Week 18: December 14-18 (FINALS)
Tuesday 12/14
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Wednesday 12/15 |
Thursday 12/16 |
Friday 12/17 |
Week 17: December 8-11
Unit 6: Transcendentalism
Unit Objectives:
Students will...
-Analyze an author's tone.
-Identify an author's claim.
-Analyze the effectiveness of argumentative strategies employed by an author.
Essential Questions:
-What is "transcendentalism"?
-How does Transcendentalism differ from Romanticism? What qualities do they share?
-What does it mean to be "self-reliant"?
-What does "civil disobedience" mean?
-What attitude do Transcendentalist authors have toward nature? Toward humans?
Tuesday 12/8Lesson Objective:
Students will identify the author's claim and create an outline of Henry David Thoreau's novel Walden (excerpt). Agenda: 1. What do you do with $28.17? 2. Begin reading Walden in partner groups -identify main idea of each paragraph -identify main idea (claim) of the entire excerpt |
Wednesday 12/9Lesson Objective:
Students will identify the author's claim and create an outline of Henry David Thoreau's novel Walden (excerpt). Agenda: 1. Finish reading Walden in partner groups 2. Finish outline 3. Pass out study guide for final |
Thursday 12/10Lesson Objective:
Students will identify the author's claim and create an outline of Henry David Thoreau's essay "Civil Disobedience". Agenda: 1. Begin reading "Civil Disobedience" (individually) 2. Begin outlining "Civil Disobedience" (individually) |
Friday 12/11Lesson Objective:
Students will identify the author's claim and create an outline of Henry David Thoreau's essay "Civil Disobedience". Agenda: 1. Finish reading "CD" 2. Finish outline "CD" 3. Work on study guide for final exam |
Week 16: December 1-4
Unit 6: Transcendentalism
Unit Objectives:
Students will...
-Analyze an author's tone.
-Identify an author's claim.
-Analyze the effectiveness of argumentative strategies employed by an author.
Essential Questions:
-What is "transcendentalism"?
-How does Transcendentalism differ from Romanticism? What qualities do they share?
-What does it mean to be "self-reliant"?
-What does "civil disobedience" mean?
-What attitude do Transcendentalist authors have toward nature? Toward humans?
Tuesday 12/1Lesson Objective:
Students will be able to define "transcendentalism" and identify similarities and differences between Transcendentalist philosophies and Romantic philosophies. Agenda: 1. Intro to Transcendentalism (lecture on Google Classroom) |
Wednesday 12/2Lesson Objective:
Students will identify the author's claim and outline Ralph Waldo Emerson's essay "Self-Reliance". Agenda: 1. Begin reading "Self-Reliance Annotate for: Author's claim about human nature, strategies author uses to support claim 2. Complete outline |
Thursday 12/3 Lesson Objective:
Students will identify the author's claim and outline of Ralph Waldo Emerson's essay "Nature" (excerpt). Agenda: 1. Begin reading "Nature" Annotate for: Author's main argument, strategies author uses to support claim 2. Complete outline |
Friday 12/4Lesson Objective:
Students will create inspirational posters using quotations from Emerson's essays and Canva. Agenda: 1. Choose quote 2. Choose image 3. Create poster using Canva |
Thanksgiving Break
11/21-12/1
Week 15: November 17-20
Unit 5: Romanticism
Unit Objectives:
Students will...
-Analyze short stories with the characteristics of Dark Romanticism.
Essential Questions:
-What is the difference between Dark Romanticism and Romanticism?
-How are Dark Romantic characteristics applied to literature (poems and short stories)?
-How does an author use literary elements to communicate a message?
Tuesday 11/17Lesson Objective:
Students will be introduced to concepts of Dark Romanticism. Agenda: 1. Dark Romanticism lecture (slides on Google Classroom) |
Wednesday 11/18Lesson Objective:
Students will read and analyze "The Cask of Amontillado" by Edgar Allan Poe. Agenda: 1. Read "The Cask of Amontillado" 2. Response Question: How does Poe's use of irony and point of view convey a message about human nature? |
Thursday 11/19Lesson Objective:
Students will read and analyze "The Masque of the Red Death", "The Tell-Tale Heart" or "The Pit and the Pendulum" by Edgar Allan Poe. Agenda: 1. Pick one to read and annotate (instructions on Google Classroom) 2. Writing prompt (on Google Classroom) |
Friday 11/20Lesson Objective:
Students will read and analyze "The Masque of the Red Death", "The Tell-Tale Heart" or "The Pit and the Pendulum" by Edgar Allan Poe. Agenda: 1. Finish reading 2. Finish writing prompt 3. Turn in by end of hour |
Week 14: November 10-13
Unit 5: Romanticism
Unit Objectives:
Students will...
