Week 20: May 16 - 19
Unit 5: Public Speaking
Standards Addressed:
10.1.1
10.2.1
Essential Questions:
-How can I effectively engage an audience?
-How do I give nonverbal feedback to a speaker?
-How do I prepare a professional, formal speech?
-How do I an informal, yet professional, speech?
Tuesday 5/16Lesson Objective:
Students will rehearse/edit/outline their speech. Agenda: 1. Rehearsals (Talent Search meeting) |
Wednesday 5/17Lesson Objective:
Students will perform their "This I Believe..." speech. Agenda: 1. "This I Believe" speeches |
Thursday 5/18Lesson Objective:
Students will perform their "This I Believe" speech. Students will be introduced to their next speaking assignment. Agenda: 1. "This I Believe" speeches 2. Intro to "Teach Me" speech |
Friday 5/19Lesson Objective:
Students will outline their "Teach Me" speech. Agenda: 1. "Teach Me" work time |
Week 19: May 9 - 12
Unit 5: Public Speaking
Standards Addressed:
10.1.1
10.2.1
Essential Questions:
-How can I effectively engage an audience?
-How do I give nonverbal feedback to a speaker?
-How do I prepare a professional, formal speech?
-How do I an informal, yet professional, speech?
Tuesday 5/9Lesson Objective:
Students will peer edit their drafts. Agenda: 1. Peer workshop |
Wednesday 5/10Lesson Objective:
Students will create an outline. Agenda: 1. Outline/notecards (see requirements on Classroom) |
Thursday 5/11Lesson Objective:
Students will rehearse to prepare for their speech. Agenda: 1. Rehearsals |
Friday 5/12Lesson Objective:
Students will rehearse to prepare for their speech. Agenda: 1. Rehearsals |
Week 18: May 2 - 5
Unit 5: Public Speaking
Standards Addressed:
10.1.1
10.2.1
Essential Questions:
-How can I effectively engage an audience?
-How do I give nonverbal feedback to a speaker?
-How do I prepare a professional, formal speech?
-How do I an informal, yet professional, speech?
Tuesday 5/2Lesson Objective:
Students will rehearse for a speech. Agenda: 1. Outlines submitted 2. Rehearsals |
Wednesday 5/3Lesson Objective:
Students will deliver a speech using specific criteria. Agenda: 1. "My Favorite ___ is ___" speeches |
Thursday 5/4Lesson Objective:
Students will be introduced and prepare for a speech. Agenda: 1. Feedback 2. "This I believe" |
Friday 5/5Lesson Objective:
Students will write a draft according to a specific structure. Agenda: 1. Draft SPEECHES starting on THURS! |
Week 17: April 25 - 28
Unit 5: Public Speaking
Standards Addressed:
10.1.1
10.2.1
Essential Questions:
-How can I effectively engage an audience?
-How do I give nonverbal feedback to a speaker?
-How do I prepare a professional, formal speech?
-How do I an informal, yet professional, speech?
Tuesday 4/25Lesson Objective:
Students will formally present their portfolio in a large group setting. Agenda: 1. Make-up presentations 2. Feedback |
Wednesday 4/26Lesson Objective:
Students will demonstrate knowledge gained by taking a unit post-test (timed write). Agenda: 1. AP Argumentative timed-write (character foil) |
Thursday 4/27Lesson Objective:
Students will participate in an informal public speaking activity. Agenda: 1. Speech on the Fly |
Friday 4/28Lesson Objective:
Students will be introduced to a public speaking unit by creating a rubric using informal research. Agenda: 1. What makes a "good" speech (Google search) 2. Create individual Top 10 (Classroom) 3. Create classroom Top 10 (rubric) 4. Discuss expectations for "My Favorite ____ is _____". |
Week 16: April 18 - 21
Unit 4: Multimedia Portfolio (Othello)
Standards Addressed:
10.2.1
10.3.1
Essential Questions:
-How can an "archaic" text be modernized?
-How can we apply 21st century skills and technology to make Shakespeare relevant and engaging to a mainstream audience?
Tuesday 4/18Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1. Group time (editing, uploading) |
Wednesday 4/19Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1. Group time (editing, rehearsing) |
Thursday 4/20Lesson Objective:
Students will formally present their portfolio in a large group setting. Agenda: 1. Presentations |
Friday 4/21Lesson Objective:
Students will formally present their portfolio in a large group setting. Agenda: 1. Presentations |
Week 15: April 11 - 14
Unit 4: Multimedia Portfolio (Othello)
Standards Addressed:
10.2.1
10.3.1
Essential Questions:
-How can an "archaic" text be modernized?
-How can we apply 21st century skills and technology to make Shakespeare relevant and engaging to a mainstream audience?
Tuesday 4/11PSAT
|
Wednesday 4/12Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1.Plot summary DUE 2. Othello project work time |
Thursday 4/13Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1. Othello project work time |
Friday 4/14Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1.Othello project work time |
Week 14: April 4 - 7
Unit 4: Multimedia Portfolio (Othello)
Standards Addressed:
10.2.1
10.3.1
Essential Questions:
-How can an "archaic" text be modernized?
