Attention: The instructor sometimes needs to modify or push due dates around.
Please adhere to the daily PowerPoint for daily progress in the class.
This PowerPoint can be found in your OnCourse classroom resources.
1001 Dual Enrollment English Agenda:
August 2024
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WEEK 1 |
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Thursday, August 8 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Objectives |
OnCourse, OneDrive, Rules and Procedures, Syllabus, L.S.U. Assessment Essay
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Lesson Activities |
Introduction to Course, Introductions, Classroom Procedures, Technology Setup, Q&A, One Drive, Teams, Course Expectations |
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Homework |
Log into Technology |
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Resources |
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8 |
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Assessment |
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Friday August 9 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Activities |
Answer the writing prompt in the ppt and work on the D.G.P. dated August 10 Sign on and apply to L.S.U.'s Dual Enrollment Website.@ www.lsu.edu/deapplication Essay refresher course. T.S.W. practiced writing a short essay response in class. |
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Homework |
Log Into Teams, Remind, optional check syllabus |
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Assessment |
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Resources |
https://web.microsoftstream.com/video/3c0989ff-b15f-4473-abe1-1b87d035728e Classroom - OnCourse Systems for Education
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Friday, August 11 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Lesson Activities |
Sign on and apply to L.S.U.'s Dual Enrollment Website—essay refresher course. T.S.W. practiced writing a short essay response in class. |
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Homework |
None |
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Resources |
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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WEEK 2 |
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Monday, August 12 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Learning Standards |
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop throughout the text.
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Learning Intentions |
Peer Review Practice, Review of Rhetorical Analysis, Reading Assessment Syllabus "I am learning what the expectations of English Dual Enrollment are as well as understanding better the kinds of assignments I'll be working on while in this class. Today, I will start practicing peer review procedures with my writing partner. We will read a student's essay and assign a grade on the essay's assignment rubric. |
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Success Criteria |
Why am I learning this? Because peer review helps students write better essays as they become more aware of the writing mistakes they make by identifying writing errors in other student's essays. How will I know I've learned it? Well, it takes practice, but you are taking the first steps towards reading a drafted essay and then offering suggestions and recommendations for the author to implement in their final edits. Steps: Follow along Syllabus reading. We'll talk about Dual Enrollment expectations and go over what kind of assignments we'll be taking this fall semester. Find a writing partner and begin reading the Student essay. Read the assignment, the rubric, and the essay with your writing partner. We probably will not finish the activity until the next class. |
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Lesson Activities |
Star Reading Test* Peer Review Research Paper cont. Sign on and complete the L.S.U. application on the website @ www.lsu.edu/deapplication |
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Homework |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Wednesday, August 14 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Standards |
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop throughout the text.
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Learning Intentions |
Read Winston Churchill's "We Shall Never Surrender" speech, perform C.E.R.s identifying rhetorical appeals and how they are used and to what purpose. "I am learning to apply a rhetorical analysis filter to the text and synthesize C.E.R.s." |
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Success Criteria |
"I can write a C.E.R. identifying, engaging with a rhetorical speech!" :) "That's successful!" |
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Lesson Objectives |
Peer Review Practice, Rhetorical Analysis Practice, and Goal of Advertisements |
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Lesson Activities |
Introduction to the Writing Process and Drafting Procedures. Review of Claims, Evidence, Reason. Introduction to Rhetorical Arguments. Assignment: Rhetorical Analysis of Winston Churchill's "We Shall Fight" speech delivered to Parliament on June 4, 1940 Sign on and complete the LSU DE application! Time is running out! @ www.lsu.edu/deapplication |
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Homework |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, August 16 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Objectives |
Rhetorical Analysis Practice & Understanding Marketing and Advertisements |
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Learning Standards |
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact and develop throughout the text.
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| Learning intentions | Review of Rhetorical Analysis, Reading Assessment |
| Success Criteria |
"I can identify and interpret rhetorical arguments in a text. Also, I will apply a written C.E.R. to identify and interpret the level of persuasion and the objective of rhetorical persuasion." "I can make a claim, cite evidence from the text, and include an interpretive reasoning to defend my claim!" |
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Lesson Activities |
Introduction to the Writing Process and Drafting Procedures. Review of Claims, Evidence, Reason. Introduction to Rhetorical Arguments.
