Week 17: December 6 - 9
Unit 7: Transcendentalism
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-complete at SOAPStone analysis of a text
Essential Questions:
-What is Transcendentalism? What makes this a literary movement specific to America?
-How does an author write for a specific purpose?
-How does an author communicate a thematic message to an audience?
Tuesday 12/6Lesson Objective:
Students will understand the major concepts of the Transcendentalist literary period. Agenda: 1. Transcendentalist lecture 2. SAT rationales 3. IRP Prompt #3 HW: IRP #3 |
Wednesday 12/7Lesson Objective:
Students will analyze word choice and author's purpose by reading and discussing an excerpt from Ralph Waldo Emerson's "Nature". Agenda: 1. "Nature" by RWE 2. Discuss topics on Google Classroom 3. IRP #3 HW: IRP #3 |
Thursday 12/8Lesson Objective:
Students will analyze word choice and author's purpose by reading and discussing an excerpt from Ralph Waldo Emerson's "Nature. Agenda: 1. Finish "Nature" by RWE 2. Discuss topics on Google Classroom 3. IRP #3 DUE |
Friday 12/9Lesson Objective:
Students will demonstrate mastery of skill by taking a final exam (SAT test). Agenda: 1. Final exam (all class 2. IRP Prompt #4 DUE |
Week 16: November 29-December 2
Unit 6: Realism
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-identify and apply characteristics of the Realist period to narratives
-complete at SOAPStone analysis of a text
Essential Questions:
-What is Realism? How does this literary time period differ from the Romantic era?
Tuesday 11/29Lesson Objective:
Students will analyze author purpose by reading and discussing an excerpt from "Incidents in the Life of a Slave Girl" by Harriet Jacobs. Agenda: 1. SAT 2. Read "Incidents in the Life of a Slave Girl" by Harriet Jacobs (partners) 3. SOAPStone analysis/discussion |
Wednesday 11/30Lesson Objective:
Students will analyze author purpose by reading comparing the slave narratives of Douglass and Jacobs by writing on an analytical prompt. Agenda: 1. Journal 16.1 2. Finish Jacobs 3. Prompt: In a well-developed paragraph with a valid CLAIM and 2 relevant examples PER TEXT(4 total), compare the narratives of Douglass and Jacobs. Consider tone, purpose, and audience. *Staple both SOAPStones to your response and turn in to my basket HW: IRP Prompt #3 |
Thursday 12/1Lesson Objective:
Students will demonstrate prior knowledge by taking a pre-test. Agenda: 1. SAT 2. Transcendentalist Pre-Test 3. IRP reading time HW: IRP Prompt #3 |
Friday 12/2Lesson Objective:
Students will read their independent reading novels and write an analytical prompt. Agenda: 1. Journal 16.2 2.IRP reading time 3. IRP Prompt #3 HW: IRP Prompt #3 |
Thanksgiving Break
November 19-28
Week 15: November 15-18
Unit 6: Realism
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-identify and apply characteristics of the Realist period to narratives
-complete at SOAPStone analysis of a text
Essential Questions:
-What is Realism? How does this literary time period differ from the Romantic era?
TuesdayLesson Objective:
Students will understand major concepts and historical context of the Realist era by taking Cornell notes and analyzing art of the time period. Agenda: 1. SAT 2. Realist Notes HW: IRP reading + prompt |
Lesson Objective:
Students will read their independent reading novels and write an analytical prompt. Agenda: 1.Journal 2. IRP reading day 3. IRP prompt 2 |
Lesson Objective:
Students will analyze author purpose by reading and discussing an excerpt from "The Narrative of the Life of Frederick Douglass" by himself. Agenda: 1. SAT 2. "Narrative" reading (large group) 3. SOAPStone notes --Identify TWO themes 4. Discussion questions |
Lesson Objective:
Students will read their independent reading novels and write an analytical prompt. Agenda: 1. Journal 2. Wrap up Douglass 3. IRP reading day + prompt--DUE at the end of class (Google Classroom) |
Week 14: November 8-11
Unit 5: Romanticism
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-identify and apply characteristics of the Romantic period to poetry
-participate in a jigsaw presentation of a poem
-complete at TPCASTT analysis of a poem
Essential Questions:
-What is Romanticism?
