Week 17: November 28 - December 1
Unit 4: Anthem and Dystopian Novel Study
Standards:
Unit Objectives:
Students will be able to...
- define symbol and allegory.
-draw parallels between Anthem and dystopian fiction by identifying patterns between texts.
-analyze and discus how social issues are presented in dystopian fiction though symbols and allegory
Tuesday 11/28Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. 3S respnose how-to 3. Anthem, Chp 2 |
Wednesday 11/29Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. Finish Anthem Chp 2 3. 3S Response 1 (Classroom) |
Thursday 11/30Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. Anthem, Chp 3 |
Friday 12/1Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. Anthem, Chp 4 |
Fall Break
November 18-27
Week 15: November 14 - 17
Unit 4: Anthem and Dystopian Novel Study
Standards:
Unit Objectives:
Students will be able to...
- define symbol and allegory.
-draw parallels between Anthem and dystopian fiction by identifying patterns between texts.
-analyze and discus how social issues are presented in dystopian fiction though symbols and allegory
Tuesday 11/14Lesson Objective:
Students will choose a dystopian novel using specific criteria and using student reading goals. Agenda: 1. Dystopian novel choice (field trip to library) 2. Introduce prompts 3. Reading time |
Wednesday 11/15Lesson Objective:
Students will be able to define symbol and allegory as they relate to Plato's "Allegory of the Cave". Agenda: 1. SSR (dystopian novel) 2, "Allegory of the Cave" presentation |
Thursday 11/16Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. Anthem, chp 1 |
Friday 11/17Lesson Objective:
Students will draw parallels between Ayn Rand's novel, Anthem, "Allegory of the Cave", and their chosen dystopian novel by analyzing symbols. Agenda: 1. SSR 2. Anthem, chp 1 |
Week 14: November 7 - 10
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 11/7Lesson Objective:
Students will analyze archetypal patterns while viewing a modern epic, Napoleon Dynamite. Agenda: 1. SSR 2. Napoleon Dynamite chart (Day 3: Identifying the resurrection and return to the kingdom) |
Wednesday 11/8Lesson Objective:
Students will take a post test and write an analytical paragraph. Agenda: 1. SSR 2. Finish Napoleon Dynamite (if needed) 3. IRP Promp #3 |
Thursday 11/9Lesson Objective:
Agenda: |
Friday 11/10Lesson Objective:
Agenda: |
Week 13: October 31 - November 3
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 10/31Lesson Objective:
Students will write on an analytical prompt for their independent reading project, and read their independent novel. Agenda: 1. SSR 2. Analysis Prompt #2 3. SSR |
Wednesday 11/1Lesson Objective:
Students will be introduced to the characters and setting of Napoleon Dynamite to participate in a film study analyzing archetypes in modern heroes. Agenda: 1. SSR 2. Intro to modern heroes 3. Intro to Napoleon Dynamite characters 4. Napoleon Dynamite chart (Day 1: choosing a hero, identifying a quest) |
Thursday 11/2Lesson Objective:
Students will participate in a health survey. Agenda: 1. Health survey |
Friday 11/3Lesson Objective:
Students will analyze archetypal patterns while viewing a modern epic, Napoleon Dynamite. Agenda: 1. SSR 2. Napoleon Dynamite chart (Day 2: Identifying a quest, identifying obstacles, identifying the "supernatural world") |
Week 12: October 24 - 27
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 10/24Lesson Objective:
Students will write about an analytical prompt as it relates to their independent reading novel. Agenda: 1. IRP Prompt #1 2. SSR |
Wednesday 10/25Lesson Objective:
Agenda: |
Thursday 10/26Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. The Odyssey, Books 20-24 3. Archetypes chart |
Friday 10/27Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. EJ, Chapter 6 2. Complete archetypes chart on Classroom |
Week 10: October 10 - 13
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 10/10Lesson Objective:
Students will set reading goals using SRI data in order to increase their score. Agenda: 1. IRP#2: Literary Analysis 2. SRI data discussion 3. SRI goals 4. Library 5. Reading schedules |
Wednesday 10/119th Grade PSAT (all morning)
|
Thursday 10/12Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. Enrique's Journey, Chp. 3 (link on Classroom) 3. Parallel chart (Classroom) 4. Prompt (Classroom) |