-How can we apply 21st century skills and technology to make Shakespeare relevant and engaging to a mainstream audience?
Tuesday 4/4Lesson Objective:
Students will design a multimedia production in order to "modernize" the themes of Shakespeare's Othello. Agenda: 1. Intro to multimedia project 2. Choose groups 3. Begin plot summary |
Wednesday 4/5SEMINAR
|
Thursday 4/6Lesson Objective:
Students will take a full-length PSAT test. Agenda: 1. PSAT reading test |
Friday 4/7Lesson Objective:
Students will take a full-length PSAT test. Agenda: 1. PSAT reading test |
Spring Break
March 25 - April 3
Week 12: March 21 - 24
Unit 3: Ethnocentrism and Othello (post-colonial theory)
Standards Addressed:
10.2.1
10.3.2
Essential Questions:
-What is "ethnocentrism"?
-How can ethnocentric attitudes cause conflict in a text?
Tuesday 3/21Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Othello, Act 4 |
Wednesday 3/22Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals 12.1 2. Act 4 response |
Thursday 3/23Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals 12.2 2. Othello, Act 5 |
Friday 3/24Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Othello, Act 5 2. Act 5 response |
Week 11: March 14 - 17
Unit 3: Ethnocentrism and Othello (post-colonial theory)
Standards Addressed:
10.2.1
10.3.2
Essential Questions:
-What is "ethnocentrism"?
-How can ethnocentric attitudes cause conflict in a text?
Tuesday 3/14Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals 2. Othello, Act 2 (LONG) response due |
Wednesday 3/15Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals 2. Othello, Act 3, scenes 1 and 2 3.Quad read scene 3 (Othello, Desdemona, Iago, Emilia)--Sparknotes/No Fear Shakespeare |
Thursday 3/16Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals 2. Othello, Act 3 3. Finish quad read scene 3 and 4 Othello, Desdemona, Iago, Emilia)--Sparknotes/No Fear Shakespeare |
Friday 3/17Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Journals DUE 2. Othello, Act 3 (SHORT) response due 3. Othello, Act 3 (LONG) response due |
Week 10: March 7 - 10
Unit 3: Ethnocentrism and Othello (post-colonial theory)
Standards Addressed:
10.2.1
10.3.2
Essential Questions:
-What is "ethnocentrism"?
-How can ethnocentric attitudes cause conflict in a text?
Tuesday 3/7Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Othello, Act 2 |
Wednesday 3/8Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Othello, Act 2 2. AP conversations |
Thursday 3/9Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Othello, Act 2 2. AP conversations |
Friday 3/10Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Finish Othello, Act 2 2. Othello, Act 2 (SHORT) 3. AP conversations |
Week 9: February 28 - March 3
Unit 3: Ethnocentrism and Othello (post-colonial theory)
Standards Addressed:
10.2.1
10.3.2
Essential Questions:
-What is "ethnocentrism"?
-How can ethnocentric attitudes cause conflict in a text?
Tuesday 2/28Lesson Objective:
Students will be introduced to the concept of "ethnocentrism" by reading and discussing articles about the "Nacirema tribe". Agenda: 1. Nacirema discussion, define "ethnocentrism" 2. Intro to post-colonial theory |
Wednesday 3/1Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Begin Othello, Act 1 |
Thursday 3/2Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Continue Othello, Act 1 |
Friday 3/3Lesson Objective:
Students will apply definitions of ethnocentrism and post-colonial theory to characters and conflict as they read and discuss Shakespeare's drama, Othello. Agenda: 1. Finish Othello, Act 1 2. Othello Act 1 LONG |
Week 8: February 21 - 24
Unit 2: Synthesis Essay (AP timed write, rubric)
Standards Addressed:
10.3.2
10.3.3
Essential Questions:
-How do I synthesize multiple sources effectively to complete a task?
-How do I determine an author's primary argument?
-How do I deconstruct a prompt to determine a specific task?
Tuesday 2/21Lesson Objective:
Students will synthesize multiple sources to write an AP-style timed essay. Agenda: 1. Discuss sample essays 2. Rate your own essay 3. Essay feedback |
Wednesday 2/22Lesson Objective:
Students will synthesize multiple sources to write an AP-style timed essay. Agenda: 1. Essay rewrite (all class) |
Thursday 2/23Lesson Objective:
Students will be introduced to the concept of "ethnocentrism" by reading and discussing articles about the "Nacirema tribe". Agenda: 1. The Nacirema Worksheet |
Friday 2/24Lesson Objective:
Students will be introduced to the concept of "ethnocentrism" by reading and discussing articles about the "Nacirema tribe". Agenda: 1. Discussion of the Nacirema 2. "The Rise and Fall of the Nacirema Tribe" + SOAPStone |
Week 7: February 14 - 17
Unit 2: Synthesis Essay (AP timed write, rubric)
Standards Addressed:
10.3.2
10.3.3
Essential Questions:
-How do I synthesize multiple sources effectively to complete a task?