-What are the 5 I's and how can they applied to literature of the time?
-How is art a reflection of history and literature?
Tuesday 11/8Lesson Objective:
Students will analyze poetry by presenting in a jigsaw activity in small groups. Agenda: 1. SAT (do it, corrections) 2. Romantic Poetry Jigsaw 3. IRP prompt (if time) |
Wednesday 11/9Lesson Objective:
Students will understand how Romantic literature evolved and define characteristics of Dark Romantic stories and poetry. Agenda: 1. Journal 14.1 2. 11-sentence essay how-to 3. Rewrite IRP prompt #1 HW: IRP prompt #2 |
Thursday 11/10Lesson Objective:
Students will apply Romantic themes to Dark Romantic literature. Agenda: 1. SAT (rationales) 2. IRP Reading time HW: IRP prompt #2 |
Friday 11/11Lesson Objective:
Students will apply Romantic themes to Dark Romantic literature. Agenda: 1. Journal 14.2 2. IRP Prompt #2 (11 sentence essay format)--due at end of class period |
Week 13: November 1-4
Unit 5: Romanticism
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-identify and apply characteristics of the Romantic period to poetry
-participate in a jigsaw presentation of a poem
-complete at TPCASTT analysis of a poem
Essential Questions:
-What is Romanticism?
-What are the 5 I's and how can they applied to literature of the time?
-How is art a reflection of history and literature?
Tuesday 11/1Lesson Objective:
Students will analyze Romantic poetry by using the TPCASTT analysis strategy. Agenda: 1. SAT (do it, corrections) 2. Intro to Romanticism (notes, lecture on Google Classroom) 3. IRP reading time |
Wednesday 11/2Lesson Objective:
Students will analyze Romantic poetry by using the TPCASTT analysis strategy. Agenda: 1. Journals 13.1 2. Intro to Romantic Poetry Jigsaw 3. Assign poems (read/analyze poem individually with TPCASTT) |
Thursday 11/3Lesson Objective:
Students will analyze Romantic poetry by using the TPCASTT analysis strategy. Agenda: 1. SAT (rationales) 2. Expert groups (discuss/create presentation) 3. Discuss rubric |
Friday 11/4Lesson Objective:
Students will analyze Romantic poetry by using the TPCASTT analysis strategy. Agenda: 1. Journals 13.2 2. IRP Book Check #1 3. IRP Prompt #1 4. Prepare for Jigsaw presentations (11/8) |
Week 12: October 25-28
Unit 4: Rhetoric and Revolution
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze rhetorical devices and appeals for persuasive affect
-complete SOAPStone analysis of a nonfiction text
-compose and revise a rhetorical precis
Essential Questions:
-How does an author use rhetorical devices and appeals to persuade an audience?
Tuesday 10/25Lesson Objective:
Students will analyze the effectiveness of rhetorical strategies by writing a rhetorical precis about a selected text. Agenda: 1. SAT (do it, corrections) 2. Intro to rhetorical precis 3. Model text |
Wednesday 10/26Lesson Objective:
Students will analyze the effectiveness of rhetorical strategies by writing a rhetorical precis about a selected text. Agenda: 1. Choose a text (Adams, Wheatley, Henry) 2. Rhetorical Precis: 1/2 |
Thursday 10/27Lesson Objective:
Students will analyze the effectiveness of rhetorical strategies by writing a rhetorical precis about a selected text. Agenda: 1. Rhetorical Precis 3/4 2. Rhetorical Precis FINAL due at the end of class |
Friday 10/28Lesson Objective:
Students will analyze the effectiveness of rhetorical strategies by writing a rhetorical precis about a selected text. Agenda: 1. Rhetoric post-test 2. Precis make-ups 3. IRP reading time |
Week 11: October 18-21
Unit 4: Rhetoric and Revolution
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze rhetorical devices and appeals for persuasive affect
-complete SOAPStone analysis of a nonfiction text
-compose and revise a rhetorical precis
Essential Questions:
-How does an author use rhetorical devices and appeals to persuade an audience?
