Week 17: November 28 - December 1
Unit 4: Film Study
Standards:
10.2.1.g
10.2.1.f
10.2.3.b
10.2.2.e
10.2.1.h
10.2.2.c
Unit Objectives:
Students will...
-understand film terminology
-analyze film techniques for desired effect on audience/viewer
-compare and contrast character development and theme development
Tuesday 11/28Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Half-Blood Prince. Agenda: 1. SSR 2. HP2 analytical response (Classroom) 3. HP3 |
Wednesday 11/29Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Half-Blood Prince. Agenda: 1. SSR 2. HP2 analytical response (Classroom) 3. HP3 |
Thursday 11/30Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Half-Blood Prince. Agenda: 1. SSR 2. HP2 analytical response (Classroom) 3. HP3 |
Friday 12/1Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Half-Blood Prince. Agenda: 1. SSR 2. HP2 analytical response (Classroom) 3. HP3 (DUE) |
Fall Break
November 18 - 27
Week 15: November 14 - 17
Unit 4: Film Study
Standards:
10.2.1.g
10.2.1.f
10.2.3.b
10.2.2.e
10.2.1.h
10.2.2.c
Unit Objectives:
Students will...
-understand film terminology
-analyze film techniques for desired effect on audience/viewer
-compare and contrast character development and theme development
Tuesday 11/14Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Goblet of Fire. Agenda: 1. SSR 2. HP2 3. Chart |
Wednesday 11/15Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Goblet of Fire. Agenda: 1. SSR 2. HP2 3. Chart |
Thursday 11/16Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Goblet of Fire. Agenda: 1. SSR 2. HP2 3. Chart |
Friday 11/17Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Goblet of Fire. Agenda: 1. SSR 2. HP2 3. Chart DUE |
Week 14: November 7 - 10
Unit 4: Film Study
Standards:
10.2.1.g
10.2.1.f
10.2.3.b
10.2.2.e
10.2.1.h
10.2.2.c
Unit Objectives:
Students will...
-understand film terminology
-analyze film techniques for desired effect on audience/viewer
-compare and contrast character development and theme development
Tuesday 11/7Lesson Objective:
Students will apply film terminology to a series of short films to analyze techniques for effect and thematic development. Agenda: 1. Review terminology 2. "Blank Spaces", "Witness", and "Lovefield" analysis |
Wednesday 11/8Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Sorcerer's Stone. Agenda: 1. HP1 2. Chart |
Thursday 11/9Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Sorcerer's Stone. Agenda: 1. HP1 2. Chart |
Friday 11/10Lesson Objective:
Students will apply film terminology to analyze techniques for effect and thematic and character development by critically viewing Harry Potter and the Sorcerer's Stone. Agenda: 1. HP1 2. Chart DUE 3. Analytical response |
Week 13: October 31 - November 3
Unit 4: Film Study
Standards:
10.2.1.g
10.2.1.f
10.2.3.b
10.2.2.e
10.2.1.h
10.2.2.c
Unit Objectives:
Students will...
