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.
English IV British Literature Agenda:
August 2024
English IV British Literature
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WEEK 1 |
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Thursday, August 8 |
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Bellringer |
Expectations for English IV. What is English IV British Lit? Quickwrite #1 DGP #1 |
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Lesson Objectives |
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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 #2 DGP#2 |
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Lesson Activities |
Answer the writing prompt in the ppt and work on the DGP dated August |
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Homework |
Log Into Teams, Remind, optional check syllabus |
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Assessment |
Practice assessment essay British Literature's George Orwell 1984 Contextual History of Modernism and Post-Modernism Begin reading Chapter 1 |
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Resources |
https://web.microsoftstream.com/video/3c0989ff-b15f-4473-abe1-1b87d035728e |
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Next Week |
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Lesson Activities |
Introduction to British Literature Rhetorical Analysis of Winston Churchill's We Shall Never Surrender Speech Read and analyze Chapter 1 of 1984 by George Orwell Complete graphic organizer |
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Homework |
None |
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Resources |
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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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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.
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Learning Intentions |
Review of Rhetorical Analysis, Reading Assessment |
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Lesson Activities |
Star Reading Test In Class Rhetorical Analysis of Winston Churchill's "We Shall Never Surrender" speech. |
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Success Criteria |
Students are going to read Winston Churchill's "We Shall Never Surrender" speech in class and discuss Churchill's use of ethos, logos, and pathos rhetorical strategies for methods of persuasion. |
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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-Wednesday, August 13-14 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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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. Introduction to Rhetorical Arguments.
Assignment: Rhetorical analysis of King George's 1939 speech to the British Commonwealth. Rhetorical analysis writing partner exercise of King George's 1939 speech. Use C.E.R. style to identify, interpret, and defend claims using evidence and reason. What rhetorical appeal? What is your evidence? What is your reason? Defend your claim. UseUse
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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.
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students are going to read King George's speech in class and discuss the King's use of ethos, logos, and pathos rhetorical strategies for methods of persuasion. |
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Resources |
Check Microsoft Teams for instructional essay videos, 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, August 15-16 |
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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 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 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. |
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Lesson Objectives |
Rhetorical Analysis Practice: Identifying ethos, logos, and pathos Claims, Evidence, and Reasoning practice. Learn to identify themes in Postmodernism. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can recall different themes of post-modernism. I also understand the context of George Orwell's 1984 and its connection with the history of communism and fascism. I can also identify different rhetorical arguments, specify and explain how they are being used, and target an objective of its success." |
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Lesson Activities |
Rhetorical analysis writing partner exercise of King George's speech delivered to the Commonwealth.
Turn into OnCourse assignment: Rhetorical Analysis of King George's 1939 speech.
Who is British Literature's Postmodern author, George Orwell? What is so influential about his novel 1984?
Who is George Orwell?
Intro to Postmodernism Themes:
Totalitarianism & Communism
Individualism & Collectivism
Reality control
Class struggle
Love and Loyalty
Begin reading Chapter 1
Identify themes and postmodern faculties.
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Homework |
Look over your notes for an upcoming quiz on context. |
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Resources |
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 #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, 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.
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Learning Intentions |
Review of Rhetorical Analysis, Reading Assessment |
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Lesson Activities |
Progress Learning ACT Assessment |
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Success Criteria |
Students are going to take the Progress Learning ACT Assessment. This is a diagnostic test that measures student's strengths and weaknesses when it comes to their approach and strategy to the ACT. This diagnostic assesses students' weaknesses in ELA skills and knowledge. "I have an idea of what I would score on the ACT if i took it today. This test will show my teacher what skills I should improve for a higher ACT 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-Wednesday, August 20-21 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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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.
Assignment: Read Chapter 1 of George Orwell's 1984. Students will complete a reading organizer that assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill? Then, explain the answer using reason, connecting the claim and evidence.
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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, 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.
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
"I can read passages from 1984 and write responses to passages in my graphic organizer. I understand faculties of post-modernism well enough to identify them in the text and create CER responses." |
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Resources |
Check Microsoft Teams for instructional essay videos, 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, August 22-23 |
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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. |
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Lesson Objectives |
Rhetorical Analysis Practice: Identifying ethos, logos, and pathos Claims, Evidence, and Reasoning practice. Learn and identify themes in Postmodernism. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can recall different themes of post-modernism. I also understand the context of George Orwell's 1984 and its connection with the history of communism and fascism. I can also identify different rhetorical arguments, specify and explain how they are being used, and target an objective of its success."
I can take a STAR test and give the best indicator of where my accurate 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
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Lesson Activities |
Students will take the STAR test, which assesses their reading levels.
Students will take the summer Reading AR test.
Review of Claims, Evidence, Reason.
