Week 18: December 13-16
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 12/13Lesson Objective:
Agenda: |
Wednesday 12/14Lesson Objective:
Students will write retrospective letters about their final essay and discuss feedback. Agenda: 1. Final essay conferences/retrospective letters 2. Finals Answers--Illuminate 3. Begin writing rationales HW: Finals rationales |
Thursday 12/15Lesson Objective:
Students will demonstrate close-reading strategies by reading Saki's short story "The Interlopers" for character, plot, and theme. Agenda: 1. "The Interlopers" 2. Plot diagram 3. Finals rationales HW: Finals rationales |
Friday 12/16Lesson Objective:
Students will demonstrate knoweldge gained by taking a post-test. Agenda: 1."The Interlopers" post-test 2. Finish rationales--DUE |
Week 17: December 6 - 9
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 12/6Lesson Objective:
Students will create a website constructed to entertain a specific audience with a specific purpose using text, graphics, organization and images. Agenda: 1. Technical troubleshooting 2. Website DUE |
Wednesday 12/7Lesson Objective:
Students will prepare for their final by reading Saki's "The Interlopers" and preparing PARCC-style analysis questions. Agenda: 1. Read "The Interlopers" 2. Test question creation 1 question about Ulrich's characterization 1 question about the context of a vocabulary word 1 question about central theme of the short story |
Thursday 12/8Lesson Objective:
Students will demonstrate mastery of skill by writing an AP timed essay. Agenda: 1. AP Timed Write (argumentative) |
Friday 12/9Lesson Objective:
Students will demonstrate mastery of skills by taking a final exam. Agenda: 1. Final exam (all class) |
Week 16: November 29 - December 2
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 11/29Lesson Objective:
Students will understand expectations and norms surrounding website construction (IRP culminating project). Agenda: 1. Dystopian Novel Study Website rubric 2. Website sign up (Weebly) 3. Brief tutorial of elements |
Wednesday 11/30Lesson Objective:
Students will create a website constructed to entertain a specific audience with a specific purpose using text, graphics, organization and images. Agenda: 1. Website construction -choose theme -identify audience/details appropriate to audience -set up navigation tabs |
Thursday 12/1Lesson Objective:
Students will create a website constructed to entertain a specific audience with a specific purpose using text, graphics, organization and images. Agenda: 1. Website construction -organize content (avoid blocks of text) -layering pictures/links -choosing thematically appropriate banners for each page |
Friday 12/2Lesson Objective:
Students will create a website constructed to entertain a specific audience with a specific purpose using text, graphics, organization and images. Agenda: -polish functions -proofread -extras (hyperlinks, trailers, extra information -revise homepage |
Thanksgiving Break
November 19-28
Week 15: November 15-18
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 11/15Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Book Club #3 HW: Anthem Prompt #4 |
Wednesday 11/16Lesson Objective:
Students will demonstrate knowledge gained by taking a unit post-test. Agenda: 1. Literary Analysis Multiple Choice 2. IRP reading time HW: Anthem Prompt #4 |
Thursday 11/17Lesson Objective:
Students will demonstrate knowledge gained by completing a literary analysis writing task. Agenda: 1. Anthem Prompt DUE Literary Analysis Task (writing--all class) HW: IRP Prompt #4 |
Friday 11/18Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP Prompt #4 DUE 2. Book Club #4 |
Week 14: November 8-11
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 11/8Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Anthem Chp. 9 & 10 2. IRP reading time |
Wednesday 11/9Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Anthem Chp. 11-12 2. IRP reading time 3. Anthem prompt: technology Hw: Anthem prompt |
Thursday 11/10Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP reading day 2. Work on IRP prompt |
Friday 11/11Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP Book Check #3 |
Week 13: November 1-4
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 11/1Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Discuss student samples 2. Book Clubs |
Wednesday 11/2Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Anthem Chp. 5/6 and 7/8 2. Anthem prompt: social class |
Thursday 11/3Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP reading day |
Friday 11/4Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP Book Check #2 2. Book Club #2 3. IRP Prompt #2 |
Week 12: October 24-28
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 10/25Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Download Anthem by Ayn Rand (Google Classroom) 2. IRP Dystopian Study 3. Begin close-reading Anthem Chp. 1 |
Wednesday 10/26Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Argumentative: feedback/Prompt analysis 2. Finish reading Chp. 1 3. Begin Anthem Chp. 2 |
Thursday 10/27Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. Argumentative: Student Samples 2. Anthem Chp. 3 |
Friday 10/28Lesson Objective:
Students will analyze patterns in dystopian literature to determine an author's critique of our current society. Agenda: 1. IRP Book Check #1 2. Set up Weebly 3. Begin Anthem response (Chp 1-3) HW: Write response to IRP using the same prompt |
Week 11: October 18-21
Unit 3: Dystopian Novel Study (Anthem/Argumentative Essay)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (argumentative essay)
-understand critical literary lenses and apply them to reading
Essential Questions:
-How do I effectively address an argumentative prompt?
