Week 18: December 12-16
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 12/13Lesson Objective:
Students will clarify expectations on their independent reading projects. Agenda: 1. IRP work day |
Wednesday 12/14Lesson Objective:
Students will discuss feedback on their final essay and write a retrospective letter according to the AP rubric. Agenda: 1. Final essay feedback 2. Retrospective letter 3. SAT diagnostic (Kahn Academy) |
Thursday 12/15Lesson Objective:
Students will Agenda: |
Friday 12/16Lesson Objective:
Agenda: |
Week 17: December 6 - 9
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 12/6Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS film, Act 3 2. Act 3 discussion prep HW: Finish Act 3 responses for play and film |
Wednesday 12/7Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Act 3 discussion (online-Google Classroom) |
Thursday 12/8Lesson Objective:
Agenda: |
Friday 12/9Lesson Objective:
Students will demonstrate mastery of skills by writing a timed AP essay. Agenda: 1. AP Timed Write (adversity) |
Week 16: November 29-December 2
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 11/29Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Socratic Seminar Group 1 2. Feedback/Debrief |
Wednesday 11/30Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Socratic Seminar Group 2 2. Feedback/debrief |
Thursday 12/1Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. IRP reading day |
Friday 12/2Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 3 + prompt on Google Classroom |
Thanksgiving Break
November 19-28
Week 15: November 15-18
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 11/15Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS, Act 2, scene 3 HW: Act 2, scene 3 (finish) + ARITS Act 2 prompt (Google Classroom) |
Wednesday 11/16Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Film Day 2 2. Act 2 prompt (Google Classroom) HW: ARITS Film Act 2 prompt (Google Classroom) |
Thursday 11/17Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 2 film |
Friday 11/18Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 2 film 2. Act 2 responses to prepare for seminar |
Week 14: November 8-11
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 11/8Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Socratic Seminar: ARITS Act 1 |
Wednesday 11/9Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 2, scene 1 |
Thursday 11/10Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Assimilation research--document analysis on Google Classroom |
Friday 11/11Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 2, scene 2 (independent |
Week 13: November 1-4
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 11/1Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Argumentative timed write feedback 2. Prompt analysis 3. Student samples HW: Rationales for student samples |
Wednesday 11/2Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. Discuss student samples 2. ARITS Act 1, scene 2 HW: ARITS Act 1, scene 2 |
Thursday 11/3Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 1, scene 2 2. ARITS Act 1 response (Google Classroom) |
Friday 11/4Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Film Study (response on Google Classroom) HW: Finish Act 1 and prepare for discussion on Tuesday 11/8! |
Week 12: October 24-28
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 10/25Lesson Objective:
Students will activate prior knowledge by taking a pre-test (AP argumentative task). Agenda: 1. AP Timed Write: 2009 AP Lang (adversity) |
Wednesday 10/26Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 2. Download ARITS 3. Assign roles 4. Begin reading Act 1 |
Thursday 10/27Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 1, scene 1 |
Friday 10/28Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 1. ARITS Act 1, scene 1 |
Week 11: October 18-21
Unit 3: A Raisin in the Sun (argumentative essay)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-How does an author use characterization, dialogue and state direction to comment on societal issues?
Tuesday 10/18Lesson Objective:
Students will revisit the attainability of the American Dream through an online discussion. Agenda: 1. Google Classroom discussion--revisiting the American Dream |
Wednesday 10/19Lesson Objective:
Students will be able to define "privilege" as it applies to current social issues by completing and reflecting on a privilege activity. Agenda: 1. What is privilege? 2. Privilege Walk 3. Reflection (due Friday) |
Thursday 10/20Lesson Objective:
Students will activate prior knowledge by taking a pre-test (AP argumentative task). Agenda: 1. Privilege De-Brief (15 minutes) 2. AP Timed Write: 2009 AP Lang (adversity) |
Friday 10/21Lesson Objective:
Students examine how societal factors (money, race, gender) affect the attainability of the American Dream by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Agenda: 2. Download ARITS 3. Assign roles 4. Begin reading Act 1 |
Week 10: October 11-14
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
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. (0-100) 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 at end of class to Google Classroom! |
Week 9: October 4-7
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Tuesday 10/4SOPHOMORE SEMINAR
|
Wednesday 10/5Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Act 2 fishbowl discussion |
Thursday 10/6Lesson Objective:
Students will establish setting and characters within their fan fiction for IRP #3 to mimic author style. Agenda: 1. IRP work day 1 2. SRI testing |
Friday 10/7Lesson Objective:
Students will establish setting and characters within their fan fiction for IRP #3 to mimic author style. Agenda: 1. IRP Work day 2. IRP #3 DUE at end of classroom to Google Classroom |
Week 8: September 27-30
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Tuesday 9/27Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Act 2 scenes 2. Entry 2 3. SRI goals |
Wednesday 9/28Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Act 2 scenes 2. Entry 3 HW: Entry 3 |
Thursday 9/29Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Film Day 2 |
Friday 9/30Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Film Day 3? |
Week 7: September 19-23
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
-How does a character's socioeconomic affect access to "The American Dream"?