Tuesday 10/18Lesson Objective:
Students will analyze rhetorical strategies for effectiveness by reading and annotating Phillis Wheatley's "Letter to Reverend Samson Occum". Agenda: 1. SAT 4.19-4.20 (do it, correct) 2. "Letter Reverend Samson Occum" by Phillis Wheatley (partner practice) |
Wednesday 10/19Lesson Objective:
Students will analyze rhetorical strategies for effectiveness by reading and annotating Phillis Wheatley's "Letter to Reverend Samson Occum". Agenda: 1. Journal 10.1 2. "Letter to Reverend Samson Occum" by Phillis Wheatley (partner practice)--rhetorical analysis -identify Wheatley's purpose -evidence for purpose -identify DOMINANT rhetorical appeal or device -What effect does this appeal/devices have on Wheatley's argument as a whole? |
Thursday 10/20Lesson Objective:
Students will analyze rhetorical strategies for effectiveness by reading and annotating Abigail Adams' "Letter to Her Husband". Agenda: 1. SAT 4.19-4.20 (rationales) 2. "Letter to Her Husband" by Abigail Adams--SOAPSTone (independent practice) 3. Rhetorical Analysis of "Letter to Her Husband" -identify AT LEAST 2 purposes -evidence for EACH purpose -identify DOMINANT rhetorical appeal or device -What effect does this appeal/devices have on Adams' argument as a whole? |
Friday 10/21Lesson Objective:
Students will demonstrate knowledge gained by taking a unit post-test. Agenda: 1. Journal 10.2 2. Unit 4 Post-Test (Illuminate) 3. Sandlot/make up assignments for unit |
Week 10: October 11-14
Unit 4: Rhetoric and Revolution
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze rhetorical devices and appeals for persuasive affect
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-How does an author use rhetorical devices and appeals to persuade an audience?
Tuesday 10/11Lesson Objective:
Students will analyze rhetorical appeals and devices by reading and discussing "Common Sense" by Thomas Paine. Agenda: 1. SAT 4.17-4.18 (do it, corrections) 2. "Common Sense" close-reading PDF in partner groups |
Wednesday 10/12Lesson Objective:
Students will analyze rhetorical appeals and devices by reading and discussing "Common Sense" by Thomas Paine. Agenda: 1. SAT 4.17-4.18 (rationales) 2. "Common Sense" close-reading PDF in partner groups |
Thursday 10/13Lesson Objective:
Students will take a full-length SAT test. Agenda: 1. SAT Reading Test (all class) |
Friday 10/14Lesson Objective:
Agenda: 1. Movie OR 2. SAT re-takes |
Week 9: October 4-7
Unit 4: Rhetoric and Revolution
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze rhetorical devices and appeals for persuasive affect
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-How does an author use rhetorical devices and appeals to persuade an audience?
Tuesday 10/5Lesson Objective:
Students will become an expert on a select poem, analyze literary elements using TPCASTT and participate in a jigsaw group activity. Agenda: 1. Anne Bradstreet Jigsaw Presentations (all class) 2. SAT 4.14-4.15 |
Wednesday 10/6Lesson Objective:
Students will take a pre-test, review rhetorical appeals, and be introduced to rhetorical devices. Agenda: 1. Journal 7.1 2. Revolution Pre-Test (Illuminate) 3. Rhetorical Triangle review (ethos, logos, pathos) 4. Rhetorical Devices notes (Google Classroom) |
Thursday 10/7Lesson Objective:
Students will analyze rhetorical appeals and devices by reading and discussing "Speech at the Virginia Convention" by Patrick Henry. Agenda: 1. SAT 4.14-4.15 rationales 2. Jigsaw debrief/feedback 3. Finish rhetorical devices notes 4. Begin "Speech at the Virginia Convention" by Patrick Henry 5. Begin SOAPStone for text |
Friday 10/8Lesson Objective:
Students will analyze rhetorical appeals and devices by reading and discussing "Common Sense" by Thomas Paine Agenda: 1. Journal 7.2 2. Finish "Speech at the Virginia convention" 3. Finish SOAPStone 4. Begin partner analysis of excerpts from "Common Sense" by Thomas Paine |
Week 8: September 27-30
Unit 3: The Puritan Tradition
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze tone and author's purpose by examining word choice and sentence structure
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-How does an author use language to convey a specific attitude toward a subject (tone)?