-Analyze poetry with the TPCASST reading strategy.
-Give an informal presentation about a poem in jigsaw groups.
Essential Questions:
-What is the difference between Romanticism (literary movement) and "romance"?
-What are the "5 Is" of Romanticism and how can they be applied to text?
-How are Romantic concepts portrayed in poetry of the time period?
Tuesday 11/10Lesson Objective:
Students will analyze a poem using the TPCASTT strategy in "expert groups" and design a collaborative Google Slides presentation. Agenda: 1. Expert Group meeting 2. Google Slide presentation |
Wednesday 11/11SNOW DAY
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Thursday 11/12Lesson Objective:
Students will present analysis of Romantic poetry by using Google Slides and participate in a peer evaluation in small groups. Agenda: 1. Jigsaw Group meeting 2. Peer evaluations |
Friday 11/13Lesson Objective:
Students will demonstrate knowledge gained by taking an assessment using Illuminate. Agenda: 1. Romanticism test (illuminate) |
Week 13: November 3-6
Unit 5: Romanticism
Unit Objectives:
Students will...
-Analyze poetry with the TPCASST reading strategy.
-Give an informal presentation about a poem in jigsaw groups.
Essential Questions:
-What is the difference between Romanticism (literary movement) and "romance"?
-What are the "5 Is" of Romanticism and how can they be applied to text?
-How are Romantic concepts portrayed in poetry of the time period?
Tuesday 11/3Lesson Objective:
Students will apply knowledge gained by taking a full-length ACT reading practice test. Agenda: 1. ACT Reading Test 1 (all class) |
Wednesday 11/4Lesson Objective:
Students will be able to define "Romanticism" and identify the five guiding principles of this literary movement by taking notes on a lecture. Agenda: 1. Romanticism Pre-Test "Wanderer Above the Sea Fog" Prompt: How can the 5 Is of Romanticism be applied to this painting? Use THREE pieces of evidence from the painting to support your claim. 2. What is Romanticism? 2. Romanticism intro presentation (Google Classroom) |
Thursday 11/5Lesson Objective:
Students will conduct informal research on an assigned poet (Fireside Poets) in order to build background before reading a poem. Agenda: 1. Finish Romanticism presentation (if needed) 2. Intro to Fireside Poet Jigsaw 3. Assign poets 1= 2= 3= 4= 4. Informal Research: Find FIVE facts about your poet's life that could have influenced the content or style of the poem you are about to read. |
Friday 11/6Lesson Objective:
Students will analyze a poem individually by utilizing the TPCASST poetry analysis strategy. Agenda: 1. Assign poems 1= Psalm of Life 2= Waterfowl 3= Old Ironsides 4= A Sea Dream 2. Read poem individually 3. Complete TPCASST analysis of poem |
Week 12: October 27-30
Unit 4: Rhetoric and Revolution
Unit Objectives:
Students will...
-Identify rhetorical appeals and devices in a text.
-Analyze persuasive effect of rhetorical appeals and devices.
-Write a rhetorical precis using specific criteria.
Essential Questions:
-What is rhetoric?
-How does an author use rhetorical appeals and devices to persuade?
