Finals Schedule: Spring 2015
Tuesday 6/21st:
2nd: 3rd: ELO: |
Wednesday 6/34th:
5th: 6th: ELO: |
Thursday 6/47th:
8th: Students dismissed! |
Friday 6/5NO SCHOOL
Have a good summer! |
Week 20: May 26th-29th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 5/26 BLOCK: 1, 2, 3, 4
Lesson Objective: Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. The Great Gatsby Juxtaposition Projects 2. Peer rubric 3. ACT recap |
Wednesday 5/27 BLOCK: 5, 6, 7, 8
Lesson Objective: Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. The Great Gatsby Juxtaposition Projects 2. Peer rubric 3. ACT recap |
Thursday 5/28Lesson Objective:
Students will prepare for their final exam. Agenda: 1. Distribute sources for synthesis essay 2. Discuss rubric |
Friday 5/29Lesson Objective:
Students will prepare for their final exam. Agenda: 1. Read sources for synthesis essay 2. Clarify questions about rubric |
Week 19: May 19th-22nd
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 5/19Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Editing |
Wednesday 5/20Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Editing |
Thursday 5/21Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Editing |
Friday 5/22Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Editing Upcoming Dates: Juxtaposition Project DUE Tuesday, 5/26-5/27 |
Week 18: May 12th-15th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 5/4Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Split-Screen Tutorial (Kelsall) 2. Practice split-screen filming |
Wednesday 5/5Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Filming/Material Creation |
Thursday 5/6Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Filming/Material Creation |
Friday 5/7Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Juxtaposition Project: Filming/Material Creation |
Week 17: May 4th-7th
Tuesday 5/4
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Wednesday 5/5
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Thursday 5/6
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Friday 5/7
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Week 16: April 28th-May 1st
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 4/28ACT Testing
ALL DAY |
Wednesday 4/29Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. The Great Gatsby film study HW: Finish TGG 9 + study guide |
Thursday 4/30Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Discuss TGG 9 2. TGG 9 juxtaposition chart |
Friday 5/1Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Intro to juxtaposition project 2. Pick groups 2. Topic proposals--must be approved by me!
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Week 15: April 21st-24th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 4/21Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 284: Do it/corrections 2. The Great Gatsby (film) 3. Finish TGG 7 Pt. 2 study guide HW: ACT p. 284 rationales |
Wednesday 4/22Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 286: Do it/corrections 2. Discuss TGG 7/juxtaposition chart 3. Begin reading TGG 8 + study guide HW: Finish TGG 8 + study guide |
Thursday 4/23Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 286: Rationales 2. Discuss TGG 8/juxtaposition 3. Begin reading TGG 9 + study guide HW: Finish TGG 9 + study guide |
Friday 4/24Lesson Objective:
Students will demonstrate knowledge gained by taking a practice ACT test (reading). Agenda: 1. ACT Reading Test (all class) |
Week 14: April 14th-17th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 4/14Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 282: Do it 2. Discuss TGG film/4/ juxtaposition chart 3. Begin reading TGG 5 + study guide HW: Finish TGG5 + study guide |
Wednesday 4/15Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 282: Corrections 2. Discuss TGG 5/ juxtaposition chart 3. Begin reading TGG 6 + study guide HW: Finish TGG 6 + study guide |
Thursday 4/16Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 282: Rationales 2. Discuss TGG 6/juxtaposition chart 3. Begin reading TGG 7 + study guide HW: Finish TGG 7 Pt. 1 AND 2 |
Friday 4/17Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 282: Book Rationales 2. Discuss TGG 7/juxtaposition chart 3. The Great Gatsby film |
Week 13: April 7th-10th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 4/7Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 280: do it 2. Begin reading/discussing TGG 3 + study guide HW: Finish TGG 3 + study guide |
Wednesday 4/8Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. ACT p. 280: corrections/rationales 2. Discuss TGG 3 3. Begin reading TGG 4 + study guide HW: Finish TGG 4 + study guide |
Thursday 4/9 *SUB*
Lesson Objective: Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. View The Great Gatsby, starring Leonardo DiCaprio (watch until yellow car scene into NYC) 2. Collect evidence of juxtaposition in film on sticky note |
Friday 4/10 *SUB*
Lesson Objective: Students will demonstrate knowledge gained by taking a practice ACT test (English). Agenda: 1. ACT English (all class) |
Spring Break
March 28th-April 6th
Week 12: March 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
-Determine a theme or central idea of a text and analyze how the theme is developed.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition in fiction to comment on issues in society?