-understand film terminology
-analyze film techniques for desired effect on audience/viewer
-compare and contrast character development and theme development
Tuesday 10/31Lesson Objective:
Students will finish timed writings from Friday and read their independent novels. Agenda: 1. SSR 2. Finish timed writings (10-15 minutes) 3. SSR |
Wednesday 11/1Lesson Objective:
Students will be introduced to terminology relevant to film study by defining terms, analyzing intended effect, and finding an applicable example. Agenda: 1. SSR 2. Intro to film study terminology 3. Definition sheet/search |
Thursday 11/2Lesson Objective:
Students will participate in a health survey. Agenda: 1. Health survey |
Friday 11/3Lesson Objective:
Students will be introduced to terminology relevant to film study by defining terms, analyzing intended effect, and finding an applicable example. Agenda: 1. SSR 2. Finish film study terminology sheet |
Week 12: October 24 - 27
Unit 3: Social and Political Climate (The Old Man and the Sea and nonfiction)
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Tuesday 10/24Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. OMAS, Part 4 2.. Finish Allegory Chart 3. Intro to IRP#4 |
Wednesday 10/25Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. Library field trip 2. Reading time/finish Allegory Charts 3. Timed writing essay expectations |
Thursday 10/26Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. Timed writing prompt analysis 2. Release of nonfiction reading 3. SSR/nonfiction reading time |
Friday 10/27Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. Timed writing rubric discussion 2. Timed writing (nonfiction + OMAS passage) |
Week 11: October 17 - 20
Unit 3: Social and Political Climate (The Old Man and the Sea and nonfiction)
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Tuesday 10/17Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. OMAS, Part 3, day 4 3. Google Classroom |
Wednesday 10/18Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. OMAS, Part 3, day 5 3. Google Classroom |
Thursday 10/19Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. Intro to IRP #2: Video Review 2. Trip to the library |
Friday 10/20Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. "On the Blue Water" essay 3. Text-dependent questions |
Week 10: October 10 - 13
Unit 3: Social and Political Climate (The Old Man and the Sea and nonfiction)
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Tuesday 10/10Lesson Objective:
Agenda: 1. Seminar |
Wednesday 10/11Lesson Objective:
Agenda: 1. Biology field trip |
Thursday 10/12Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. OMAS, Part 3, day 1 3. Writing prompt (Classroom) |
Friday 10/13Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. OMAS, Part 3, day 2 3. Writing prompt (Classroom) |
Week 9: October 3 - 6
Unit 3: Social and Political Climate (The Old Man and the Sea and nonfiction)
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Tuesday 10/3Lesson Objective:
Students will read and analyze symbol and allegorical elements while reading and discussing Hemingway's The Old Man and the Sea. Agenda: 1. SSR 2. OMAS, begin Part 2 3. Fan fiction |
Wednesday 10/4Lesson Objective:
Students will read and analyze symbol and allegorical elements while reading and discussing Hemingway's The Old Man and the Sea. Agenda: 1. SSR 2. OMAS, finish Part 2 3. Fan fiction |
Thursday 10/5Lesson Objective:
Students will read a nonfiction article addressing the social/political climate surrounding the publication of Hemingway's The Old Man and the Sea and write a short constructed response to connect fiction and nonfiction. Agenda: 1. SSR 2. CommonLit "Baseball and the Dominican Republic" corrections 3. Writing prompt (Classroom) |
Friday 10/6Lesson Objective:
Students will submit a fan fiction writing assignment that adheres to specific criteria. Agenda: 1. Fan Fiction work day 2. Fan Fiction DUE at end of class period |
Week 8: September 26 - 29
Unit 3: Social and Political Climate (The Old Man and the Sea and nonfiction)
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Tuesday 9/26Lesson Objective:
Students utilize CommonLit and read a nonfiction article, answer text-dependent questions, and respond to a writing prompt connecting the nonfiction article with Hemingway's The Old Man and the Sea. Agenda: 1. SSR 2. Finish OMAS Part 1 3. Fan fiction |
Wednesday 9/27Lesson Objective:
Students utilize CommonLit and read a nonfiction article, answer text-dependent questions, and respond to a writing prompt connecting the nonfiction article with Hemingway's The Old Man and the Sea. Agenda: 1.SSR 2. CommonLit: Baseball is a Field of Dreams--and Dashed Hopes--for Dominicans 3. Writing prompt (Classroom) 4. Fan fiction |
Thursday 9/28Lesson Objective:
Students will understand public library procedures, expectations, and resources. Agenda: 1. SSR 2. Field Trip: Nantes Public Library |
Friday 9/29Homecoming: NO CLASSES
|
Week 7: September 18 - 22
Unit 3: Author Study: Ernest Hemingway and Social/Political Climate
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Monday 9/18Lesson Objective:
Students will take the SRI test to determine Lexile reading level. Agenda: 1. SRI goals 2. SRI testing |
Tuesday 9/19Lesson Objective:
Students will conclude informal Hemingway research and answer text-dependent questions using a CommonLit article entitled "Lost Generation". Agenda: 1. Create CommonLit accounts 2. Finish Hemingway research |
Wednesday 9/20Lesson Objective:
Students will finish reading CommonLit article and text-dependent questions. Students will work on their fan fiction assignment. Agenda: 1. CommonLit article +Classroom question 2. Fan Fiction |
Thursday 9/21Lesson Objective:
Students will review "allegory" and be introduced to Hemingway's "Iceberg Theory". Agenda: 1. "Lost Generation" review/discussion 2. Review "allegory" 3. Iceberg Theory |
Friday 9/22Lesson Objective:
Students will analyze allegory and author intent with regard to an author biographical influences. Agenda: 1. SSR 2. Begin reading OMAS Part 1 |
Week 6: September 10 - 15
Unit 2: Author Study: Ernest Hemingway and Social/Political Climate
Standards:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning (symbol).