Assignment: Rhetorical Analysis of Winston Churchill's "We Shall Fight" speech delivered to Parliament on June 4, 1940
Present rhetorical arguments to the class. Turn in the Rhetorical analysis assignment to OnCourse No quiz today, most likely next Friday! Sign on and apply for LSU DE application @ www.lsu.edu/deapplication |
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Homework |
Read over the speech and brainstorm interpretations of rhetorical persuasion. |
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Resources |
OnCourse Resources
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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WEEK 3 |
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Monday, August 19 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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Learning Intentions |
Review of Rhetorical Analysis, Reading Assessment |
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Lesson Activities |
Students will share their C.E.R.s analyzing Winston Churchill's "We Shall Never Surrender" for rhetorical appeals, target audience, and speech objectives. Sign up for the LSU DE application online. Time is almost up!!! @ www.lsu.edu/deapplication |
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Success Criteria |
Students are going to take the Progress Learning A.C.T. Assessment. This is a diagnostic test that measures students' strengths and weaknesses when it comes to their approach and strategy to the A.C.T. This diagnostic assesses students' weaknesses in E.L.A. skills and knowledge. "I have an idea of what I would score on the A.C.T. if i took it today. This test will show my teacher what skills I should improve for a higher A.C.T. score. Like we do the first two weeks of school, assessments!" |
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Homework |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday, August 20 |
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Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
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Lesson Objectives |
Peer Review Practice, Rhetorical Analysis Practice, and Goal of Advertisements |
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Lesson Activities |
Review of Claims, Evidence, Reason. Identifying rhetorical strategies and forming arguments.
Assignment: Read President Biden's Afghanistan Withdrawal Speech
Sign up for LSU DE; the due date is this Week!@ www.lsu.edu/deapplication
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
"I can read passages of President Biden's speech and write and share my responses with the rest of the class. I understand rhetoric well enough to identify the appeals in the text and create C.E.R. responses." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, August 22 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
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Lesson Objectives |
Students will take the STAR test, which assesses their reading levels. Students will take the summer Reading AR test Rhetorical Analysis Practice: Identifying ethos, logos, and pathos Claims, Evidence, and Reasoning practice. Learn and identify themes in advertisements. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can take a STAR test and give the best indicator of where my true reading level is. I can also take the summer reading test and score above an 80!" I can also identify different rhetorical arguments and specify and explain how they are being used and target an objective of its success." |
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Lesson Activities |
Students will take the summer reading and STAR test this hour.
The class will view advertisements, form an in-class analysis of rhetoric, and identify the objective of persuasion.
sign up for LSU DE; due date is this week!@ www.lsu.edu/deapplication
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Homework |
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Resources |
Classroom - OnCourse Systems for Education
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WEEK 4 |
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Monday, August 26 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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Learning Intentions |
Rhetorical Analysis of Advertisements |
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Lesson Activities |
Ms. Walker, guidance counselor Class activity analysis on advertisements. What is the objective? Who is the audience or customer? What is the goal of an advertisement? What makes an advertisement successful? Sign up for LSU DE; the due date is this Week!@ www.lsu.edu/deapplication
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Success Criteria |
Students will learn the goals of advertisements and be able to identify the intended target customer. They will also point out specific Evidence and interpret what the advertisement is attempting to convey. Students will also learn how advertisements apply rhetorical appeals.
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Homework |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday, August 27 |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9 |
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Lesson Objectives |
Peer Review Practice, Rhetorical Analysis Practice, and Goal of Advertisements |
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Lesson Activities |
Review of Claims, Evidence, Reason. Identifying rhetorical strategies and forming arguments.
Assignment: Advertisement analysis. Work with writing partners.