-How do I organize my writing effectively for a specific purpose?
Tuesday 10/18Lesson Objective:
Students will be introduced to the concept of allegory by reading and discussing Plato's "Allegory of the Cave". Agenda: 1. What is an allegory? 2. Who is Plato? 3. "Allegory of the Cave" lecture |
Wednesday 10/19Lesson Objective:
Students will read their independent novels. Agenda: 1. Independent reading day |
Thursday 10/20Lesson Objective:
Students will activate prior knowledge by taking a pre-test (Illuminate). Agenda: 1. Literary Analysis Pre-Test (Illuminate/PARCC prep) |
Friday 10/21Lesson Objective:
Students will activate prior knowledge by taking a pre-test (AP Argumentative Essay). Agenda: 1. 2006 Form B AP Lang argumentative task (reading) |
Week 10: October 11-14
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Tuesday 10/11Lesson Objective:
Students will be introduced to short story writing conventions while following strict parameters by writing a 400-word short story. Agenda: 1. (1-100) exposition, inciting incident |
Wednesday 10/12Lesson Objective:
Students will be introduced to short story writing conventions while following strict parameters by writing a 400-word short story. Agenda: 1. (101-200) rising action |
Thursday 10/13Lesson Objective:
Students will be introduced to short story writing conventions while following strict parameters by writing a 400-word short story. Agenda: 1. (201-300) climax |
Friday 10/14Lesson Objective:
Students will be introduced to short story writing conventions while following strict parameters by writing a 400-word short story. Agenda: 1. (301-400) falling action, resolution 2. 400-word short story DUE to Google Classroom at the end of class! |
Week 9: October 4-7
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Tuesday 10/4Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic. Agenda: 1. Napoleon Dynamite 2. Heroic journey analysis chart |
Wednesday 10/5Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic. Agenda: 1. Napoleon Dynamite 2. Heroic journey analysis chart |
Thursday 10/6Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic by writing an 11-sentence essay. Agenda: 1. 11-sentence essay how-to 2. 11-sentences essay on The Odyssey |
Friday 10/7Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic by writing an 11-sentence essay. Agenda: 1. 11-sentence essay on Napoleon Dynamite |
Week 8: September 27-30
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Tuesday 9/27Lesson Objective:
Students will apply prompt analysis and reading comprehension skills to perform a PARCC narrative task. Agenda: 1. PARCC Narrative Task (all class) |
Wednesday 9/28Lesson Objective:
Students will be introduced to the concept of archetypes and the hero's journey cycle. Agenda: 1. What are archetypes? 2. Archetypes cheat sheet 3. Retell a story using archetypes |
Thursday 9/29Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic. Agenda: 1. Napoleon Dynamite 2. Heroic journey analysis chart |
Friday 9/30Lesson Objective:
Students will analyze the hero's journey as applied to a modern heroic epic. Agenda: 1. Napoleon Dynamite 2. Heroic journey analysis chart |
Week 7: September 19-23
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Monday 9/19PATRIOTIC DAY
Lesson Objective: Students will reflect on post-test data and be introduced to the structure of short stories and plot development. Agenda: 1. Discuss pre-test data (Bleak House MC) 2. Begin reading "The Censors" by Louisa Valenzuela 3. Plot diagram/characterization |