Tuesday 3/24Lesson Objective:
Students will understand the concept of juxtaposition and evaluate the way the author has used juxtaposition to convey a message about social issues within the historical context of The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. ACT p. 270: Do it 2. What is juxtaposition? 3. Pass out TGG Study Guide 4. Begin reading TGG 1 HW: Finish TGG 1 + study guide |
Wednesday 3/25Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Finish reading/discussing TGG 1 + study guide 2. "All I Need" (Radiohead) juxtaposition example HW: none |
Thursday 3/26Lesson Objective:
Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. Finish "All I Need" (Radiohead) example 2. Begin reading TGG 2 + study guide HW: Finish TGG 2 + study guide |
Friday 3/27 *Assembly Schedule*
Lesson Objective: Students will evaluate F. Scott Fitzgerald's novel The Great Gatsby by focusing on juxtaposing characters, scenes, and descriptions to convey an author's message about social issues within the historical context of the novel. Agenda: 1. TGG 2 Juxtaposition Poster 2. Discuss TGG 2 HW: NONE--Enjoy your break! |
Tuesday 3/17
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Wednesday 3/18
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Thursday 3/19
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Friday 3/20
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Monday 4/7
Tuesday 3/10
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Wednesday 3/11
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Thursday 3/12
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Friday 3/13
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Week 9: March 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RI.11-12.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Analyze choices of the author.
Essential Questions:
-What is Realism?
-How does an author use language and text structure effectively to convey a specific message?
Tuesday 3/3Lesson Objective:
Students will understand the differences between the Romantic era and the Realist era in American literature. Agenda: 1. ACT p. 270/271: Do it 2. Discuss "The Cask of Amontillado" 3. Romantic Post-Test 2 (multiple choice) 4. Realism art study |
Wednesday 3/4Lesson Objective:
Students will examine an author's use of language to identify the author's tone and rhetorical purpose by reading Frederick Douglass' "Narrative". Agenda: 1. ACT p. 270/271: Corrections 2. Review Realist concepts 3. Begin reading "The Narrative of the Life of Frederick Douglass" -Annotate for word choice and for author's purpose for writing HW: Finish reading/annotating "Narrative"
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Thursday 3/5Lesson Objective:
Students will understand the purpose of a rhetorical precis, and will write a rhetorical precis summarizing and analyzing rhetorical strategies used in Frederick Douglass' "Narrative". Agenda: 1. ACT p. 270/271: Rationales 2. What is a rhetorical precis? 3. Begin writing sentences 1 and 2
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Friday 3/6Lesson Objective:
Students will understand the purpose of a rhetorical precis, and will write a rhetorical precis summarizing and analyzing rhetorical strategies used in Frederick Douglass' "Narrative". Agenda: 1. ACT 270/271: Book rationales 2. Check sentence 1 & 2 3. Begin writing sentences 3 &4 4. Rhetorical precis DUE at end of period http://parcc.pearson.com/tutorial/ |
Week 8: February 24th-27th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What Dark Romanticism?
-How does an author use literary elements to convey an attitude about the world around him/her?
Tuesday 2/24Lesson Objective:
Students will participate in a philosophical debate focused on controversial topics presented by Jon Krakauer's Into the Wild. Agenda: 1. Philosophical Chairs rules/expectations 2. Debate Prep: 7 min. 3. Debate 1: American Hero 4. Debate 2: Magic Bus |
Wednesday 2/25Lesson Objective:
Students will complete a post-test about Romanticism, Transcendentalism and Into the Wild. Agenda: 1. ACT p. 268/269: Do it/corrections 3. Romanticism Post-Test 1 ("Wanderer Above the Sea Fog") |
Thursday 2/26Lesson Objective:
Students will be introduced to "Dark Romanticism" and will analyze Dark Romantic characteristics by reading Edgar Allen Poe's "The Cask of Amontillado". Agenda: 1. ACT p. 268/269: Rationales 2. Dark Romantic Notes 3. Begin reading "The Cask of Amontillado" Response: How does Poe use literary elements to convey an attitude about the world around him?
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Friday 2/27Lesson Objective:
Students will complete a post-test about Romanticism and Dark Romanticism. Agenda: 1. ACT p. 268/269: Book Rationales 2. Finish reading/discussing "The Cask of Amontillado" 3. Response: How does Poe use literary elements to convey an attitude about the world around him? 4. Romanticism Post-Test 2 (multiple choice) |
Week 7: February 17th-20th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-What is Transcendentalism?
-How can the natural world provide answers to human questions?
-Why are some people more inclined to take risks?
-What does it mean to live "deliberately"? How can we take steps to live deliberately?
-How do the relationships we have with others shape who we are?