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can actively apply their knowledge of rhetorical appeals by analyzing advertisements and commercials. They can identify, analyze, and synthesize responses to the advertisement's intent. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, August 29 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
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Lesson Objectives |
Rhetorical Analysis Practice: Identifying ethos, logos, and pathos Claims, Evidence, and Reasoning practice. Learn and identify themes in advertisements. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can also identify different rhetorical arguments and specify and explain how they are being used and target an objective of its success." |
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Lesson Activities |
The class will view advertisements, form an in-class analysis of rhetoric, and identify the objective of persuasion.
D.G.P. Quiz #1 Journals and D.G.P.s due Reading Quiz #1
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Homework |
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Resources |
Classroom - OnCourse Systems for Education
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September 2023
Happy Labor Day Weekend! September 2-4
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WEEK 1 |
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Tuesday-Wednesday, September 5-6 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 Create a New Microsoft Word Document with a new heading and page numbers Check Daily PowerPoint in OnCouse resources if you miss class! |
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Lesson Objectives |
Cite textual Evidence Determine central themes Brainstorm advertisements |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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Learning Intentions |
Rhetorical Analysis of Advertisements Brainstorm Essay Topic Ideas Synthesize thesis statements
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Lesson Activities |
Choose advertisement What is the objective? Who is the audience or customer? What is the goal of an advertisement? What makes an advertisement successful? Synthesize thesis for rhetorical Analysis of advertisement.
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Success Criteria |
Students will learn what the goals of advertisements are and be able to identify the intended target customer. Students will point out specific Evidence and interpret what the advertisement is attempting to convey. Students will also learn how advertisements apply rhetorical appeals. Students will learn how to craft a thesis statement.
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Homework |
Choose advertisement
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, September 7-8 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
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Learning Intentions |
Rhetorical Analysis of Advertisements Brainstorm Essay Topic Ideas Synthesize thesis statements |
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Lesson Objectives |
Rhetorical Analysis Practice: Identifying ethos, logos, and pathos Claims, Evidence, and Reasoning practice. Learn and identify themes in advertisements Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can also identify different rhetorical arguments and specify and explain how they are being used and target an objective of its success." |
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Lesson Activities |
Choose advertisement
What is the objective?
Who is the audience or customer?
What is the goal of an advertisement?
What makes an advertisement successful?
Synthesize thesis for rhetorical Analysis of advertisement.
The class will view advertisements, form an in-class analysis of rhetoric, and identify the objective of persuasion.
Brainstorm and research your chosen advertisement. Start collecting sources on your advertisement topic: Mission statement, metrics for successful objective fulfillment, identifying and defining key terms, etc.
In the next class, we will focus on thesis statements.
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Homework |
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Resources |
Classroom - OnCourse Systems for Education
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WEEK 2 |
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Monday, September 11 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
Rhetorical Analysis of Advertisements Drafting Thesis Statement Synthesizing outlines for essay |
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Lesson Activities |
Drafting thesis statements can be tricky. What do you want your essay to convey? Focus on what you want to cover and articulate this idea in a few sentences. These few sentences will be your fluid thesis statement. Thesis statements evolve and improve, so don't worry if this early version is crude.
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Success Criteria |
Students will learn how to draft a thesis statement that includes the target audience, the promotion objective, and how the rhetorical appeals are applied.
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Homework |
Draft Thesis, Draft outline |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday, September 12-13 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Objectives |
Drafting your outline |
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Lesson Activities |
T.S.W. draft a thesis statement
T.S.W. began drafting an outline
T.S.W. research sources for their visual analysis essay
The first 500-word prewrite is due! This should include the thesis statement, intro, outline, and evolving body paragraphs.
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can actively apply their knowledge of rhetorical appeals by analyzing advertisements and commercials. They can identify, analyze, and synthesize responses to the advertisement's intent. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, September 14-15 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Rhetorical Analysis Rough Draft development Articulate and deliver arguments using C.E.R.
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Success Criteria |
"I can also identify different rhetorical arguments and specify and explain how they are being used and target an objective of its success. I can also write CER-style essay paragraphs that fill out my outline. Today, I am learning how to write a conclusion for my essay!" |
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Lesson Activities |
Students will begin drafting the first Rough Draft for the visual analysis essay. Students will develop C.E.R. paragraphs that articulate arguments of how rhetorical appeals are applied within the essay.