Tuesday 10/27Lesson Objectives:
Students will evaluate the effectiveness of an argument and analyze usage of rhetorical appeals and devices by writing a rhetorical precis about a text of their choice. Agenda: ACT p 286-87. : Do it 1. What is a rhetorical precis? (Google Classroom) 2. Pick a text 3. Finish sentence 1 HW: Watch Sentence 2 how-to (Google Classroom) |
Wednesday 10/28Lesson Objectives:
Students will evaluate the effectiveness of an argument and analyze usage of rhetorical appeals and devices by writing a rhetorical precis about a text of their choice. Agenda: ACT p. 286-87: Partner Rationales 1. Sentence 1 DUE 2. Feedback/Work on Sentence 2 HW: Watch Sentence 3 How-To (Google Classroom) |
Thursday 10/29Lesson Objectives:
Students will evaluate the effectiveness of an argument and analyze usage of rhetorical appeals and devices by writing a rhetorical precis about a text of their choice. Agenda: ACT p. 286-87: Corrections 1. Sentence 2 DUE 2. Feedback/Work on Sentence 3 HW: Watch Sentence 4 How-To (Google Classroom) |
Friday 10/30Lesson Objectives:
Students will evaluate the effectiveness of an argument and analyze usage of rhetorical appeals and devices by writing a rhetorical precis about a text of their choice. Agenda: ACT p 286-87. : Rationales 1. Sentence 3 DUE 2. Feedback/Work on Sentence 4 3. FINAL Rhetorical Precis DUE at end of class period (typed, stapled to rubric) |
Week 11: October 20-24
Unit 4: Rhetoric and Revolution
Unit Objectives:
Students will...
-Identify rhetorical appeals and devices in a text.
-Analyze persuasive effect of rhetorical appeals and devices.
-Write a rhetorical precis using specific criteria.
Essential Questions:
-What is rhetoric?
-How does an author use rhetorical appeals and devices to persuade?
Tuesday 10/20Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Abigail Adams' "Letter to Her Husband". Agenda: ACT p. : Do it 1. Read/annotate "Letter" by Abigail Adams for rhetorical appeals/devices 3. Complete SOAPStone |
Wednesday 10/21Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Patrick Henry's "Speech at the Virginia Convention". Agenda: ACT p. : Corrections 1. Read/annotate "Speech at the Virginia Convention" for rhetorical appeals/devices 2. Complete SOAPStone |
Thursday 10/22Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Patrick Henry's "Speech at the Virginia Convention". Agenda: ACT p. : Rationales 1. Read/annotate "Speech at the Virginia Convention" for rhetorical appeals/devices 2. Complete SOAPStone |
Friday 10/23 |
Week 10: October 13-16
Unit 4: Rhetoric and Revolution
Unit Objectives:
Students will...
-Identify rhetorical appeals and devices in a text.
-Analyze persuasive effect of rhetorical appeals and devices.
-Write a rhetorical precis using specific criteria.
Essential Questions:
-What is rhetoric?
-How does an author use rhetorical appeals and devices to persuade?
Tuesday 10/13Lesson Objective:
Students will be able to define "rhetoric", understand rhetorical appeals/devices, and apply rhetorical appeals by writing a letter. Agenda: ACT p. 283-84: Do it 1. Rhetoric pre-test (Google Classroom) 2. What is rhetoric? 3. Rhetoric notes (rhetorical triangle/handout--Google Classroom) 4. $10 Letter |
Wednesday 10/14Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Phyllis Wheatley's "Letter to Reverend Samson Occum". Agenda: ACT p. 283-84: Partner Rationales 1. Rhetoric review 2. Read/annotate "Letter" by Phyllis Wheatley for rhetorical appeals/devices 3. Complete SOAPStone |
Thursday 10/15Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Phyllis Wheatley's "Letter to Reverend Samson Occum". Agenda: ACT p. 283-84: Corrections 1. Rhetoric review 2. Read/annotate "Letter" by Phyllis Wheatley for rhetorical appeals/devices 3. Complete SOAPStone |
Friday 10/16Lesson Objective:
Students will be able to identify rhetorical devices/appeals and analyze effectiveness by reading Abigail Adams' "Letter to Her Husband". Agenda: ACT p. 283-84: Rationales 1. Read/annotate "Letter" by Abigail Adams for rhetorical appeals/devices 3. Complete SOAPStone |
Week 9: October 6-9
Unit 3: Puritan Tradition
Unit Objectives:
Students will...
-Analyze poetry with the TPCASST reading strategy.
-Give an informal presentation about a poem in jigsaw groups.
Essential Questions:
-How does an author use word choice (diction) to incite a specific emotion in a reader?
-How does religion influence society?
-How does an author use word choice to influence an audience?