-How does a playwright use characterization, stage directions, and dialogue for a specific effect?
Monday 9/19Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Entry 4 DUE 2. Fishbowl discussion of DOAS Act 1 |
Tuesday 9/20Lesson Objective:
Students will establish setting and characters within their fan fiction for IRP #3. Agenda: 1. Finding Nemo clip https://www.youtube.com/watch?v=ndq9-vmD058 2. Remove Nemo--who's left? 3. Seven characters--3 identifying characteristics about each 4. Seven settings--3 identifying characteristics about each 5. Commit to a combination of character/setting for fan fiction |
Wednesday 9/21Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Act 2 scenes 2. Entry 1 HW: Entry 1 |
Thursday 9/22Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Act 2 scenes 2. Entry 2 HW: Entry 2 |
Friday 9/23HOMECOMING ACTIVITIES
|
Week 6: September 12-16
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
-How does a character's socioeconomic affect access to "The American Dream"?
-How does a playwright use characterization, stage directions, and dialogue for a specific effect?
Monday 9/12Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Entry 1 DUE 2. Begin reading scenes 3-7 HW: DOAS Entry 2 (11SE structure) |
Tuesday 9/13Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Entry 2 DUE 2. Begin reading scenes 7-12 3. Begin DOAS Entry 3 HW: Finish Entry 3 and prepare for discussion |
Wednesday 9/14Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Film Day 1 (Entry 4) HW: Finish entry 4 to prepare for discussion tomorrow |
Thursday 9/15Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. DOAS Film Day 2 (Entry 4) |
Friday 9/16 |
Week 5: September 6-9
Unit 2: Death of a Salesman (literary criticism)
Standards Addressed:
2.1.d, f
Unit Objectives:
Students will...
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
-write a highly-structure analytical paragraph (11-sentence essay)
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
-How does a character's socioeconomic affect access to "The American Dream"?
-How does a playwright use characterization, stage directions, and dialogue for a specific effect?
Monday 9/5
|
Tuesday 9/6Lesson Objective:
Students will have an online discussion to answer questions introducing the unit's essential questions. Agenda: 1. Google Classroom discussion |
Wednesday 9/7Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Recap American Dream discussion 2. Introduce literary criticism 3. Introduce Marxism 4. Begin reading DOAS HW: Finish DOAS p. 1557-1561 |
Thursday 9/8Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. Discuss DOAS (p. 1557-1561) 2. Begin DOAS p. 1561-1566) 3. Begin Entry 1 (Google Classroom) HW: Finish Entry 1 on Google Classroom |
Friday 9/9Lesson Objective:
Students will be introduced to critical literary lenses, define Marxism, and analyze dramatic techniques for effect by reading and discussing Arthur Miller's drama Death of a Salesman. Agenda: 1. 11-sentence essay how-to 2. Rewrite Entry 1 using 11SE structure |
Week 4: August 29-September 2
Unit 1: SynQ
Standards Addressed:
10.2.2.b
10.3.2.a
Unit Objectives:
Students will...
-create AP-style prompts using specific criteria
-determine appropriate evidence with which to develop a claim
-synthesize multiple sources to perform a specific task
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
Monday 8/29Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Writing the prompt 2. Trimming souces |
Tuesday 8/30Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Formatting 2. Final submission 3. IRP |
Wednesday 8/31Lesson Objective:
Students will understand author style by reading a mentor text, recognizing patterns, and applying analysis to IRP novel. Agenda: 1. What is "style?" 2. Anthem passage 3. Fan fiction passage 4. Identifying patterns |
Thursday 9/1Lesson Objective:
Students will understand author style by reading a mentor text, recognizing patterns, and applying analysis to IRP novel. Agenda: 1. IRP reading day |
Friday 9/2Lesson Objective:
Students will understand author style by reading a mentor text, recognizing patterns, and applying analysis to IRP novel. Agenda: 1. IRP reading day |
Week 3: August 22-26
Unit 1: SynQ
Standards Addressed:
10.2.2.b
10.3.2.a
Unit Objectives:
Students will...