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Homework |
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Resources |
Classroom - OnCourse Systems for Education
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WEEK 3 |
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Monday-Tuesday, September 18-19 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
Rhetorical Analysis of Advertisements Drafting Introduction and Conclusions A.C.T. Reading Practice |
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Lesson Activities |
A.C.T. Reading Practice Instruction: Drafting Introduction and Conclusion Paragraphs Prewrite +500 word essay due into OnCourse
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Success Criteria |
Students will learn how to draft an introduction and conclusion to their essay. Students will learn how to apply A.C.T. Reading skills:
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Homework |
Draft Thesis, Draft outline, draft Body Paragraphs |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Wednesday-Thursday, September 20-21 |
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Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
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Lesson Objectives |
Students will learn how to peer review essay |
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Lesson Activities |
T.S.W. peer-reviewed Mr. R's essay and a student sample essay using the assignment rubric.
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can grade an essay using the assignment rubric. Then, they can explain why the essay received the assigned grade. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, September 22 (remote learning day) |
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| Students complete counterarguments paragraph and conclusion | |
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WEEK 4 |
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Monday, September 25 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will peer review their writing partner's essays. Students will answer the questionnaire and grade their peer's essays. Students will apply revisions for suggestions from their peers.
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Success Criteria |
"I can peer review my writing partner's essay. I can also offer suggestions for revisions in other student's essays. I will apply revisions and edits to my essay using my peer's suggestions as a guide." |
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Lesson Activities |
Students will download the daily activity "Visual analysis peer review and questionnaire w rubric" to grade and offer suggestions for revisions for other students' essays. Students will apply revisions to their essays using suggestions."
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Homework |
Complete the entire rough draft for next Week! |
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Resources |
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Tuesday-Wednesday, September 26-27 |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
A.C.T. reading-Redundant words and phrases |
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Lesson Objectives |
T.S.W. peer review T.S.W. edited and revised the essay |
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Lesson Activities |
Peer review writing partner assignment due! Edit and Revise essay.
Next Week* A.C.T. Reading Practice & A.C.T. Reading Quiz
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Success Criteria |
Students will learn to peer review, revise, use, and edit their essays.
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Homework |
Edit and revise the essay |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday Friday, September 28-29 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
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Lesson Objectives |
Students will learn how to peer review essay |
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Lesson Activities |
T.S.W. applies edits and revises their essays for publishing T.S.W. complete works cited page Students will publish an essay Visual ANalysis essay due! We'll be considered late at the end of Saturday evening! The official due date is September 29. |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Students will submit a final publishable essay.
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Success criteria |
Students will complete the first rhetorical analysis essay of the year! |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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October 2023
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Week 1 |
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Monday, October 2 |
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Bellringer |
Quickwrite Journal Entry Day #11 & Daily Grammar Practice #11 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will peer review their writing partner's essays. Students will answer the questionnaire and grade their peer's essays. Students will apply revisions for suggestions from their peers. Students will publish essays.
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Success Criteria |
"I can peer review my writing partner's essay. I can also offer suggestions for revisions in other student's essays. I will apply revisions and edits to my essay using my peer's suggestions as a guide." |
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Lesson Activities |
Students will download the daily activity "Visual analysis peer review and questionnaire w rubric" to grade and offer suggestions for revisions for other students' essays. Students will apply revisions to their essays using suggestions." Visual Analysis essay due! The official due date is October 2. Essays turned in after 11:59 p.m. o |
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Homework |
Complete the visual analysis essay |
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Resources |
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Tuesday-Wednesday, October 3-4 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
Introduction to new assignment Annotated Bibliography |
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Lesson Objectives |
T.S.W. will be introduced to an annotated bibliography assignment T.S.W. Learn Annotated Bibliography format Determine the Credibility of a source |
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Lesson Activities |
Receive Annotated Bibliography assignment Instruction on how to format an essay Essay requirements
Later this Week* A.C.T. Reading Practice & A.C.T. Reading Quiz
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Success Criteria |
Students will understand the annotated bibliography prompt and practice A.C.T. for a reading quiz.