Tuesday 9/27Lesson Objective:
Students will be introduced to a poetry analysis strategy and apply it to a poem. Agenda: 1. SAT 2. TPCASTT notes 3. TPCASTT of select poem/discussion |
Wednesday 9/28Lesson Objective:
Students will become an expert on a select poem, analyze literary elements using TPCASTT and participate in a jigsaw group activity. Agenda: 1. Journals 6.1 2. Intro to Anne Bradstreet Jigsaw Presentation/expectations 3. Assign poems 1= "By Night" 2= "To Her Dear and Loving Husband" 3= "An Author to Her Book" 4 = "Burning House" |
Thursday 9/29Lesson Objective:
Students will become an expert on a select poem, analyze literary elements using TPCASTT and participate in a jigsaw group activity. Agenda: 1. SAT 2. Expert Groups (prepare for discussion) |
Friday 9/30Lesson Objective:
Students will become an expert on a select poem, analyze literary elements using TPCASTT and participate in a jigsaw group activity. Agenda: 1. Journal 6.2 2. Jigsaw groups/peer evaluations |
Week 7: September 19-23
Unit 3: The Puritan Tradition
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze tone and author's purpose by examining word choice and sentence structure
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-How does an author use language to convey a specific attitude toward a subject (tone)?
Monday 9/19Lesson Objective:
Students will analyze word choice and language to determine an author's purpose by reading "Sinners in the Hands of an Angry God" by Jonathan Edwards. Agenda: 1. Early Explorers Post-Test 2. Journals (finish from last week) 3. Post-test corrections |
Tuesday 9/20Lesson Objective:
Students will analyze word choice and language to determine an author's purpose by reading "Sinners in the Hands of an Angry God" by Jonathan Edwards. Agenda: 1. SAT 4.11-4.12 2. Read "Sinners in the Hands of an Angry God" by Jonathan Edwards -annotate for imagery -analyze for author's purpose 3. Write multiple choice test question about "Sinners" |
Wednesday 9/21Lesson Objective:
Students will analyze word choice and language to determine an author's purpose by reading "Sinners in the Hands of an Angry God" by Jonathan Edwards. Agenda: 1. "Sinners" Imagery 2. SAT 4.11-4.12 rationales |
Thursday 9/22Lesson Objective:
Agenda: |
Friday 9/23HOMECOMING ACTIVITES
|
Week 6: September 12-16
Unit 2: Exploration and Exploitation
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze tone and author's purpose by examining word choice and sentence structure
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-Why did early explorers come to the New World?
-Why did the early explorers write (purpose)?
-How does an author use language to convey a specific attitude toward a subject (tone)?
Monday 9/12Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Journal 5.1 2. Readn "The History of Virginia" by John Smith, annotate for tone and purpose (partners) 3. Complete SOAPStone by end of the period |
Tuesday 9/13Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1.SAT 4.8-4.10 (assess, correct) 2. Slave ship lecture 3. Begin reading "Interesting Life of Olaudah Equiano" (independently) |
Wednesday 9/14Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Journal 5.1 2. Finish "Interesting Life of Olaudah Equiano" (independently) 3. Finish SOAPStone 4. Early Explorers Writing Prompt (Google Classroom) |
Thursday 9/15Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Correct Olaudah Equiano 2. SAT 4.8-4.10 (rationales) |
Friday 9/16Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Early Explorers Post-Test 2. William Bradford's "Of Plymouth Plantation" 3. SOAPStone |
Week 5: September 6-9
Unit 2: Exploration and Exploitation
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze tone and author's purpose by examining word choice and sentence structure
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-Why did early explorers come to the New World?
