenda: 1. SSR 2. Finish Goodreads assignment |
Wednesday 1/18Lesson Objective:
Students will choose a book to read independently and evaluate reviews using Goodreads. Agenda: 1. SSR 2. Finish penny essays 3. Finish Goodreads assignment |
Thursday 1/19Lesson Objective:
Students will evaluate student sample essays using the appropriate rubric and write an explanation about the grade assigned. Agenda: 1. SSR 2. Student samples/rationales (partners) |
Friday 1/20Lesson Objective:
Students will evaluate their own essay (penny essay) using the appropriate rubric and write a reflective letter addressing strengths and weaknesses in their writing. Agenda: 1. SSR 2. Goodreads redo 3. Finish rationales (10 min if needed) 4. Discuss essays 5. Reflective letter/self-evaluation |
Week 2: January 10-13
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 1/10Lesson Objective:
Students will read sources, write an essay, or research reviews for an independent reading project. Agenda: 1. Guided reading through sources (absent Thursday) 2. Write essay (absent Friday) 3. Creat Goodreads account and choose a book |
Wednesday 1/11SEMINAR
|
Thursday 1/12Lesson Objective:
Students will take an SRI test and read independently. Agenda: 1. SRI test 2. Independent reading time |
Friday 1/13Lesson Objective:
Students will read independently. Agenda: 1. Independent reading day |
Week 1: January 4-6
Unit 6: Power and Oppression (To Kill a Mockingbird)
Standards Addressed:
(9.4.1.b)
(9.2.1.a, b, c)
Unit Objectives:
Students will...
-Analyze the effects of power and oppression through character development and conflict
-Participate in large group discussion (Socratic seminar)
-Participate in peer and self-evaluation processes to determine growth and set goals
-Read independently to write a critical review
Essential Questions:
-How does society react when a member of the oppressive group betrays their own and assists the oppressed?
Tuesday 1/4NO SCHOOL
|
Wednesday 1/5Lesson Objective:
Students will analyze an AP prompt (2008 AP Lang/Comp), and read to identify author's primary argument. Agenda: 1. Welcome/Classroom tour 2. Class contract 3. Defend, refute, qualify definitions 4. Penny Prompt Analysis (text/task/language) |
Thursday 1/6Lesson Objective:
Students will analyze an AP prompt (2008 AP Lang/Comp), and read to identify author's primary argument. Agenda: 1. Synthesis task reading day -Read source -Identify author's argument -Determine if it defend/refute/qualify claim |
Friday 1/7Lesson Objective:
Students will write a synthesis essay in a timed setting using the appropriate PARCC rubric (pre-test). Agenda: 1. Penny Prompt Essay (all class) |