-create AP-style prompts using specific criteria
-determine appropriate evidence with which to develop a claim
-synthesize multiple sources to perform a specific task
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
Monday 8/22Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Begin research for Source 1 2. Begin contextual information research for Source 1 HW: Finish Source 1 |
Tuesday 8/23Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Source 1/context DUE 2. Begin research/context for Source 2 HW: Finish source 2 |
Wednesday 8/24Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Source 2 DUE 2. Begin research/context for Source 3 and 4 HW: Finish source 3 and 4 |
Thursday 8/25Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Source 3 and 4 DUE 2. Begin research/context for Source 5 and 6 HW: Finish source 5 and 6 |
Friday 8/26Lesson Objective:
Students will design an AP synthesis prompt by creating a claim, analyzing sources, and providing context for sources. Agenda: 1. Source 5 and 6 DUE 2. Writing the prompt FINAL DUE ON MONDAY (formatting, submission, polishing will be done in class) |
Week 2: August 15-19
Unit 1: SynQ
Standards Addressed:
10.2.2.b
10.3.2.a
Unit Objectives:
Students will...
-create AP-style prompts using specific criteria
-determine appropriate evidence with which to develop a claim
-synthesize multiple sources to perform a specific task
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
Monday 8/15Lesson Objective:
Students will be introduced to the procedure to analyze a prompt. Agenda: 1. College Board website tutorial 2. Text, Task, Language 3. Prompt analysis of AP prompts |
Tuesday 8/16Lesson Objective:
Students will take an SRI test. Agenda: 1. SRI Test (all class) 2. IRP when finished |
Wednesday 8/17Lesson Objective:
Students will examine patterns in three different SynQ prompts/sources. Agenda: 1. AP source analysis -source length? -bias? -patterns in images? -number of sources (how many sources+/ how many sources-? how many sources qualify?)? -reading level (Lexile) |
Thursday 8/18Lesson Objective:
Students will design an AP-style prompt and gather 5 sources with which to draw evidence to answer their prompt, including one image. Agenda: 1. Prompt topic proposal (see links on Google Classroom for ideas to get you started) 2. Group picks (pairs or solo) |
Friday 8/19Lesson Objective:
Students will design an AP-style prompt and gather 5 sources with which to draw evidence to answer their prompt, including one image. Agenda: 1. Search for sources 1-3 -How will they help your student answer the prompt? -Is there a clear argument? -Is the information bias? -What is the Lexile level of each source? |
Week 1: August 8-12
Unit 1: SynQ
Standards Addressed:
10.2.2.b
10.3.2.a
Unit Objectives:
Students will...
-create AP-style prompts using specific criteria
-determine appropriate evidence with which to develop a claim
-synthesize multiple sources to perform a specific task
-apply critical literary lenses to a variety of texts
-determine author's purpose and the strategies used to convey that purpose
Essential Questions:
-What characteristics define an "American"?
-What is the definition of "The American Dream"?
-Is "The American Dream" attainable?
Monday 8/8Lesson Objective:
Students will understand expectations of Ms. Mueller's classroom. Agenda: 1. Welcome! 2. Seating chart 3. Game |
Tuesday 8/9Lesson Objective:
Students will learn expectations of Ms. Mueller's classroom. Agenda: 1. Syllabus 2. Classroom tour |
Wednesday 8/10Lesson Objective:
Students will understand an overview of the PSAT and SAT standardized tests. Agenda: 1. The New SAT notes (Google Classroom) 2. AP test notes (Google Classroom) |
Thursday 8/11Lesson Objective:
Students will be introduced Independent Reading Projects and pick a book. Agenda: 1. IRP #3 (Fan Fiction)--assignment sheet and rubric 2. Library field trip 3. Book Committment |
Friday 8/12Lesson Objective:
Students will analyze author style and characterization using a book of their choice. Agenda: 1. Syllabus DUE 2. IRP Reading Day |