-How do I determine an author's primary argument?
-How do I deconstruct a prompt to determine a specific task?
Tuesday 2/14Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Final presentations 2. Reflection 3. Finish journals |
Wednesday 2/15Lesson Objective:
Students will synthesize multiple sources to write an AP-style timed essay. Agenda: 1. Synthesis Task -prompt analysis -readings--identify primary argument |
Thursday 2/16Lesson Objective:
Students will synthesize multiple sources to write an AP-style timed essay. Agenda: 1. Synthesis Task (timed write) |
Friday 2/17Lesson Objective:
Students will synthesize multiple sources to write an AP-style timed essay. Agenda: 1. Student sample analysis/rubric explanation |
Week 6: February 7 -10
Unit 1: Distortions of the American Dream (Of Mice and Men)
Standards Addressed:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze a character's "significance" to a thematic message
-work on a group presentation
-read independently
-journal using SAT vocabulary
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 2/7Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Journals 2. Group essays DUE 3. Conferences |
Wednesday 2/8Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Journals 2. Essay conferences 3. Idea feedback |
Thursday 2/9Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Presentations |
Friday 2/10Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1.Presentations |
Week 5: January 31 - February 3
Unit 1: Distortions of the American Dream (Of Mice and Men)
Standards Addressed:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze a character's "significance" to a thematic message
-work on a group presentation
-read independently
-journal using SAT vocabulary
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 1/31Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. OMAM 6 + response |
Wednesday 2/1Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Intro to group project |
Thursday 2/2Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Group work |
Friday 2/3Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Group work |
Week 4: January 24-27
Unit 1: Distortions of the American Dream (Of Mice and Men)
Standards Addressed:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze a character's "significance" to a thematic message
-work on a group presentation
-read independently
-journal using SAT vocabulary
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 1/24Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Prep: do it 2. OMAM 4 + response on Google Classroom |
Wednesday 1/25Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Prep: discuss 2. OMAM: Let's talk about analysis |
Thursday 1/26Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Prep: correct 2. 3S lecture--how to analyze |
Friday 1/27Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. SAT Prep: rationales 2. OMAM 5 + response (due Monday at noon) |
Week 3: January 17-20
Unit 1: Distortions of the American Dream (Of Mice and Men)
Standards Addressed:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-analyze a character's "significance" to a thematic message
-work on a group presentation
-read independently
-journal using SAT vocabulary
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 1/17Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Journal 2. Discuss SAT reading/writing practice tests |
Wednesday 1/18Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Journal 2. OMAM Chp 1 3. Response 1 |
Thursday 1/19Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. OMAM 2 2. Response 2 3. Read feedback from Response 1 |
Friday 1/20Lesson Objective:
Students will define "significance", and analyze a character's significance to a novel's theme by reading and discussing John Steinbeck's Of Mice and Men. Agenda: 1. Journal--SUBMIT! 2. OMAM Revisions 3. OMAM 3 4. Response 3 |
Week 2: January 10-13
Unit 1: Distortions of the American Dream (Of Mice and Men)
Standards Addressed:
10.2.1
10.2.2
10.3.2
Unit Objectives:
Students will...
-Define "significance"
-Determine a character's significance in development of a novel's theme
-Analyze literary elements to determine authorial intent
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 1/10SEMINAR
|
Wednesday 1/11Lesson Objective:
Students will take a full-length SAT practice test. Agenda: 1. SAT writing test (35 minutes) |
Thursday 1/12Lesson Objective:
Students will take a full-length SAT practice test. Agenda: 1. SAT reading test (all class) *OMIT Questions 42-52 and the LAST TWO PASSAGES |
Friday 1/13Lesson Objective:
Students will read Trifles to determine theme. Agenda: 1. Read Trifles 2. Respond to prompt on Google Classroom |
Week 1: January 4-6
Unit 1: Distortians of the American Dream (Of Mice and Men)
Standards Addressed:
Unit Objectives:
Students will...
Essential Questions:
-What does "significant" mean?
-How can a character be "significant" to a thematic message?
-What is the author's implied message about the attainability of the American Dream?
Tuesday 1/4NO SCHOOL
|
Wednesday 1/5Lesson Objective:
Students will understand expectations of the PSAT and SAT by taking practice tests, discussing answers, and correcting answers. Agenda: 1. Welcome! 2. Seating chart 3. SAT reading test |
Thursday 1/6Lesson Objective:
Students will understand expectations of the PSAT and SAT by taking practice tests, discussing answers, and correcting answers. Agenda: 1. Discuss question style 2. Correct answers 3. SAT writing test |
Friday 1/7Lesson Objective:
Students will understand expectations of the PSAT and SAT by taking practice tests, discussing answers, and correcting answers. Agenda: 1. Discuss question style 2. Correct answers |