Tuesday 9/20TACKY TOURIST
Lesson Objective: Students will reflect on post-test data and be introduced to the structure of short stories and plot development. Agenda: 1. Finish "The Censors" -plot diagram -SOAPStone -discussion HW: Read "The Story of an Hour" independently, complete SOAPStone, plot diagram |
Wednesday 9/21COLOR WAR: ORANGE
Lesson Objective: Students will reflect on post-test data and be introduced to the structure of short stories and plot development. Agenda: 1. Discuss "The Story of an Hour" 2. Begin "The Open Window" (independently) HW: Finish "The Open Window", complete SOAPStone, plot diagram |
Thursday 9/22DISNEY DAY
Lesson Objective: Students will utilize knowledge gained by taking a post-test. Agenda: 1. Bleak House MC Post-Test |
Friday 9/23SPIRIT DAY
HOMECOMING ACTIVITIES |
Week 6: September 12-16
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Monday 9/12Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Read Book 22-23 in partners 2. Answer prompt |
Tuesday 9/13Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. The Odyssey Part 2 discussion |
Wednesday 9/14FRESHMEN SEMINAR
|
Thursday 9/15Lesson Objective:
Students will demonstrate prior knowledge by taking a PARCC-style test. Agenda: 1. Bleak House MC pre-test and The Odyssey Post-Test |
Friday 9/16 |
Week 5: September 6-9
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Monday 9/5
|
Tuesday 9/6Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Discussion of The Odyssey Books 1-9 |
Wednesday 9/7Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading Books 10-13 2. Prompt (Google Classroom) HW: Finish 10-13 and prompt |
Thursday 9/8Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading Books 14-17 2. Prompt (Google Classroom) HW: Finish 14-17 and prompt |
Friday 9/9Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading Books 18-20 2. Prompt (Google Classroom) 3. Prepare for discussion on Monday HW: Finish 18-20 and prompt Prepare for discussion |
Week 4: August 29-September 2
Unit 2: The Odyssey (feminism)
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-What is literary criticism?
-How does a character's gender affect his/her motives and behaviors within a story?
Monday 8/29Lesson Objective:
Students will be able to analyze and discuss Ancient Greek sculptures to determine cultural values (gender). Agenda: 1. What is "culture"? 2. Ancient Greek sculpture lecture (Google Classroom) |
Tuesday 8/30Lesson Objective:
Students will be introduced to literary criticism, be able to define feminism, and apply literary criticism to Homer's epic poem The Odyssey. Agenda: 1. Introduction to literary criticism 2. Introduction to feminism 3. Begin reading Book 1 |
Wednesday 8/31Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading The Odyssey (Books 1-3) 2. Analysis prompt (Google Classroom) HW: Finish 1-3/prompt |
Thursday 9/1Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading The Odyssey (Books 4-6) 2. Analysis prompt: Google Classroom HW: Finish 4-6/prompt |
Friday 9/2Lesson Objective:
Students will analyze characterization in Homer's epic poem, The Odyssey by applying feminist literary criticism. Agenda: 1. Begin reading The Odyssey (Books 7-9) 2. Analysis prompt: Google Classroom HW: Finish 7-9/prompt Prepare for discussion on Tuesday! |
Week 3: August 22-26
Unit 1: Intro to the SynQ
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-How do I create an original claim for a specific task or prompt?
-How do I determine appropriate evidence to support my claim?