Friday 10/13Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. The Odyssey, Books 10- 3. Parallel chart (Classroom) 4. Prompt (Classroom) |
Week 9: October 2 - 8
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 10/3Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1, SSR 2. Finish The Odyssey, Books 1-3 3. Parallel chart (Classroom) |
Wednesday 10/4Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. Enrique's Journey, Chp. 2 (link on Classroom) 3. Parallel chart (Classroom) |
Thursday 10/5Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. The Odyssey, Books 4-9 3. Parallel chart (Classroom) |
Friday 10/6Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. Finish Books 4-9 3. Objective summary (Classroom) |
Week 8: September 26 - 29
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Tuesday 9/26Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. Intro to Hero's Journey graphic organizer (graphic organizer) 3. Finish EJ Chp 1 4. Begin The Odyssey (Books 1-5) |
Wednesday 9/27Lesson Objective:
Students will analyze archetypes and characteristics of "the hero's journey" by reading and discussing Homer's epic poem The Odyssey and Sonia Navarrio's epic-like nonfiction installments Enrique's Journey. Agenda: 1. SSR 2. The Odyssey (Books 6-9) 3. Hero's Journey chart |
Thursday 9/28Lesson Objective:
Students will understand public library procedures, expectations, and resources. Agenda: 1. SSR 2. Field Trip: Nantes Public Library |
Friday 9/29Homecoming: No classes
|
Week 7: September 18-22
Unit 3: Parallel Text Study: The Odyssey and Enrique's Journey
Standards:
9.2.1
9.2.2
Unit Objectives:
Students will be able to...
-define archetype
-apply archetypal characters, settings, and plot to background knowledge
-identify archetypal characters, settings, and plot to The Odyssey and nonfiction (Enrique's Journey)
-draw parallels between epic journeys (fiction and nonfiction) using archetypes
Monday 9/18Lesson Objective:
Students will take an SRI test to determine reading level. Agenda: 1. SSR 2. SRI 3. Finish 300 words for short stories |
Tuesday 9/19Lesson Objective:
Students will activate prior knowledge by taking a pre-test. Agenda: 1. Odyssey pre-test 2.Finish Icarus SynQ conferences |
Wednesday 9/20Lesson Objective:
Students will understand what archetypes are and apply archetypes by retelling a plot. Agenda: 1. What are archetypes? 2. Archetypes discussion/lecture 3. Archetypes application (assignment on Google Classroom) |
Thursday 9/21Lesson Objective:
Agenda: 1. Archetypes application (continued) 2. |
Friday 9/22Lesson Objective:
Students will analyze parallels between Homer's epic The Odyssey and Enrique's Journey by Sonia Nazarrio. Agenda: 1. 400-word Short Story DUE 2. Begin Chp 1 of Enrique's Journey (link on Classroom) |
Week 6: September 10 - 15
Unit 2: Synthesis Question
Standards:
3.9.1
3.9.2
Unit Objectives:
Students will be able to...
-identify an author's primary argument
-analyze a prompt to complete a specific task
-create an outline addressing a prompt with textual support from a variety of sources
-write a synthesis essay according to rubric criteria
-evaluate student samples according to rubric criteria
-reflect on their own writing using rubric criteria
Monday 9/11Lesson Objective:
Students will analyze sources to identify an author's primary argument and create outlines using an AP prompt. Agenda: 1. Penny Prompt source analysis 2. Penny Prompt outlines and claims HW: 300 words |
Tuesday 9/12Lesson Objective:
Students will evaluate student samples and write rationales defending their answer. Agenda: 1. Finish claims/outlines (if needed) 2. Student exemplars 3. Rubric review 4. Rationale expectations HW: 300 words Exemplar rationales (if not completed in class) |
Wednesday 9/13Seminar
|
Thursday 9/14Lesson Objective:
Students will reflect on feedback from Icarus SynQ and write a retrospective letter. Agenda: 1. Discuss Penny Prompt exemplars 2. Icarus SynQ feedback 3. Conferences 4. Retrospective letters HW: 300 words |
Friday 9/15Lesson Objective:
Students will reflect on feedback from Icarus SynQ and write a retrospective letter. Agenda: 1. Finish conferences 2. Finish retrospective letters 3. SSR |
Week 5: September 5 - 8
Unit 2: Synthesis Question
Standards:
3.9.1
3.9.2
Unit Objectives:
Students will be able to...