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Homework |
Begin thinking of topics for Annotated Bibliography |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, October 5-6 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
Students will learn how to peer review essay |
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Lesson Activities |
Library resource presentation: Mr. Henslee
Choosing and Brainstorming Topic Candidates
Students will peer review former student samples using an Annotated bibliography rubric.
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Students will peer review student sample Annotated bibliography Students will begin brainstorming for topics. Mr. Henslee discusses library resources. Students will take the A.C.T. reading quiz.
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Success criteria |
Students will better understand the purpose of an Annotated Bibliography |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Fall Break October 7-11
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Week 2 |
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Thursday-Friday October 12-13 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will peer review student samples and share their grades and responses with the class.
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Success Criteria |
"I can peer review another student's annotated bibliography and understand what the prompt is asking and how it is graded." |
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Lesson Activities |
Students will download the daily activity "Student Sample Annotated Bibliography peer review and questionnaire w rubric" and use the rubric to grade A.B. Students will share their responses with the class. D.G.P. Quiz #2!!!
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Homework |
Complete Student Sample Annotated Bibliography Peer review |
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Resources |
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Week 3 |
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Monday-Tuesday, October 16-17 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Objectives |
Students will learn the author's purpose Students can identify bias Students begin learning the research process |
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Lesson Activities |
Complete Author's Purpose Activity
Choosing and Brainstorming Topic Candidates
Declare a topic. Write a topic proposal.
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Students will filter an article for bias and the author's purpose Students will declare a topic and write a proposal explaining what issue they are researching, the main problem, and different perspectives surrounding issues.
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Success criteria |
"I can identify the purpose and objective the author is trying to convey to the audience. I have begun practicing research procedures in my brainstorming document." |
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Resources |
Check OnCourse resources for PowerPoint.
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Wednesday-Thursday October 18-19 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. better understands the type of research paper they are researching for T.S.W. understands the rubric and grading process T.S.W. be introduced to Mr. R's Issue Analysis: Saving the European Honey Bee |
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Lesson Objectives |
T.S.W. be introduced to Mr. R's topic T.S.W. grade student sample Issue analysis Determine the Credibility of a source |
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Lesson Activities |
Receive Instruction on Varied sources and primary sourcing Watch Mr. R's Bee Video Grade sample issue analysis Perform research and brainstorm topic
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Success Criteria |
"I can learn how to find foundational sources for my annotated bibliography assignment."
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Homework |
Research topics for Annotated Bibliography |
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Resources |
OnCourse Resources
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Friday, October 20 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Objectives |
Students will grade former issue analysis sample papers using a rubric Draft annotations for annotated bibliography
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Lesson Activities |
Mr. Students will grade former student samples using an Annotated bibliography rubric. Mr. R's second source: Textbook for definitions Class discussion on issue analysis grades T.S.W. performs research for their topic and keeps collecting sources
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
How to use sources for research Students will begin brainstorming for topics. Students will begin drafting their annotated bibliographies.
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Success criteria |
"I can find a source and then figure out how to use it and make it relevant to my research in the essay." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Week 4 |
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Monday, October 23 |
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Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will research and brainstorm their topic issues Students will draft new annotations from new sources
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Success Criteria |
"I can research and write annotations for sources in my annotated bibliography assignment." |
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Lesson Activities |
Students will collect sources and write annotations for sources Mr. R will hold writing conferences
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Homework |
T.S.W. keeps researching and finding new sources to annotate |
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Resources |
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday October 24-25 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. how to cite and apply multiple perspectives and arguments. Scholarly article Mr. R's Issue Analysis: Saving the European Honey Bee: Are we overcoddling the honeybee? |
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Lesson Objectives |
T.S.W. researched their topic and collected sources for an annotated bibliography draft annotations for annotated bibliography |
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Lesson Activities |
Receive instruction on applying source arguments with scholarly articles.