Monday 8/22Lesson Objective:
Students will discuss student exemplars using evidence from the essays and the rubric. Agenda: 1. Exemplar essay discussion 2. Prepare for SynQ rewrite (atomic bomb) |
Tuesday 8/23Lesson Objective:
Students will utilize knowledge gained by re-writing a PARCC synthesis task (atomic bomb)--growth. Agenda: 1. PARCC SynQ (all class) |
Wednesday 8/24Lesson Objective:
Students will analyze sources to answer Icarus prompt (SynQ). Agenda: 1. Icarus prompt analysis 2. Intro to SOAPStone and TPCASTT 3. Begin reading sources |
Thursday 8/25Lesson Objective:
Students will utilize knowledge gained by writing a synthesis essay (Icarus)--performance. Agenda: 1. Icarus SynQ (all class) |
Friday 8/26Lesson Objective:
Students will reflect on their post test by writing retrospective letters and discussion. Agenda: 1. PARCC SynQ feedback and conferences |
Week 2: August 15-19
Unit 1: Intro to the SynQ
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-How do I create an original claim for a specific task or prompt?
-How do I determine appropriate evidence to support my claim?
Monday 8/15Lesson Objective:
Students will demonstrate prior knowledge by taking a pre-test (PARCC atomic bomb SynQ). Agenda: 1. PARCC SynQ essay (45 minutes) |
Tuesday 8/16Lesson Objective:
Students will take an SRI test. Agenda: 1. SRI Test (all class) |
Wednesday 8/17Lesson Objective:
Students will be introduced to the structure of an AP-style SynQ (penny prompt), analyze the prompt, and determine the main argument for each source. Agenda: 1. Penny prompt analysis 2. Begin reading sources to determine author's claim in each source HW: finish reading sources (+/- system) |
Thursday 8/18Lesson Objective:
Students will understand how to structure an outline and write an original claim to respond to the penny prompt. Agenda: 1. Outline format how-to (Google Classroom) 2. Claim approval 3. Outline work HW: finish outline |
Friday 8/19Lesson Objective:
Students will understand the AP SynQ rubric in order to determine grades for student samples (penny prompt). Agenda: 1. SynQ rubric 2. Student exemplars 3. Assign grades for exemplars 4. Write a 1-paragraph rationale explaining grading criteria using examples from essay HW: Finish reading each essay, assign a grade, write a BRIEF explanation (rationale) for awarding the grade--come prepared to discuss! |
Week 1: August 8-12
Unit 1: Intro to the SynQ
Standards Addressed:
Unit Objectives:
Students will...
-analyze a prompt using a specific procedure
-analyze student samples to determine grading criteria
-read critically to perform a specific writing task (synthesis essay)
-understand critical literary lenses and apply them to reading
-understand values of a culture and examine how values evolve over time
Essential Questions:
-What is "culture"?
-How does an author use stories to discuss the values and expectations of a specific culture?
-How do I create an original claim for a specific task or prompt?
-How do I determine appropriate evidence to support my claim?
Monday 8/8Lesson Objective:
Students will understand the expectations of Ms. Mueller's classroom. Agenda: 1. Welcome! 2. Seating chart 3. Game |
Tuesday 8/9Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom. Agenda: 1. Syllabus 2. Classroom tour |
Wednesday 8/10Lesson Objective:
Students will understand basic terminology and expectations of the AP Language and Composition exam. Agenda: 1. AP Lang run-down (Google Classroom) 2. Cornell notes |
Thursday 8/11Lesson Objective:
Students will be introduced to prompt analysis procedures and apply them to AP and PARCC-style prompts. Agenda: 1. Text, Task, Language (notes) 2. "Icarus" prompt 3. 2016 AP Lang prompt (monolingualism/disadvantage) 4. PARCC practice prompt 11th grade (John/Abigail Adams) |
Friday 8/12Lesson Objective:
Students will prepare for a PARCC-style synthesis essay by annotating sources and applying a prompt analysis procedure. Agenda: 1. PARCC sample item (synthesis, atomic bomb) 2. Read/annotate text and analyze prompt individually HW:Finish reading atomic bomb texts (three total) to prepare for a timed-write on Monday |