Tuesday 10/6Lesson Objective:
Students will understand and apply the TPCASST poetry analysis strategy by taking Cornell Notes and applying the strategy to a model poem. Agenda: 1. ACT p. 281-82: Do it 2. Discuss ACT English test 1 scores 3. Intro to TPCASST poetry reading strategy (Cornell Notes) 4. Apply TPCASST with a model poem |
Wednesday 10/7Lesson Objective:
Students will analyze a poem by using the TPCASST analysis strategy. Agenda: 1. ACT p. 281-82 : Partner Rationales 2. Intro to Anne Bradstreet Jigsaw assignment/rubric 3. Assign expert groups 1= "Author to Her Book" 2= "By Night" 3= "Loving Husband" 4= "Burning House" 3. Independent reading of assigned poem 4. Summary of poem due at end of class |
Thursday 10/8 Lesson Objective:
Students will compare analysis and interpretations of an assigned poem by discussing analysis with expert groups. Agenda: 1. ACT p. 281-82: Corrections 2. Expert group meeting to prepare for jigsaw presentations (TPCASST analysis in groups) |
Friday 10/9Lesson Objective:
Students will participate in an informal presentation and a peer evaluation. Agenda: 1. ACT p. 281-82 : Rationales 2. Jigsaw group presentations Absent? See me for an alternative... |
Week 8: September 29-October 2
Unit 3: Puritan Tradition
Unit Objectives:
Students will...
-Analyze imagery to identify Puritan values.
-Analyze word choice (diction) to identify author's purpose.
Essential Questions:
-How does an author use word choice (diction) to incite a specific emotion in a reader?
-How does religion influence society?
-How does an author use word choice to influence an audience?
Tuesday 9/29Lesson Objective:
Students will analyze an author's diction (word choice) and literary elements to determine author's purpose by reading Jonathan Edwards' speech "Sinners in the Hands of an Angry God". Agenda: 1. Begin reading "Sinners in the Hands of an Angry God" 2. Begin SOAPStone |
Wednesday 9/30Lesson Objective:
Students will analyze an author's diction (word choice) and literary elements to determine author's purpose by reading Jonathan Edwards' "Sinners in the Hands of an Angry God". Agenda: 1. Finish "Sinners in the Hands of an Angry God" 2. Finish SOAPStone |
Thursday 10/1Lesson Objective:
Students will choose a scene from "Sinners in the Hands of an Angry God" and create a visual representation of the literary element chosen. Agenda: 1. Choose a scene containing a literary element 2. Create a visual representation of the scene |
Friday 10/2Lesson Objective:
Students will practice test-taking skills by taking a full-length practice ACT English test. Agenda: 1. ACT English Test 1 (all class) |
Week 7: September 21-25
Unit 3: Puritan Tradition
Unit Objectives:
Students will...
-Analyze imagery to identify Puritan values.
-Analyze word choice (diction) to identify author's purpose.
Essential Questions:
-How does an author use word choice (diction) to incite a specific emotion in a reader?
-How does religion influence society?
-How does an author use word choice to influence an audience?
Monday 9/21Un-Country Day: Rapper/Rocker
Lesson Objective: Students will complete a post-test and write a paragraph with a claim and supporting evidence. Agenda: 1. ACT p. 183-84: Do it 2. Early Explorers Post-Test (Christopher Columbus--Google Classroom) 3. Writing Prompt (pick one) Is this author credible? How can you tell? Use evidence from your SOAPStone notes and the text itself to help develop your argument. |
Tuesday 9/22 Toy Story Day:
Woody/Jessie Lesson Objective: Students will understand the role religion played in motivating the Puritans to come to the New World. Agenda: 1. ACT p. 183-84: Partners 2. Intro to the Puritans (presentation) 3. Cornell Notes |
Wednesday 9/23Colorado Pride: Class Color: BLUE
Lesson Objective: Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading William Bradford's "Of Plymouth Plantation". Agenda: 1. ACT p. 183-84: Corrections 2. Begin reading Bradford's "Of Plymouth Plantation" 3. Begin SOAPStone |
Thursday 9/24 Camo Day
Lesson Objective: Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading William Bradford's "Of Plymouth Plantation". Agenda: 1. ACT p. 183-84: Rationales 2. Finish reading Bradford's "Of Plymouth Plantation" 3. Finish SOAPStone |
Friday 9/25 VHS Spirit Day
REPORT TO STUDY HALL |
Week 6: September 14-18
Unit 2: Exploration and Exploitation
Unit Objectives:
Students will...
