Week 18: May 17-20
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze media?
Tuesday 5/17Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Storyboard DUE |
Wednesday 5/18Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Filming/editing |
Thursday 5/19Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Filming/editing |
Friday 5/20Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Filming/editing |
Week 17: May 10-13
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze media?
Tuesday 5/10Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Juxtaposition charts 7/8 2. Gatsby 9/packet |
Wednesday 5/11Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby Film Day 4 |
Thursday 5/12Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Juxtaposition project assignment sheet/expectations 2. Group assignments 3. Topic assignments |
Friday 5/13Lesson Objective:
Students will apply juxtaposition to convey author purpose by creating an iMovie analyzing theme. Agenda: 1. Song assignment |
Week 16: May 3-6
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze a video?
Tuesday 5/3Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 7 |
Wednesday 5/4Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 7 |
Thursday 5/5Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 8 |
Friday 5/6Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby Film day 3 |
Week 16: April 26-29
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze a video?
Tuesday 4/26Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 4 |
Wednesday 4/27Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 5 |
Thursday 4/28Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby 6 |
Friday 4/29Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Gatsby film day 2 2. Sticky notes |
Week 15: April 19-22
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze a video?
Tuesday 4/19
|
Wednesday 4/20Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Discuss Gatsby 2 2. Juxtaposition chart 3. Begin Gatsby 3 |
Thursday 4/21Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Finish Gatsby 3 2. Finish Gatsby 3 study guide |
Friday 4/22Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Discuss Gatsby 3 2. Juxtaposition chart 3. Movie 1: sticky notes |
Week 14: April 12-15
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze a video?
Tuesday 4/12Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. ACT: Rationales (from last week) 2. Finish Gatsby 1 3. Finish Gatsby 1 study guide 4. Juxtaposition chart |
Wednesday 4/13Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Discuss Gatsby 1 2. Begin Gatsby 2 3. Gatsby 2 study guide |
Thursday 4/14Lesson Objective:
Students will take a full-length ACT reading test. Agenda: 1. ACT Reading Test 2 (all class) |
Friday 4/15Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Finish Gatsby 2 2. Finish Gatsby 2 study guide 3. Juxtaposition chart |
Week 13: April 5-8
Unit 9: Juxtaposition and The Great Gatsby
Standards:
11.3.2
11.2.2
Objectives:
Students will...
-Analyze a text for author's purpose (juxtaposition).
-Analyze a video for author's purpose (juxtaposition).
-Create a video production to convey a message using juxtaposition.
Essential Questions:
-What is juxtaposition?
-How does an author use juxtaposition to convey a message?
-How does an audience analyze a video?
Tuesday 4/5Lesson Objective:
Students will take a pre-test to assess their prior knowledge. Agenda: 1. Radiohead pre-test |
Wednesday 4/6Lesson Objective:
Students will review data from pre-test and analyze a video (from pre-test). Agenda: 1. Discuss Radiohead pre-test |
Thursday 4/7Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Into to Gatsby Study Guide 2. Begin reading Gatsby Chp. 1 |
Friday 4/8Lesson Objective:
Students will analyze juxtaposition and author's purpose while reading The Great Gatsby by F. Scott Fitzgerald. Agenda: 1. Finish reading Gatsby Chp. 1 2. Begin reading Gatsby Chp. 2 HW: Finish Gatsby 2 and study guide |
Spring Break
March 28-April 4
Week 12: March 22-25
Unit 8: Harlem Renaissance
Standards:
11.2.2
Objectives:
Students will...
-Analyze poetry using the TPCASTT analysis strategy.
Essential Questions:
-What is double-consciousness?
-How is the concept of double-consciousness applied to poetry of the Harlem Renaissance?
Tuesday 3/22Lesson Objective:
Students will be introduced to the concept of "double-consciousness" and the artistic and literary movement of the Harlem Renaissance. Agenda: 1. ACT: Do it 2. Harlem Renaissance intro, define "double-consciousness" 3. Review TPCASTT poetry analysis |
Wednesday 3/23SNOW DAY
|
Thursday 3/24Lesson Objective:
Students will apply the TPCASTT poetry analysis strategy and discuss the applicability of "double-consciousness". Agenda: 1. Review "double-consciousness" 2. Read "We Wear the Mask" by Paul Laurence Dunbar 3. Complete TPCASTT |
Friday 3/25ASSEMBLY SCHEDULE
Lesson Objective: Students will apply the TPCASTT poetry analysis strategy and discuss the applicability of "double-consciousness". Agenda: 1. Finish TPCASTT 2. Wrap up ACT prep (corrections/rationales) |
Week 11: March 8-11
Unit 7: American Realism
Standards:
11.2.2
Objectives:
Students will...