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
-analyze the influences of political or social climate on an author's writing.
Monday 9/11Lesson Objective:
Students will write a personal vignette using figurative language for effect by using Ray Bradbury's Dandelion Wine as a mentor text. Agenda: 1. IRP Book Check #4 2. Vignette writing 3. Final draft of vignette DUE at the end of class (see assignment sheet for requirements) |
Tuesday 9/12Lesson Objective:
Students will revise their vignettes and evaluate their writing using the appropriate rubric. Agenda: 1. Vignette self-revision checklist 2. Vignette formatting 3. Vignette reflection 4. Final vignette DUE (classroom) at end of period |
Wednesday 9/13Lesson Objective:
Students will be introduced to fan fiction and complete a pre-writing activity. Agenda: 1. Introduce fan fiction writing assignment 2. Finding Nemo video clip 3. Point of view writing exercise |
Thursday 9/14Lesson Objective:
Students will check out new independent reading novels. Agenda: 1. Work on fan fiction 2. SSR 3. Finish late vignettes (excused absences only) |
Friday 9/15Lesson Objective:
Students will conduct informal research on Ernest Hemingway. Agenda: 1. Slideshare presentation (Hemingway biography) 2. Cornell notes |
Week 5: September 5- 8
Unit 1: Author Study: Ray Bradbury
Standards:
10.3.2
Unit Objectives:
Students will...
-analyze how literary components affect meaning.
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
Monday 9/4LABOR DAY
|
Tuesday 9/5Lesson Objective:
Students will analyze figurative language for effect by reading Ray Bradbury's Dandelion Wine. Agenda: 1. SSR 2. IRP Book Check #3 4. Dandelion Wine 25 + Classroom (part 1) |
Wednesday 9/6Lesson Objective:
Students will analyze figurative language for effect by reading Ray Bradbury's Dandelion Wine. Agenda: 1. SSR 2. Dandelion Wine 25 + Classroom (part 2) |
Thursday 9/7Lesson Objective:
Students will write a personal vignette using figurative language for effect by using Ray Bradbury's Dandelion Wine as a mentor text. Agenda: 1. SSR 2. Vignette rubric and expectations 3. Begin personal vignette |
Friday 9/8Lesson Objective:
Students will write a personal vignette using figurative language for effect by using Ray Bradbury's Dandelion Wine as a mentor text. Agenda: 1. SSR 2. Vignette work time |
Week 4: August 28 - September 1
Unit 1: Author Study: Ray Bradbury
Standards:
10.2.1
Unit Objectives:
Students will...
-analyze how literary components affect meaning.
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
Monday 8/28Lesson Objective:
Students will be introduced to the personal vignette expectations. Agenda: 1. SSR 2. IRP Check #2 (Classroom) 3. Intro to Personal Vignette Assignment (Classroom) |
Tuesday 8/29Lesson Objective:
Students will practice writing a vignette about a season using figurative language. Agenda: 1. SSR 2. Season (vignette practice) |
Wednesday 8/30Lesson Objective:
Students will analyze figurative language for effect by reading Ray Bradbury's Dandelion Wine. Agenda: 1. SSR 2. Dandelion Wine 1-2 3. Google Classroom assignment |
Thursday 8/31Lesson Objective:
Students will analyze figurative language for effect by reading Ray Bradbury's Dandelion Wine. Agenda: 1. SSR 2. Dandelion Wine 3-5 3. Google Classroom assignment |
Friday 9/1Lesson Objective:
Students will analyze figurative language for effect by reading Ray Bradbury's Dandelion Wine. Agenda: 1. SSR 2. Dandelion Wine 10 3. Google Classroom assignment |
Week 3: August 21-25
Unit 1: Author Study: Ray Bradbury
Standards:
10.2.1
Unit Objectives:
Students will...