Assignment: Read Chapter 2 of George Orwell's 1984. Students will complete a reading organizer that assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill, then explain the answer using reason connecting the claim and evidence?
Identify themes and postmodern faculties.
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Homework |
Look over your notes for an upcoming quiz on context. |
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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 #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.
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Learning Intentions |
Claims, evidence, reasoning Analysis, and practice Daily grammar practice -ACT reading and writing
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Lesson Activities |
Students will perform CERs on Soviet Era poems. Students will read poems with propaganda posters and discuss themes of communism/totalitarianism. Students will work on their CHapters 1 & 2 CER graphic organizer.
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Success Criteria |
Students learn how to synthesize claims, evidence, and reasoning by applying communist themes from Orwell's 1984 novel and making connections to Soviet-era poems and posters. "I can voice an argument based on literary evidence and share my ideas with the class." This is a can recall different themes of post-modernism. I also understand the context of George Orwell's 1984 and its connection with the history of communism and fascism. I can also identify different rhetorical arguments, specify and explain how they are being used, and target an objective of its success."
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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-Wednesday, August 27-28 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
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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.
Assignment: Read Chapter 3 of George Orwell's 1984. Students will complete the Chapter 3 reading organizer, which assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill, then explain the answer using reason connecting the claim and evidence?
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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.
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
"I can read passages from 1984 and write responses to passages in my graphic organizer. I understand faculties of post-modernism well enough to identify them in the text and create CER responses." |
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Resources |
Check Microsoft Teams for instructional essay videos, 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, August 29-30 |
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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. |
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Lesson Objectives |
Claims, Evidence, and Reasoning practice. Learn and identify themes in Postmodernism. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I
I have an idea of what I would score on the ACT if i took it today. This test will show my teacher what skills I should improve for a higher ACT score. Like we do the first two weeks of school, assessments!"
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Lesson Activities |
Review of Claims, Evidence, Reason.
Assignment: Read Chapter 3 of George Orwell's 1984. Students will complete a reading organizer that assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill, then explain the answer using reason connecting the claim and evidence?
•1. Discuss the omnipresent posters of Big Brother in terms of his physical appearance and the phrase “Big Brother Is Watching You.” What does the caption imply about the society in which Winston Smith lives? Does evidence from Chapter 1 support these implications?
•Or…
•2. Discuss the three Party slogans and what each statement implies about this society. What does the public’s easy acceptance of these mottos suggest about the populace at this stage of the story?
•Write a one-page essay responding to one of the following prompts! By next Tuesday!
Identify themes and postmodern faculties.
DGP Quiz #1
Journals #1-11 Due in OnCourse Assignments
"I
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Homework |
Look over your notes for an upcoming quiz on Chapters 1-3 |
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Resources |
Classroom - OnCourse Systems for Education
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September 2024
Happy Labor Day Weekend! September 3-4
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WEEK 1 |
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Tuesday-Wednesday, September 6-7 |
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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
Claims, Evidence, and Reasoning practice.
Learn and identify themes in Postmodernism.
Articulate and deliver arguments using C.E.R.
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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 |
Review of Claims, Evidence, Reason.
Assignment: Read Chapter 3 of George Orwell's 1984. Students will complete a reading organizer that assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill, then explain the answer using reason connecting the claim and evidence?
Finish Soviet Era Propaganda Poster, Complete Study Chapter 3, Complete Graphic Organizer Chapters 2&3
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Success Criteria |
I can recall different themes of post-modernism. I also understand the context of George Orwell's 1984 and its connection with the history of communism and fascism. I can also identify different rhetorical arguments, specify and explain how they are being used, and target an objective of its success." |
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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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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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Lesson Objectives |
Claims, Evidence, and Reasoning practice.
Learn and identify themes in Postmodernism.
Articulate and deliver arguments using C.E.R. Be assessed for knowledge of post-modernism faculties.
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Success Criteria |
"I can recall different themes of post-modernism. I also understand the context of George Orwell's 1984 and its connection with the history of communism and fascism. I can also identify different rhetorical arguments, specify and explain how they are being used, and target an objective of its success." |
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Learning Intentions |
Be assessed by a quiz and essay demonstrating knowledge and application of themes in 1984 |
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Lesson Activities |
Review of Claims, Evidence, Reason.
Assignment: Essay of George Orwell's 1984. Have Study Guide Chapter 3 checked Turn in Reading Organizers for Chapters 2 & 3
Students will complete a reading organizer that assigns passages in which students synthesize CER responses. What faculty of postmodernism does the organizer fulfill, then explain the answer using reason connecting the claim and evidence?
•1. Discuss the omnipresent posters of Big Brother in terms of his physical appearance and the phrase “Big Brother Is Watching You.” What does the caption imply about the society in which Winston Smith lives? Does evidence from Chapter 1 support these implications?