-determine pertinent information about a speaker, including tone.
-discuss author's message in a nonfiction text.
-Analyze the significance of occasion and audience in an author's text.
Essential Questions:
-Is an author objective?
-How does an author convey a message?
Tuesday 3/15Lesson Objective:
Students will analyze an author's tone, occasion for writing, and intended audience to determine the purpose and message of the text by reading excerpts from Lincoln's speeches. Agenda: 1. ACT: Do it 2. Lincoln's "Gettysburg Address" and "Emancipation Proclamation" 3. SOAPStone for EACH text (2 total) |
Wednesday 3/16Lesson Objective:
Students will complete a post-test to demonstrate knowledge about determining an author's message. Agenda: 1. Pick ONE of your Realist texts (Douglass, Jacobs, Chesnutt, Lincoln (2)) and answer the following prompt: Discuss 2 messages to the reader. -claim -2 examples -how examples prove claim (analysis) |
Thursday 3/17Lesson Objective:
Students will complete a post-test to demonstrate knowledge about determining an author's message. Agenda: 1. Type response (from yesterday) 2. Submit to Illuminate |
Friday 3/18SUB
|
Week 10: March 8-11
Unit 7: American Realism
Standards:
11.2.2
Objectives:
Students will...
-determine pertinent information about a speaker, including tone.
-discuss author's message in a nonfiction text.
-Analyze the significance of occasion and audience in an author's text.
Essential Questions:
-Is an author objective?
-How does an author convey a message?
Tuesday 3/8Lesson Objective:
Students will understand the historical context surrounding the Realism literary movement in America. Agenda: 1. ACT p. : Do it 2. Finish #Rupphacks 3. Intro to Realism |
Wednesday 3/9Lesson Objective:
Students will analyze an author's tone, occasion for writing, and intended audience to determine the purpose and message of the text by reading excerpts from a slave narrative. Agenda: 1. ACT p. : Partners 2. Review characteristics of Realism 3. "Narrative" by Frederick Douglass 4. SOAPStone |
Thursday 3/10Lesson Objective:
Students will analyze an author's tone, occasion for writing, and intended audience to determine the purpose and message of the text by reading excerpts from a slave narrative. Agenda: 1. ACT p. : Corrections 2. "Incidents in the Life of a Slave Girl" by Harriet Jacobs 3. SOAPStone |
Friday 3/11Lesson Objective:
Students will analyze an author's tone, occasion for writing, and intended audience to determine the purpose and message of the text by reading excerpts from a diary of a slave owner. Agenda: 1. ACT p. : Rationales 2. "Diary from Dixie" 3. SOAPStone |
Week 9: March 1-4
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 3/1Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. Presentations |
Wednesday 3/2Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. Make-up presentations 2. ACT rationales (from last week) |
Thursday 3/3Lesson Objective:
Students will demonstrate knowledge gained by taking a post-test. Agenda: 1. ITW Post-Test (Illuminate) |
Friday 3/4Lesson Objective:
Students will understand strategies with which to take the ACT English and Reading tests. Agenda: 1. #RuppHacks Keynote presentation |
Week 8: February 23-26
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 2/23Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT p.268: Do it 2. Music/image search -1:00 in length (0:50-1:10) |
Wednesday 2/24Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT p.268: Partners 2. iMovie production |
Thursday 2/25Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT p.268: Corrections 2. Visual argument work day |
Friday 2/26Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT p.268: Rationales 2. Presentations |
Week 7: February 16-19
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 2/16Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT rationales (from last week) 2. ACT p. : Do it 3. Intro to visual argument (UP montage, discussion of rubric) |
Wednesday 2/17Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT: Do it 2. Inquiry Question comittment |
Thursday 2/18Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT: Corrections 2. Source research |
Friday 2/19Lesson Objective:
Students will construct a visual argument presentation using a self-generated inquiry question, images, and music. Agenda: 1. ACT: Rationales 2. Commit to one additional source for visual argument project |
Week 6: February 9-12
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 2/9Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Read/discuss ITW 16 |
Wednesday 2/10Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Read/discuss ITW 17 |
Thursday 2/11Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ITW 18/Epilogue |
Friday 2/12Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ITW Socratic Seminar (12-epilogue) |
Week 5: February 2-5
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 2/2Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p. : Do it 2. "Box" quote (LAM) 3. Last American Man and Wild excerpts (read and discuss) |