-analyze how literary components affect meaning.
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
Essential Questions:
- Why does understanding figurative language help literary analysis?
- How does an author manipulate literature based on their philosophies and background?
Monday 8/21Lesson Objective:
Students will read "The Veldt", a short story by Ray Bradbury to analyze imagery and theme. Agenda: 1. SSR 2. Book check #1 3. Intro to IRP Fan Fiction assignment 4. Begin "The Veldt" -focus on imagery |
Tuesday 8/22Lesson Objective:
Students will read "The Veldt", a short story by Ray Bradbury to analyze imagery and theme. Agenda: 1. SSR 2. Finish "The Veldt" 3. Imagery assignment (instructions on Google Classroom) |
Wednesday 8/23Lesson Objective:
Students will be introduced to the culminating assessment for our author study by writing a personal vignette. Agenda: 1. SSR 2. Finish "The Veldt" imagery assignment 3. "The Veldt" thematic statement 4. "The Veldt" paragraph |
Thursday 8/24Lesson Objective:
Students will be introduced to the IRP fan fiction assignment. Agenda: 1. SSR 2. Paragraph revisions |
Friday 8/25Lesson Objective:
Students will read their independent reading novels. Agenda: 1. SSR reading time |
Week 2: August 14-18
Unit 1: Author Study: Ray Bradbury
Standards:
10.2.1
Unit Objectives:
Students will...
-analyze how literary components affect meaning.
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
Essential Questions:
- Why does understanding figurative language help literary analysis?
- How does an author manipulate literature based on their philosophies and background?
Monday 8/14Lesson Objective:
Students will finish biographical author research and create a reading schedule for their IRP novel. Agenda: 1. SSR 2. Finish Bradbury biographical research 3. Google Classroom--MOST impactful event |
Tuesday 8/15Lesson Objective:
Students will read "A Sound of Thunder" for biographical influences and literary effect. Agenda: 1. SSR 2. "A Sound of Thunder" 3. Plot diagram 4. Prompt |
Wednesday 8/16Lesson Objective:
Students will read "There Will Come Soft Rains" for biographical influences and literary effect. Agenda: 1. SSR 2. Read/discuss "TWCSR" 3. Bradbury pre-test data |
Thursday 8/17Lesson Objective:
Students will read "The Veldt" for biographical influences and literary effect. Agenda: 1. SSR 2. Finish "TWCSR" 3. Writing prompt (Classroom) 4. Begin "The Veldt" |
Friday 8/18Lesson Objective:
Students will read "The Veldt" for biographical influences and literary effect. Agenda: 1. SSR 2. Finish "The Veldt" 3. Imagery assignment |
Week 1: August 7-11
Unit 1: Author Study: Ray Bradbury
Standards:
10.2.1
Unit Objectives:
Students will...
-analyze how literary components affect meaning.
-explain the relationship between an author's style and literary effect.
-demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
-interpret figures of speech in context and analyze their role in text.
Essential Questions:
- Why does understanding figurative language help literary analysis?
- How does an author manipulate literature based on their philosophies and background?
Monday 8/7Lesson Objective:
Students will be arranged in a seating chart and understand classroom expectations. Agenda: - Welcome! -Syllabus -Classroom tour -Class contract |
Tuesday 8/8Lesson Objective:
Students will be introduced to Ray Bradbury and review crucial literary terms. Agenda: 1. Finish tentative schedule (syllabus) 2. Class contracts 3. Unit 1 Pre-Test (Bradbury) 4. Literary terms review/definitions (Classroom) |
Wednesday 8/9Lesson Objective:
Students will demonstrate prior knowledge by taking unit pre-test. Agenda: 1. Intro to Author Study: Ray Bradbury |
Thursday 8/10Lesson Objective:
Students will be introduced to independent book projects and select a book from the library. Agenda: 1. IRP #1 criteria/assignment 2. Field trip (library) |
Friday 8/11ASSEMBLY
Lesson Objective: Students will take an SRI test to determine Lexile score. Agenda: 1. SRI test (all class) |