-How do you know what is true and what is not?
Tuesday 2/17Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 267: Do it 2. Objective vs. Subjective 3. Summarize ITW 14/15 4. What is hubris? 5. Begin reading ITW 16 (chapter then epigraph) Questions to Ponder: -How can hubris be applied to McCandless' actions in this chapter? |
Wednesday 2/18Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 267: Corrections 2. Discuss ITW 16 3. Begin reading ITW 17 Questions to Ponder: -How is McCandless' story ironic considering information gained through ITW 17? HW: ITW 17 + observations/questions for discussion |
Thursday 2/19Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 276: Rationales 2. Discuss ITW 17 3. Begin reading ITW 18 Questions to Ponder: -How do you now what is true and what is not? -How can the natural world provide answers to human questions? HW: ITW 18 + observations/questions for discussion
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Friday 2/20Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT 276: Book Rationales 2. Discuss ITW 18 3. Read Epilogue 4. Read "Magic Bus" article 5. Prepare for Philosophical Chairs Debate (Tuesday) Debate Questions: -Did Christopher McCandless go to Alaska to die? -Should Christopher McCandless be revered as an American hero? -Should the "Magic Bus" near Healy, Alaska be removed from its original location?
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Week 6: February 10th-13th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-What is Transcendentalism?
-How can the natural world provide answers to human questions?
-Why are some people more inclined to take risks?
-What does it mean to live "deliberately"? How can we take steps to live deliberately?
-How do the relationships we have with others shape who we are?
-How do you know what is true and what is not?
Tuesday 2/10Lesson Objective:
Students will participate in a Socratic Seminar discussion analyzing essential questions about Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 266: Do it 2. Socratic Seminar #2: ITW 7 & 8 |
Wednesday 2/11Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 266: Corrections 2. Begin reading ITW 9 (chapter then epigraphs) 3. Question to Ponder: Why are some people more inclined to take risks? HW: ITW 10 (chapter then epigraphs) |
Thursday 2/12Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 266: Rationales 2. Discuss ITW 9-10 3. Begin reading ITW 11 (chapter then epigraphs) 4. Question to Ponder: -How do the relationships we have with others shape who we are? -How can you tell if someone is telling the truth? -Is Billie? -Is Walt? -Is Krakauer? HW: ITW 12 (chapter then epigraphs)
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Friday 2/13Lesson Objective:
Students will generate observations and questions pertaining to essential questions as they read and analyze Jon Krakauer's Into the Wild. Agenda: 1. ACT p. 266: Book Rationales 2. Discuss ITW 11-12 3. Begin reading ITW 13 (chapter then epigraphs) 4. Question to Ponder -How do the relationships we have with others shape who we are? -How can you tell if someone is telling the truth? -Why are some people more inclined to take risks? HW: NONE |
Week 5: February 3rd-6th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-What is Transcendentalism?
-How can the natural world provide answers to human questions?
-Why are some people more inclined to take risks?
-What does it mean to live "deliberately"? How can we take steps to live deliberately?
-How do the relationships we have with others shape who we are?
-How do you know what is true and what is not?
Tuesday 2/3Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 265: Do it 2. Socratic Seminar: ITW 5 3. Begin reading ITW 6 HW: ITW 6 |
Wednesday 2/4Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 265: Corrections 2. Discuss ITW 6 3. Begin reading ITW 7 HW: ITW 7 |
Thursday 2/5Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 265: Rationales 2. Discuss ITW 7 3. Begin reading ITW 8 HW: ITW 8 |
Friday 2/6Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 265: Book rationales 2. Discuss ITW 8 3. Begin reading ITW 9-10 HW: HW 9-10 |
Week 4: January 27th-30th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-What is Transcendentalism?
-How can the natural world provide answers to human questions?
-Why are some people more inclined to take risks?
-What does it mean to live "deliberately"? How can we take steps to live deliberately?
-How do the relationships we have with others shape who we are?
-How do you know what is true and what is not?
Tuesday 1/27Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 263: Do it/corrections 2. Discuss ITW 1 3. Begin reading ITW 2 aloud HW: ITW 2-3 + discussion questions/observations |
Wednesday 1/28Lesson Objective:
Students will understand the concept of a "Byronic Hero" and generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 264: Do it 2. Intro to the Byronic Hero 3. Discuss ITW 2-3 4. Begin reading ITW 4 HW: ITW 4 + discussion questions/observations |
Thursday 1/29Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 264: Corrections 2. Discuss ITW 4 NO HW! Get caught up on reading (through 4)! |
Friday 1/30Lesson Objective:
Students will generate questions or observations about Romantic and Transcendentalist concepts to participate in discussion about Jon Krakauer's novel Into the Wild. Agenda: 1. ACT p. 264: Rationales 2. Make-up discussion Choose ONE and write a one-page reflection WITH examples from ITW or your own life. 1. How can the natural world provided answers to human questions? 2. Is it possible to cut yourself off from "civilization"in this day and age? |
Week 3: January 20th-23rd
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-How is Romantic literature different from Revolutionary literature?