-Why did the early explorers write (purpose)?
-How does an author use language to convey a specific attitude toward a subject (tone)?
Monday 9/5
|
Tuesday 9/6Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. SAT 4.6 (test, score) 2. Discuss Sources C and D of DBQ 3. (whole group) Begin reading Cabeza de Vaca's "La Relacion" (SOAPStone) |
Wednesday 9/7Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Journal 4.1 2. Finish "La Relacion" |
Thursday 9/8Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. Junior Seminar |
Friday 9/9Lesson Objective:
Students will analyze word choice of a primary source document to determine an author's tone and purpose for writing. Agenda: 1. SOAPstone for "La Relacion" 2. Journal 4.2 3. SAT 4.6 (rationales) |
Week 4: August 29-September 2
Unit 2: Exploration and Exploitation
Standards Addressed:
2.11.2. a, b
Unit Objectives:
Students will...
-apply SAT vocabulary to writing
-analyze tone and author's purpose by examining word choice and sentence structure
-complete SOAPStone analysis of a nonfiction text
Essential Questions:
-Why did early explorers come to the New World?
-Why did the early explorers write (purpose)?
-How does an author use language to convey a specific attitude toward a subject (tone)?
Monday 8/29Lesson Objective:
Students will demonstrate public speaking skills by presenting a myth to the class using a visual aid. Agenda: 1. Presentations |
Tuesday 8/30Lesson Objective:
Students will demonstrate public speaking skills by presenting a myth to the class using a visual aid. Agenda: 1. Presentations |
Wednesday 8/31Lesson Objective:
Students will reflect on their presentation and practice SAT-style questions by taking a test, correcting their answers, and writing rationales to reflect on their answers. Agenda: 1. Presentation reflections (rubrics) 2. SAT 4.3-4.5 2. SAT corrections 3. SAT rationales |
Thursday 9/1Lesson Objective:
Students will take a pre-test to assess prior knowledge. Students will begin an introductory activity (DBQ) to analyze primary source documents. Agenda: 1. Early Explorers Pre-Test (Christopher Columbus--Illuminate) 2. Cabeza de Vaca DBQ (intro, sources A-B) 3. Finish rationales |
Friday 9/2Lesson Objective:
Students will finish an introductory activity (DBQ) to analyze primary source documents. Agenda: 1. Journal 2.3 2. Finish Cabeza de Vaca DBQ |
Week 3: August 22-26
Unit 1: The Power of Storytelling
Standards Addressed:
11.2.1.a
Unit Objectives:
Students will...
-analyze theme development over the course of a text
-tell a narrative story using props and public speaking methods
-analyze a text using SOAPStone reading strategy
-write for a variety of purposes
-apply vocabulary to writing
Essential Questions:
-Why do we tell stories?
-How can I use public speaking technique to engage an audience?
-How can we use mythology to understand the values of a culture?
Monday 8/22Lesson Objective:
Students will analyze character development, symbolism and theme by reading "The Way to Rainy Mountain" by N. Scott Momaday. Agenda: 1. SAT Prep1 2. "The Way to Rainy Mountain" (independent) 3. SOAPStone 4. Identify TWO thematic statements |
Tuesday 8/23Lesson Objective:
Students will tell a story using narrative techniques to engage an audience. Agenda: 1. SAT Prep 1 2. Storytelling assignment sheet 3. Storytelling rubric 4. Story choice |
Wednesday 8/24Lesson Objective:
Students will tell a story using narrative techniques to engage an audience. Agenda: 1. SAT Prep 1 2. Complete SOAPStone for chosen story 3. Identify TWO thematic statements 4. Prepare prop HW: SAT rationales--DUE FRIDAY |
Thursday 8/25Lesson Objective:
Students will tell a story using narrative techniques to engage an audience. Agenda: 1.Journal 1.2 2. Storytelling prep day (prepare notes for practice) HW: SAT rationales--DUE FRIDAY |
Friday 8/26Lesson Objective:
Students will tell a story using narrative techniques to engage an audience. Agenda: 1. Journal 1.3. 2. Storytelling prep day (prepare prop) 3. SAT rationales DUE |
Week 2: August 15-19
Unit 1: The Power of Storytelling
Standards Addressed:
11.2.1.a
Unit Objectives:
Students will...