-Analyze words and phrases in primary source documents to determine tone.
-Analyze tone to determine author's purpose.
-Write valid claims and support claims with evidence from the text.
Essential Questions:
-Why did people come to the New World?
-How can we use primary source documents to determine what the New World was like?
-How does an author's tone help to develop his/her purpose?
-What makes an author credible?
Monday 9/14Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading Olaudah Equiano's "Narrative". Agenda: 1. ACT p. 181-182: Do it 2. Slave Ship presentation (Google Classroom) 3. Begin reading Equiano's "Narrative" (assignment and text on Google Classroom) |
Tuesday 9/15Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading Olaudah Equiano's "Narrative". Agenda: 1. ACT p. 181-82: Partners 2. Continue reading/discussing/analyzing Equiano's "Narrative" 3. Complete SOAPStone analysis |
Wednesday 9/16Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading John Smith's "History of Virginia". Agenda: 1. ACT p. 181-82: Corrections 2. Begin reading/discussing/analyzing Smith's "History of Virginia" |
Thursday 9/17Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading John Smith's "History of Virginia". Agenda: 1. ACT p. 181-182: Rationales 2. Finish reading Smith's "History of Virginia" 3. Complete SOAPStone |
Friday 9/18Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading William Bradford's "Of Plymouth Plantation". Agenda: 1. ACT p. 181-82: Book Rationales 2. Catch up--missing work, finishing work |
Week 5: September 8-11
Unit 2: Exploration and Exploitation
Unit Objectives:
Students will...
-Analyze words and phrases in primary source documents to determine tone.
-Analyze tone to determine author's purpose.
-Write valid claims and support claims with evidence from the text.
Essential Questions:
-Why did people come to the New World?
-How can we use primary source documents to imagine what the New World was like?
-Why did explorers write about the New World? (author's purpose)?
-How does the language an author uses help to determine the author's attitude toward a subject (tone)?
-How does an author's tone help to develop his/her purpose?
Monday 9/7
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Tuesday 9/8Lesson Objective:
Students will evaluate primary source documents to determine how and why people explored the New World. Agenda: 1. ACT 179: Do it 2. Google Form "test" 3. Cabeza de Vaca DBQ |
Wednesday 9/9Lesson Objective:
Students will evaluate primary source documents to determine how and why people explored the New World. Agenda: 1. ACT p. 179: Partner rationales 2. Cabeza de Vaca DBQ 3. Early Explorers Pre-Test |
Thursday 9/10Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading Cabeza de Vaca's "La Relacion". Agenda: 1. ACT p. 179: Corrections 2. Cabeza de Vaca "La Relacion" |
Friday 9/11Lesson Objective:
Students will analyze an author's language choices (diction) to determine tone and author's purpose by reading Cabeza de Vaca's "La Relacion". Agenda: 1. ACT p. 179: Rationales 2. Cabeza de Vaca "La Relacion" |
Week 4: August 31-September 4
Unit 1: The Power of Storytelling
Unit Objectives:
Students will...
-Utilize public speaking strategies to engage an audience.
-Apply storytelling techniques (timing, characterization, props) to engage an audience.
Essential Questions:
-Why do we tell stories?
-How can I use public speaking techniques to engage an audience?
Monday 8/31Lesson Objective:
Students will prepare for an oral storytelling presentation memorizing a Native American myth and creating a prop. Agenda: 1. ACT p. 177-78: Do it Storytelling work day |
Tuesday 9/1Lesson Objective:
Students will apply public speaking skills by presenting a Native American myth to the class. Agenda: 1. Storytelling presentations (all class) |
Wednesday 9/2Lesson Objective:
Students will apply public speaking skills by presenting a Native American myth to the class. Agenda: 1. Storytelling presentations (all class) |
Thursday 9/3Lesson Objective:
Students will apply public speaking skills by presenting a Native American myth to the class. Agenda: 1. Storytelling presentations (make-ups for excused absences ONLY!) |
Friday 9/4Lesson Objective:
Students will review feedback from presentations and catch up on ACT rationales. Agenda: 1. Storytelling presentations (if needed) 2. ACT p. 177-78 corrections 3. ACT p. 177-78 rationales |
Week 3: August 24-28
Unit 1: The Power of Storytelling
Unit Objectives:
Students will...