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Success Criteria |
"I can learn how to find argumentative and scholarly sources for my annotated bibliography assignment."
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Homework |
Research topics for Annotated Bibliography |
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Resources |
OnCourse Resources
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Thursday-Friday, October 26-27 |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9 |
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Lesson Objectives |
Draft annotations for annotated bibliography
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Lesson Activities |
T.S.W. performs research for their topic and keeps collecting sources
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
How to use scholarly sources for research Students will continue drafting their annotated bibliographies
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Success criteria |
"I can find a scholarly source and then figure out how to use it and make it relevant to my research in the essay." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
Deadline for Annotated Bibliography 31!!!
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Week 5 |
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Monday, October 30 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will peer-review their writing partner's annotated bibliography Students will continue to draft annotated bibliography
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Success Criteria |
"I can research and write scholarly annotations for sources in my annotated bibliography assignment." |
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Lesson Activities |
Students will collect sources and write annotations for sources Mr. R will hold writing conferences
Deadline for Annotated Bibliography 31!!!
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Homework |
T.S.W. keeps researching and finding new sources to annotate |
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Resources |
Classroom - OnCourse Systems for Education
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Tuesday, October 31 Halloween - Wednesday, November 1 |
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Bellringer |
Quickwrite Journal Entry Day #11 & Daily Grammar Practice #11 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. how to cite and apply multiple perspectives and arguments. Scholarly article Mr. R's Issue Analysis: Saving the European Honey Bee: Are we overcoddling the honeybee? |
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Lesson Objectives |
T.S.W. researched their topic and collected sources for an annotated bibliography draft annotations for annotated bibliography |
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Lesson Activities |
Receive instruction on applying source arguments with scholarly articles. Turn in the month of October D.G.P.s and Quickwrites Peer review for annotated bibliography today
Annotated Bibliography Due at 11:59 pm Friday!!!
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Success Criteria |
"I can learn how to find argumentative and scholarly sources for my annotated bibliography assignment."
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Homework |
Research topics for Annotated Bibliography |
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Resources |
OnCourse Resources
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Thursday-Friday November 2-3 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Objectives |
Draft annotations for annotated bibliography
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Lesson Activities |
T.S.W. performs research for their topic and keeps collecting sources Introduction to Issue Analysis research essay Due Date December 2
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
How to use scholarly sources for research Students will continue drafting their annotated bibliographies Students will build a topic paragraph Students will begin drafting their issue analysis essay
Annotated Bibliography due tonight @ 11:59 pm
The final day to drop LSU DE is 11/3/2023 @ noon.
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Success criteria |
"I can find a scholarly source and then figure out how to use it and make it relevant to my research in the essay." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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November 2023
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Week 1 |
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Monday, November 6 |
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Bellringer |
No Quickwrite or D.G.P. for today |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text is and licitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze them throughout it, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze them throughout it, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will peer-review their writing partner's annotated bibliography Students will continue to draft annotated bibliography Submit the final publishable draft. Annotated Bibliography due tonight @ 11:59 pm The final day to drop LSU DE is 11/3/2023 @ noon.
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Success Criteria |
"I can research and write scholarly annotations for sources in my annotated bibliography assignment." |
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Lesson Activities |
Students will collect sources and write annotations for sources Mr. R will hold writing conferences
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Homework |
T.S.W. keeps researching and finding new sources to annotate |
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Resources |
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday November 7-8 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of the text, tacitly, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze them throughout it, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. takes D.G.P. Assessment! D.G.P. Quiz #3 |
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Lesson Objectives |
T.S.W. takes the A.C.T. English test. Students will prepare for the A.C.T. English Exam. |
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Lesson Activities |
Receive Issue Analysis Assignment Take D.G.P. Quiz
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Success Criteria |
"I am becoming more prepared to take the A.C.T. English."
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Homework |
Begin brainstorming for Issue Analysis |
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Resources |
Issue Analysis handout OnCourse resources!