-analyze theme development over the course of a text
-tell a narrative story using props and public speaking methods
-analyze a text using SOAPStone reading strategy
-write for a variety of purposes
-apply vocabulary to writing
Essential Questions:
-Why do we tell stories?
-How can I use public speaking technique to engage an audience?
-How can we use mythology to understand the values of a culture?
Monday 8/15Lesson Objective:
Students will activate prior knowledge by taking a pre-test. Agenda: 1. Unit 1 Pre-test (Google Classroom--> Illuminate) 2. Journal 2.1 (Google Classroom) 3. Finish "A Good Story" by Sherman Alexie 3. Identify TWO themes 4. Begin "The World on a Turtle's Back" |
Tuesday 8/16Lesson Objective:
Students will analyze character development, symbolism and theme by reading "The World on a Turtle's Back", an Iroquois creation myth. Agenda: 1. Journal 2.2 2. Continue "The World on a Turtle's Back"--Identify TWO themes 3. Discussion: Based on the story, how do we know what was valued by this culture? -Claim - THREE examples from the text -Analysis of how those example help to support your claim |
Wednesday 8/17Lesson Objective:
Students will analyze character development, symbolism and theme by reading "The World on a Turtle's Back", an Iroquois creation myth. Agenda: 1. Journal 2.3 2. Finish "The World on a Turtle's Back"/SOAPStone 3. Answer prompt |
Thursday 8/18Lesson Objective:
Students will analyze character development, symbolism and theme by reading "Coyote and Buffalo", a Trickster Tale. Agenda: 1. Journal 2.4 2. Discuss pre-test results 3. Begin "Coyote and Buffalo" 4. Begin SOAPStone |
Friday 8/19Lesson Objective:
Students will analyze character development, symbolism and theme by reading "Coyote and Buffalo", a Trickster Tale. Agenda: 1. Journal 2.5 2. Finish "Coyote and Buffalo" 3. Finish SOAPStone 4. Identify TWO themes 5. SAT Prep 1 |
Week 1: August 8-12
Unit 1: The Power of Storytelling
Standards Addressed:
11.2.1.a
Unit Objectives:
Students will...
-analyze theme development over the course of a text
-tell a narrative story using props and public speaking methods
-analyze a text using SOAPStone reading strategy
-write for a variety of purposes
-apply vocabulary to writing
Essential Questions:
-Why do we tell stories?
-How can I use public speaking technique to engage an audience?
-How can we use mythology to understand the values of a culture?
Monday 8/8Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom. Agenda: 1. Welcome! 2. Syllabus 3. Classroom tour 4.Google classroom |
Tuesday 8/9Lesson Objective:
Students will understand expectations of SAT test, test prep, vocabulary, and purpose of journals. Agenda: 1. SAT run-down (reading/writing) |
Wednesday 8/10Lesson Objective:
Students will activate prior knowledge of test-taking strategies by participating in a full-length practice SAT test. Agenda: 1. Writing Language Test #1 (purple)--ALL CLASS (Illuminate) 2. Journal 1.1 |
Thursday 8/11Lesson Objective:
Students will discuss SAT questions/concerns and data from pre-test. Agenda: 1. SAT Language #1 pre-test data 2. Grading scale 3. Journal 1.1 discussion 4. Journal 1.2 |
Friday 8/12Lesson Objective:
Students will activate prior knowledge by taking a pre-test. Agenda: 1. Journal 1.3 2. SOAPStone notes 3. Sherman Alexie story/SOAPStone |