•Or…
•2. Discuss the three Party slogans and what each statement implies about this society. What does the public’s easy acceptance of these mottos suggest about the populace at this stage of the story?
•Write a one-page essay responding to one of the following prompts! By next Tuesday!
Have Study guides checked for Upcoming Quiz
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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 |
TSW practice grammar rules, Quotation marks, colon, hyphen
TSW be assessed on their knowledge of rhetorical appeals and how they are applied.
TSW learns faculties of Post Modernism
TSW recognizes faculties of PostModernism in literature TSW identifies faculties of Postmodernism in literature and photography
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Lesson Activities |
TSW looks at pictures of Gulag's use of post-modernism filters and identifies the faculties of communism. Students will also make connections to George Orwell. Students will write responses to two posters. Responses must be one-half page literary analysis. I will watch the following video A Day In The Life Of A Prisoner In The WORST Soviet Gulag Camps - YouTube
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Homework |
The complete assignment is absent |
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Resources |
A Day In The Life Of A Prisoner In The WORST Soviet Gulag Camps - YouTube
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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 |
Read Letters from a Gulag and make connections to 1984 Identify Postmodernism and communist faculties |
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Lesson Activities |
TSW looks at pictures and identifies the faculties of postmodernism and communism. TSW read letters from a Gulag and assessed the loss of humanity in these prisons. Complete Chapter 3 reading organizer COmplese Chapter 3 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 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 postmodernism and faculties of communism to identify these faculties when looking at pictures of Gulag inmates as well as an interview from a Gulag survivor. Students will connect to the literature through eyewitness accounts and pictures of the Soviet Union prisons." |
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Resources |
Check Microsoft Teams for instructional essay videos, 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 |
TSW read Chapter V of 1984. TSW identifies the faculties of post-modernism in the literature. TSW complete literature graphic organizers. TSW analyze Soviet-era propaganda poster for faculties of communism and post-modernism.
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Learning intentions |
applying the modernist lens of the Soviet poster Read Chapter V and understand and identify post-modernism and communism themes in the text can look at passages in the reading organizer and synthesize a response and analysis for each passage |
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Success Criteria |
"I can also identify different rhetorical appeals in a Soviet propaganda poster. I will also be able to identify faculties of post-modernism and communism in Chapter V of 1984!" |
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Lesson Activities |
Students will read Chapter V of 1984 TSW completed graphic organizers for Chapter 3-4-5 TSW brainstormed and analyzed Soviet propaganda poster
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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 Objectives |
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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 |
TSW practice reading for ACT TSW completed the graphic organizer for Chapter V, 1984, and the study guide.
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Lesson Activities |
TSW participates in an ACT Reading practice Complete reading organizer, study guide for chapter V Reading organizer quiz upcoming! Read the beginning of Chapter V-THeme postmodernism Disintegration FInish "Double think" essay. Watch A Day In The Life Of A Prisoner In The WORST Soviet Gulag Camps - YouTube Students make claims as the class sifts through Gulag photos. C.E.R. practice. |
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Homework |
Complete graphic organizer as well as study guide for chapter V |
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Resources |
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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 |
Read Propagandaconnections to 1984 Identify Postmodernism and communist faculties
TSW read Chapter VI of 1984.
TSW identifies the faculties of post-modernism in the literature.
TSW complete literature graphic organizers.
TSW analyze Soviet-era propaganda poster for faculties of communism and post-modernism.
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Lesson Activities |
TSW analyzed a propaganda poster in class and wrote a response using C.E.R. TSW read Chapter VI of 1984 in class and participated in the discussion TSW complete Chapter VI reading organizer and study guide T |
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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 |
"I can also identify different rhetorical appeals in a Soviet propaganda poster. I will also be able to identify faculties of post-modernism and communism in Chapter V of 1984." |
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Resources |
Check Microsoft Teams for instructional essay videos, 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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Bellringer |
Quickwrite Journal Entry Day # & Daily Grammar Practice # |
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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 |
TSW takes graphic organizer quizzes to assess their C.E.R. skill TSW completed an essay for a propaganda poster TSW complete "Doublethink" essay TSW completes study guides and studies for an upcoming quiz
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Learning intentions |
TSW will be assessed for their C.E.R. analysis and the faculties of post-modernism. |
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Success Criteria |
"I can complete a formative assessment using my C.E.R. skills using post-modernism filters. I can also complete my thoughts in an essay-type format!" |
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Lesson Activities |
Students will complete a graphic organizer quiz Complete essay for soviet propaganda poster SSR-AR test coming at the end of the month
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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, September 25 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8
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Lesson Objectives |
TSW practice C.E.R. for 1984 TSW read Book 3: Chapter I of 1984
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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 |
TSW completes assessments that measure their knowledge and skill on ACT English and reading material.