-identify an author's primary argument
-analyze a prompt to complete a specific task
-create an outline addressing a prompt with textual support from a variety of sources
-write a synthesis essay according to rubric criteria
-evaluate student samples according to rubric criteria
-reflect on their own writing using rubric criteria
Monday 9/4LABOR DAY
|
Tuesday 9/5Lesson Objective:
Students will write claims and create outlines to prepare for a timed writing. Agenda: 1. SSR 2. Continue 400-word short story (rising action) 3. Discuss claims 4. Discuss outline expectations HW: 200 words |
Wednesday 9/6Lesson Objective:
Students will write a timed essay using sources previously analyzed. Agenda: 1. Timed write (Icarus SynQ pre-test) HW: 200 words |
Thursday 9/7Lesson Objective:
Students will analyze an AP prompt and skim sources for author's primary argument. Agenda: 1. SSR 2. 400-word short story HW: 200 words |
Friday 9/8Lesson Objective:
Students will analyze student samples using the appropriate AP rubric. Agenda: 1. SSR 2. 200 words DUE 3. Penny Prompt analysis (text/task/language) |
Week 4: August 28 - September 1
Unit 2: Synthesis Question
Standards:
3.9.1
3.9.2
Unit Objectives:
Students will be able to...
-identify an author's primary argument
-analyze a prompt to complete a specific task
-create an outline addressing a prompt with textual support from a variety of sources
-write a synthesis essay according to rubric criteria
-evaluate student samples according to rubric criteria
-reflect on their own writing using rubric criteria
Monday 8/28Lesson Objectives:
Students will take a pre-test to activate prior knowledge and be introduced to the Synthesis Question (AP). Agenda: 1. SSR 2. Unit 2 Pre-Test (Illuminate) 3. Introduction to the SynQ essay (Icarus) 4. Intro do SOAPStone analysis HW: 100 words |
Tuesday 8/29Lesson Objectives:
Students will analyze sources for author's purpose in order to write a synthesis essay. Agenda: 1. SSR 2. Intro to AP synthesis rubric 3. Read source A and complete SOAPStone 4. Analyze source B, C, D in partner groups or individually HW: 100 words |
Wednesday 8/30Lesson Objectives:
Students will write a timed AP-style synthesis essay. Agenda: 1. Text/Task/Language prompt analysis 2. Icarus SynQ (all class) HW: 100 words |
Thursday 8/31Lesson Objectives:
Students will complete a prompt analysis on an actual AP prompt and analyze sources for an author's primary argument. Agenda: 1. SSR 2. Text/Task/Language prompt analysis (2006 Penny Prompt) 3. Define "defend", refute", qualify" 4. Begin source evaluation (partners or individually) HW: 100 words HW: Finish source analysis |
Friday 9/1Lesson Objectives:
Students will analyze sources for an author's primary argument and create an original outline. Agenda: 1. SSR 2. 100 words DUE (Classroom) 3. Write claim addressing the prompt 4. Intro to essay structure (outlines) |
Week 3: August 21-25
Unit 1: Short Stories
Standards:
2.1.a, b, c, d
Unit Objectives:
Students will...
-analyze plot structure development
-analyze thematic development
-analyze character development
-practice close-reading skills
-understand how to answer text-dependent questions
Essential Questions:
-How does an author construct a short story for effect?
-How does an author develop a character, theme, or storyline over the course of a short story?
-What are effective strategies for answering text-dependent questions?