-Analyze theme of Native American myths.
-Analyze animal symbolism in Native American myths.
-Utilize during-reading strategies.
Essential Questions:
-Why do we tell stories?
-How can we use mythology to understand values of a culture?
Monday 8/24Lesson Objective:
Students will apply the SOAPStone analysis strategy by reading and discussing "The World Upon a Turtle's Back." Agenda: 1. Animal Symbolism handout (Google Classroom) 2. Discuss of WUTB Part 1 3. Finish reading WUTB Part 2 4. Complete SOAPStone for Part 2 |
Tuesday 8/25Lesson Objective:
Students will apply Native American animal symbolism to the trickster tale "Coyote and Buffalo" and apply the SOAPStone strategy. Agenda: 1. Animal Symbolism (Google Classroom) 2. Read "Coyote and Buffalo" in partner groups 3. Complete SOAPStone |
Wednesday 8/26Lesson Objective:
Students will apply the SOAPStone strategy while reading and discussing "The Way to Rainy Mountain". Agenda: 1.Read "The Way to Rainy Mountain" 2. Begin SOAPStone |
Thursday 8/27Lesson Objective:
Students will apply the SOAPStone strategy while reading and discussing "The Way to Rainy Mountain" and complete a writing prompt. Agenda: 1. Finish "The Way to Rainy Mountain' 2. Finish SOAPStone 3. Writing Prompt (Google Classroom) |
Friday 8/28Lesson Objective:
Students will begin informal research of Native American myth of their choice to prepare for a storytelling presentation. Agenda: 1. Native American Storytelling Assignment intro 2. Informal research 3. Topic commitment--END OF HOUR |
Week 2: August 17-21
Unit 1: The Power of Storytelling
Unit Objectives:
Students will...
-Analyze theme of Native American myths.
-Analyze animal symbolism in Native American myths.
-Utilize during-reading strategies.
Essential Questions:
-Why do we tell stories?
Monday 8/17Lesson Objective:
Students will create electronic flashcards using Quizlet and Common Core vocabulary terms. Agenda: 1. Work Day: Quizlet flashcards -7 terms DUE at the end of class |
Tuesday 8/18Lesson Objective:
Students will create electronic flashcards using Quizlet and Common Core vocabulary terms. Agenda: 1. Work Day: Quizlet flashcards -ALL terms DUE at the end of class 2. Review terms (learn, scatter, race) |
Wednesday 8/19Lesson Objective:
Students will demonstrate knowledge gained by taking a post-test. Agenda: 1. Common Core Vocab post-test HW: Watch SOAPStone video (Google Classroom) |
Thursday 8/20Lesson Objective:
Students will apply the SOAPStone strategy to "The Hook". Agenda: 1. SOAPStone review 2. Read "The Hook" 3. Apply SOAPStone to "The Hook" 4. SOAPStone analysis/discussion |
Friday 8/21Lesson Objective:
Students will apply the SOAPStone analysis strategy by reading and discussing "The World Upon a Turtle's Back." Agenda: 1. SOAPStone review 2. Begin reading "The World Upon a Turtle's Back" |
Week 1: August 10-14
Unit 1: The Power of Storytelling
Unit Objectives:
Students will...
-Define vocabulary words.
-Understand definitions.
-Memorize vocabulary words.
Essential Questions:
-How can I utilize technology to help me memorize information?
-Why do I need to know these words?
Monday 8/10Lesson Objective:
Students will build class culture by playing a game of Scattergories. Agenda: 1. Welcome! 2. Intro to Board Game Theory |
Tuesday 8/11Lesson Objective:
Students will understand expectations of VHS and Ms. Mueller's classroom. Agenda: 1. Syllabus 2. Classroom tour
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Wednesday 8/12Lesson Objective:
Students will understand expectations for using laptops in the classroom. Agenda: 1.Google Classroom tutorial 2. iCal |
Thursday 8/13Lesson Objective:
Students will demonstrate knowledge by taking a pre-test. Agenda: 1. Common Core pre-test (vocab) 2. Standards pre-test |
Friday 8/14Lesson Objective:
Students will create electronic flashcards using Quizlet and Common Core vocabulary terms. Agenda: 1. Intro to Quizlet assignment 2. Begin Quizlet flashcards |