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Thursday-Friday November 9-10 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
T.S.W. learn how to outline their paper and evaluate arguments. T.S.W. brainstormed a thesis statement
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Lesson Activities |
T.S.W. began drafting a thesis statement T.S.W. begins outlining an essay
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the, inexplicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze them throughout it, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Students will take the STAR test Students will take DGP Quiz #3 How to use scholarly sources for research Students will continue drafting their outline Students will draft a thesis statement Students will begin drafting their issue analysis essay
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Success criteria |
"I can draft a thesis statement. I can also begin outlining my essay. I can evaluate arguments." |
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Resources |
Check Microsoft Teams for instructional essay videos ess, prompts, and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Week 2 |
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Monday, November 13 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of the text, tacitly, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze them throughout it, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will practice grammar with D.G.P. Students will continue to draft the outline.
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Success Criteria |
"I can draft argument evaluation paragraphs! " |
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Lesson Activities |
Students will draft argument evaluation paragraphs Mr. R will hold writing conferences
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Homework |
T.S.W. keeps researching and finding new sources to annotate |
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Resources |
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday November 14-15 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of the text implicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze them throughout it, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze them throughout it, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to analyze an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. draft argument paragraph |
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Lesintroducestthe ives |
T.S.W. introduces authevaluatesuments and evaluates their effectiveness in solving the essential question. |
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Lesson Activities |
T.S.W. drafts argument paragraphs and evaluates them for effectiveness. T.S.W. conference with Mr. R
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Success Criteria |
"I am learning to evaluate arguments for their effectiveness in contributing to the solution to their essential question."
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Homework |
Draft argument paragraphs. |
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Resources |
OnCourse resources Mr. R's templates
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Thursday-Friday, November 16-17 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Objectives |
T.S.W. learn how to outline their paper and evaluate arguments. T.S.W. draft arguments |
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Lesson Activities |
T.S.W. draft argument paragraphs
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the t, explicitly as well as inferences are drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze them throughout it, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
T.S.W. develops argument paragraphs
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Success criteria |
"I can evaluate arguments and draft paragraphs for the issue analysis essay." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Week 3 - Continue work on Issue Analysis
Thanksgiving Break November 18-26
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Week 4 |
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Monday, November 27 |
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Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the, explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze them throughout it, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to analyze an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
Students will practice grammar with D.G.P. Students will continue to draft argument paragraphs.
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Success Criteria |
"I can draft argument evaluation paragraphs! " |
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Lesson Activities |
Students will draft argument evaluation paragraphs Mr. R will hold writing conferences
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Homework |
T.S.W. keeps researching and finding new sources to annotate |
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Resources |
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday, November 28-29 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text is and licitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to analyze in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. draft intro, conclusion, contested argument paragraphs T.S.W. peer review writing partners' essay |
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Leintroducescthe times |
T.S.W. introduces arguments and evaluates their effectiveness in solving the essential question. T.S.W. peer review writing partners' essays. |
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Lesson Activities |
T.S.W. draft introduction, conclusion, and contested argument paragraphs. T.S.W. conference with Mr. R
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Success Criteria |
"I am arguments evaluates their effectiveness in contributing to the solution to their essential question. I can also apply effective int, production, conclusion, and contest arguments for a research essay."
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Homework |
Draft argument paragraphs. Draft Introduction, conclusion, and contested paragraphs |
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Resources |
OnCourse resources Mr. R's templates
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Thursday-Friday, November 30-December 1 |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9 |
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Lesson Objectives |
T.S.W. learn how to outline their paper and evaluate arguments. T.S.W. draft arguments |
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Lesson Activities |
T.S.W. draft argument paragraphs
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
T.S.W. develops argument para make graphs. T.S.W. will finalize the revisions and publish the research paper.