Monday 8/21Lesson Objective:
Students will complete a prompt analysis for a narrative task associated with "Bleak House". Agenda: 1. Text/Task/Language 2. "Bleak House" prompt analysis 3. Discuss narrative task rubric 4. Solar eclipse! |
Tuesday 8/22Lesson Objective:
Students will take a post-test to demonstrate mastery. Agenda: 1. "Bleak House" narrative task (all class) |
Wednesday 8/23Lesson Objective:
Students will take a post-test to demonstrate mastery. Agenda: 1. "Bleak House" post-test |
Thursday 8/24Lesson Objective:
Students will be introduced to an independent reading project focused on short stories. Agenda: 1. IRP #1: Short Stories 2. Novel expectations and requirements 3. Novel selection (library) |
Friday 8/25Lesson Objective:
Students will be introduced to a 400-word short story assignment associated with their independent reading novel. Agenda: 1. 400-word short story (weekly entries) 2. IRP reading time |
Week 2: August 14-18
Unit 1: Short Stories
Standards:
2.1.a, b, c, d
Unit Objectives:
Students will...
-analyze plot structure development
-analyze thematic development
-analyze character development
-practice close-reading skills
-understand how to answer text-dependent questions
Essential Questions:
-How does an author construct a short story for effect?
-How does an author develop a character, theme, or storyline over the course of a short story?
-What are effective strategies for answering text-dependent questions?
Monday 8/14Lesson Objective:
Students will practice close-reading strategies while reading "The Story of an Hour", focusing on plot development, character development, and theme. Agenda: 1. "The Story of an Hour" (partner groups) 2. Plot diagram 3. Thematic statement |
Tuesday 8/15Lesson Objective:
Students will practice close-reading strategies while reading "The Open Window", focusing on plot development, character development, and theme. Agenda: 1. "The Open Window" (individual) 2, Plot diagram 3. Thematic statement |
Wednesday 8/16Lesson Objective:
Students will practice close-reading strategies while rereading "The Open Window", revising their plot diagrams and thematic statements. Agenda: 1. Reteach "The Open Window" 2. Revise plot diagrams 3. Thematic statements |
Thursday 8/17Lesson Objective:
Students will demonstrate mastery of plot diagrams and theme analysis by reading "The Interlopers" as additional independent practice. Agenda: 1. "The Interlopers" (additional individual practice) 2. Plot diagram 3. Thematic statement HW: Solar eclipse permission slip |
Friday 8/18Lesson Objective:
Students will reread "Bleak House", design a plot diagram, and write a thematic statement. Agenda: 1. Reteach "Bleak House" 2. Plot diagram 3. Thematic statement HW: Solar eclipse permission slip |
Week 1: August 7-11
Unit 1: Short Stories
Standards:
2.1.a, b, c, d
Unit Objectives:
Students will...
-analyze plot structure development
-analyze thematic development
-analyze character development
-practice close-reading skills
-understand how to answer text-dependent questions
Essential Questions:
-How does an author construct a short story for effect?
-How does an author develop a character, theme, or storyline over the course of a short story?
-What are effective strategies for answering text-dependent questions?
Monday 8/7Lesson Objective:
Students will be arranged in a seating chart and will understand classroom expectations. Agenda: 1. Welcome! 2. Syllabus 3. Classroom tour 4. Course contract |
Tuesday 8/8Lesson Objective:
Students will be introduced to plot structure and literary terms associated with short stories, practice close-reading, and answer text dependent questions. Agenda: 1. Finish syllabus 2. Class contract 2. AP Breakdown Presentation (Google Classroom) |
Wednesday 8/9Lesson Objective:
Students will be introduced to plot structure and literary terms associated with short stories, practice close-reading, and answer text dependent questions. Agenda: 1. Finish AP Breakdown 2. Unit 1: Short Stories Pre-Test (Bleak House) |
Thursday 8/10Lesson Objective:
Students will practice close-reading strategies while reading "The Censors", focusing on plot development, character development, and theme. Agenda: 1. Guided reading: "The Censors" 2. Plot diagram 3. Thematic statement |
Friday 8/11ASSEMBLY
Lesson Objective: Students will take an SRI test to determine Lexile score. Agenda: 1. SRI test (all class) |