Wednesday 2/3Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p. : Partners 2. Discuss excerpts (if needed) 3. ITW 12/13 HW: ITW 13 |
Thursday 2/4Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p. : Corrections 2. Discuss ITW 12/13 3. Begin reading ITW 14/15 HW: ITW 15 |
Friday 2/5Lesson Objective:
Students will evaluate author credibility and analyze structure of a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p. : Rationales 2. Discuss ITW 14/15 3. Begin reading ITW 16/17 HW: ITW 17 |
Week 4: January 26-29
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 1/26Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p.271: Do it 2. ITW 10/11 HW: Prepare for discussion |
Wednesday 1/27Lesson Objective:
Students will prepare for and participate in a student-led Socratic seminar by discussing Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p.271: Partners 2. Socratic Seminar #3 |
Thursday 1/28Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p.271: Corrections 2. Last American Man and Wild excerpts (Google Classroom) |
Friday 1/29Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p.271: Rationales |
Week 3: January 19-22
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 1/19Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Socratic Seminar #2 (ITW 4-6) 2. Seminar Recap 3. ITW Pre-Test 4. Seminar conferences |
Wednesday 1/20Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. ACT p.270: Do it 2. Read/discuss ITW 7 |
Thursday 1/21Lesson Objective:
Students will evaluate author credibility and analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1.ACT p.270: Corrections 2. Read/discuss ITW 8 |
Friday 1/22Lesson Objective:
Students will prepare for and participate in a student-led Socratic seminar by discussing Jon Krakauer's novel, Into the Wild. Agenda: 1.ACT p.270: Rationales 2. Read/discuss ITW 9 + prepare for seminar (Tuesday) |
Week 2: January 12-15
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 1/12Lesson Objective:
Students will analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Socratic Seminar 1 recap 2. Socratic Seminar alternative assignment explanation 3. Begin reading/discussing ITW 4 HW: Finish ITW 4 |
Wednesday 1/13Lesson Objective:
Students will analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Discuss ITW 4 2. Begin reading/discussing ITW 5 HW: Finish ITW 5 |
Thursday 1/14Lesson Objective:
Students will analyze a text to generate discussion topics for student-led Socratic seminars by reading Jon Krakauer's novel, Into the Wild. Agenda: 1. Discuss ITW 5 2. Begin reading/discussing ITW 6 HW: Finish ITW 6 + prepare for discussion Pick 3 Combo: -question -comment -conclusion -prediction |
Friday 1/15Lesson Objective:
Students will prepare for and participate in a student-led Socratic seminar by discussing Jon Krakauer's novel, Into the Wild. Agenda: 1. Socratic Seminar #2 (ITW 4-6) |
Week 1: January 5-8
Unit 8: Transcendentalism and Into the Wild
Standards:
11. 2. Oral Expression and Listening
2. Validity of a message is determined by accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
11. 2. Reading for All Purposes
2. Ideas synthesized from informational texts serve a specific purpose
a. Use key ideas and details to: cite evidence, determine central ideas (2), analyze sequence,
designate a purpose for reading, make predictions
b. Use craft and structure to: determine the meaning of words and phrases, use text features
and graphical representations, analyze and evaluate the structure an author uses to create
an argument
Objectives:
Students will...
-analyze author bias.
-analyze authorial choices about structure.
-prepare for discussion.
-participate in student-led discussion
Essential Questions:
-How does an author use language to convey an opinion?
-How can a piece of "nonfiction" be subjective?
-Is Chris McCandless a modern American hero?
Tuesday 1/5Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom by reviewing the course syllabus. Agenda: 1. Welcome! 2. Course syllabus 3. Class contract HW: Class contract--due 1/8 |
Wednesday 1/6Lesson Objective:
Students will be introduced to the story of Chris McCandless and begin reading Jon Krakauer's novel Into the Wild. Agenda: 1. Chris McCandless intro 2. Download ITW PDF 3. Begin reading/discussing ITW 1 |
Thursday 1/7Lesson Objective:
Students will prepare for student-led discussions by generating questions, comments, predictions, connections and conclusions while reading and analyzing Jon Krakauer's Into the Wild. Agenda: 1. Read/discuss ITW 2 (aloud) 2. Read/analyze ITW 3 (independently) 3. Prepare for discussion 3 comments of any combination of the following: -comment -question -connection -prediction -conclusion PLUS -1 sentence statement connecting the text at the beginning of the chapter to the content of the chapter |
Friday 1/8Lesson Objective:
Students will understand expectations of Socratic Seminar by participating in a guided student-led discussion about Chp. 1-3 of Jon Krakauer's Into the Wild. Agenda: 1. Socratic Seminar intro (using the program) 2. Socratic Seminar expectations 3. Socratic Seminar practice (whole group) |