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Success counterarguments |
n evaluate their effectiveness in contributing to the solution to their essential question. I can also apply compelling intro, duction, conclusion, and contest arguments for a research essay." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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December 2023
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Friday, December 2 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to analyze in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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WEEK 1 |
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Monday, December 4 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. creates essay T.S.W. create body par, graph,s for ethos logo will s and pathos T.S.W. prepare for peer review on Wednesday |
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Lessocreatescan times |
T.S.W. can create the outline of the rhetorical analysis essay T.S.W. begins drafting body paragraphs |
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Lesson Activities |
T.S.W. draft outline and body paragraphs for rhetorical analysis essay
Good morning,
It is time to start enrolling DE students for the Spring 2024 semester! Students who plan to dual enroll for the Spring 2024 semester complete the Parent Approval Form and the online application. They must apply for all courses they are taking on the same online application. ALL students wanting to take dual enrollment next semester must complete and submit the application before we leave for Christmas Break.
After students complete the online application, they will be directed to an application submitted screen. Students need to take a screen shot then send to Mr. R's email. I need these records for when there are glitches in the LSU system stating that they did not apply.
Online application link: www.lsu.ed/deapplication
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Success Criterhetorical |
writing a rhetoric analysis essay on the material of my choice."
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Homework |
Draft outline, body paragraphs, and thesis statement |
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Resources |
OnCourse resources
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Wednesday, December 6 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
T.S.W. peer review papers T.S.W. continues drafting their rhetorical analysis essays using suggestions from their peer review |
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Lesson Activities |
T.S.W. peer review essays Use peer review to make revisions and edits to their essays
Good morning,
It is time to start enrolling DE students for the Spring 2024 semester! Students who plan to dual enroll for the Spring 2024 semester complete the Parent Approval Form and the online application. They must apply for all courses they are taking on the same online application. ALL students wanting to take dual enrollment next semester must complete and submit the application before we leave for Christmas Break.
After students complete the online application, they will be directed to an application submitted screen. Students need to take a screen shot then send to Mr. R's email. I need these records for when there are glitches in the LSU system stating that they did not apply.
Online application link: www.lsu.ed/deapplication
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
T.S.W. learned to peer review essays and apply suggested revisions to their essays
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Success criteria |
"I can peer review another student's essay. I can also take a peer review of my essay and apply positive changes using the superpartner of my writing partner. " |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, December 8 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesseditedbjreviseds |
T.S.W. published and published their rhetorical analysis essays.
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Success Criteria |
"I can effectively publish a rhetorical analysis essay! " |
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Lesson Activities |
S, student, ts will revise, edit, and publish their rhetorical analysis essays. Essays due at 11:Says
Good morning,
It is time to start enrolling DE students for the Spring 2024 semester! Students who plan to dual enroll for the Spring 2024 semester complete the Parent Approval Form and the online application. They must apply for all courses they are taking on the same online application. ALL students wanting to take dual enrollment next semester must complete and submit the application before we leave for Christmas Break.
After students complete the online application, they will be directed to an application submitted screen. Students need to take a screen shot then send to Mr. R's email. I need these records for when there are glitches in the LSU system stating that they did not apply.
Online application link: www.lsu.ed/deapplication
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Homework |
It says it is due at 11:59 pm!!! |
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Resources |
Classroom - OnCourse Systems for Education
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WEEK 2 |
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Monday, December 11 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence.
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Learning Intentions |
T.S.W. take a STAR reading assessment |
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Lesson Objectives |
T.S.W. takes a STAR reading assessment, which measures their reading skills |
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Lesson Activities |
T.S.W. takes a STAR test, which measures their reading skills
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Success Criteria |
"I can take a STAR reading test and demonstrate what I have learned in English 4e."
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Homework |
Complete senior wills |
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Resources |
OnCourse resources
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Wednesday, December 13 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Objectives |
T.S.W. completes senior wills |
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Lesson Activities |
T.S.W. completes senior wills |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Senior wills |
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Success criteria |
"Senior wills " |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, December 15 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support Analysis of what the text says explicitly and inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient Evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and Evidence. |
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Lesson Objectives |
T.S.W. take a D.G.P. Quiz
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Success Criteria |
"I can take aDGP quiz and demonstrate the grammatical skills i have learned in English DE! " |
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Lesson Activities |
Students will take a grammar quiz, says
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Homework |
It says it is due at 11:59 pm!!! |
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Resources |
Classroom - OnCourse Systems for Education
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