-What are the "Five I's" and how can I apply them to art, poetry, and literature of the era?
Tuesday 1/20Lesson Objective:
Students will summarize and analyze literary elements within poetry of the Romantic era by participating in a jigsaw presentation. Agenda: 1. Romantic Poetry Jigsaw Presentations (all class) |
Wednesday 1/21Lesson Objective:
Students will define the term "self-reliance" and "transcendentalism" and complete an outline (summary/analysis) of an excerpt of Ralph Waldo Emerson's essay "Self-Reliance". Agenda: 1. What is "transcendentalism"? 2. What does it mean to be "self-reliant"? 3. Begin reading/outlining Emerson's "Self-Reliance" HW: Finish outlining "Self-Reliance"
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Thursday 1/22Lesson Objective:
Students will define the term "civil disobedience", reflect on their own opinions about the role of government, and discuss examples of civil disobedience throughout history. Agenda: 1. Discuss "Self-Reliance" 2. Writing prompt: "Government is best that governs least." Defend or refute this statement with examples from your experience. 3. "Civil Disobedience" slideshow |
Friday 1/23Lesson Objective:
Students will be introduced to Chris McCandless, the subject of Jon Krakauer's novel Into the Wild, and generate questions or observations to participate in discussion. Agenda: 1. Chris McCandless intro (Keynote) 2. Begin reading Into the Wild 1 aloud HW: ITW 1 |
Week 2: January 12th-16th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-How is Romantic literature different from Revolutionary literature?
-What are the "Five I's" and how can I apply them to art, poetry, and literature of the era?
Tuesday 1/13Lesson Objective:
Students will take a full-length practice ACT reading test. Agenda: 1. ACT Reading Test (all class) |
Wednesday 1/14Lesson Objective:
Students will activate prior knowledge about the Romantic time period by taking a pre-test. Agenda: 1. Romanticism Pre-Test The image displayed was painted during the Romantic era. How does the image ("Wanderer Above the Sea Fog") represent Romantic ideals? Use examples from the painting and concepts learned from the unit to support your claim. 2. Romanticism Notes (Keynote presentation) |
Thursday 1/15Lesson Objective:
Students will summarize and analyze literary elements within poetry of the Romantic era by participating in a jigsaw presentation. Agenda: 1. Finish Romantic notes (if needed) 2. Intro to Romantic Poetry Jigsaw Assignment 3. Author research: 5 facts by end of class period HW: Read, summarize poem BEFORE class
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Friday 1/16Lesson Objective:
Students will summarize and analyze literary elements within poetry of the Romantic era by participating in a jigsaw presentation. Agenda: 1. Expert Groups -read poem aloud AT LEAST twice -share summaries--are you on the right track? -share author info--do you have the right information? -Look for evidence of 5 Is and other literary elements that will help you determine meaning HW: Prepare for jigsaw presentations on Tuesday, 1/19 |
Week 1: January 6th-9th
Standards Addressed:
CCSS.ELA-LITERACY.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.11-12.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-LITERACY.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
Unit Objectives:
Students will...
-Cite textual evidence to support claims and analysis.
-Determine multiple themes within a text and analyze how theme is developed.
-Analyze choices of the author.
Essential Questions:
-What is Romanticism?
-How is Romantic literature different from Revolutionary literature?
-What are the "Five I's" and how can I apply them to art, poetry, and literature of the era?
Tuesday 1/6Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom. Agenda: 1. Welcome! 2. Seating chart 3. Syllabus 4. Google Drive
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Wednesday 1/7Lesson Objective:
Students will reflect on their beginning of the year practice PARCC exam and compare it with the mid-year practice PARCC exam. Agenda: 1. Discuss beginning-of-year essays 2. Discuss narrative and research rubric 3. Discuss narrative and research prompt 4. Reflection |
Thursday 1/8Lesson Objective:
Students will demonstrate knowledge gained by completing a mid-year practice PARCC exam. Agenda: 1. PARCC essay (theme) |
Friday 1/9Lesson Objective:
Students will demonstrate knowledge gained by completing a mid-year practice PARCC exam. Agenda: 1. PARCC essay (synthesis) |