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Lesson Activities |
TSW participates in an ACT Reading practice Complete the reading organizer for Book 3, chapter I Reading organizer chapter 1, book 3 Study guide Book 3: chapter 1
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Homework |
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Resources |
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Tuesday-Wednesday, September 26-27th |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9 |
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Lesson Objectives |
TSW complete Book 3: Chapter 1 reading organizers
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Lesson Activities |
TSW read Book 3: Chapter 3 TSW takes the DGP Quiz TSW complete Chapter VII reading organizer
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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 |
TSW takes reading assessments of their grammar skills |
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Success criteria |
The students can pass the grammar quiz and complete the graphic organizer successfully. |
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Resources |
Check Microsoft Teams for instructional essay videos, 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 28-29 |
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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 |
TSW read chapter 8 of 1984
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Learning intentions |
TSW will be assessed for their C.E.R. analysis and the faculties of post-modernism. |
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Success Criteria |
"I can complete a formative assessment using my C.E.R. skills using post-modernism filters. I can also complete my thoughts in an essay-type format!" |
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Lesson Activities |
TSW read Book 3: Chapter V of 1984 (book ends!) Students will complete a graphic organizer quiz.
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Homework |
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Resources |
Classroom - OnCourse Systems for Education
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October 2023
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WEEK 1 |
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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 |
TSW read Chapter 8, Part One of George Orwell's 1984 |
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Lesson Activities |
Read Chapter 8 of 1984 ACT Reading Practice Chapter 8 study guide ACT Reading Quiz #2
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Success Criteria |
I can read George Orwell and be able to identify themes of post-modernism.
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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 read Chapter 8 of 1984, part 1 |
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Lesson Activities |
Complete the Reading organizer and Study Guide for Chapter 8 Prepare for the 1984 Book One Part II Test later this Week
§In a 300-word essay, respond to the following writing prompt.
§You have just finished watching the British Broadcasting Company’s report on the situation of the Chinese Uyghurs being imprisoned in Chinese “re-education” camps.
§What are some similarities between China’s treatment of the Muslim Uyhgurs and the society of 1984, Oceania?
§What are some themes in 1984 that can be applied to China’s policy of imprisoning people whose only crime is the God they worship and their culture and traditions?
§Why do you think Americans do not know much about this issue? Why does the American media barely report on this human crisis?
§Why does China only allow the reporters limited access to just a few facilities and not complete access?
§What is “Orwellian” about this entire situation? George Orwell’s novels are banned in China. Why do you think?
§Assignments, including this one, are due by the Week's end. No late work will be accepted afterward.
Inside China's 'thought transformation' camps - BBC News - YouTube |
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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 read post-modern poems and perform C.E.R. analysis for a 1-page response. Receive post-modern poem assignment.
'Post Modernism Unit Test-Bring all study guides
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Success criteria |
I can read George Orwell and postmodern poetry ide, identify the faculties of postmodernism, and articulate them. |
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Resources |
Check Microsoft Teams for instructional essay videos, 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 7-11
Fall |
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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 finish the Chapter 8 study guide Students will take the Reading ACT quiz
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Success Criteria |
"I can read George Orwell's 1984 and post-modernism poetry, identify faculties of postmodernism, and write her response. |
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Lesson Activities |
Students will 1984 TSW analyzes the post-modern poem Students will be assessed on the Reading ACT quiz |
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Homework |
Complete study guide for chapter 6,7,8 and organizers |
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Resources |
Classroom - OnCourse Systems for Education
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Week 3 |
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Tuesday-Wednesday October 16-17 |
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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.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. CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing the most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.) CCSS.ELA-LITERACY.RL.11-12.9
Demonstrate knowledge of eight to early-twentieth-century foundational works of British literature, including how two or more texts from the same period treat similar themes or topics.
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Learning Intentions |
Students apply critical thinking towards applying postmodernism themes in their contemporary world through claims, evidence, and reason. Students correct grammar for active voice and the who versus whom rule. |
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Lesson Objectives |
TSW assesses peers' essays using writing prompts and rubrics. |
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Lesson Activities |
QuickWrite: Make a connection between the post-modernism theme and the contemporary world. DGP: rules run-on sentence, semicolon, quotations, active voice, subject-verb agreement, who or who Essay modeling: Mr. R's "thought crime" essay- how to fulfill the writing prompt and rubric. Reflect: reflect on your rough draft essay. Peer review: Students read their peers' papers or Mr. R's essays and provide feedback through a questionnaire and rubric. Share Review: Students provide feedback to one another, and Mr. R Exit Ticket: Students reflect on recommendations from peer review or students who have not been peer-reviewed, brainstorm for an essay topic, or continue to build a rough draft for the second peer review. Students apply suggestions and recommendations for the revision of their essays.
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Success Criteria |
"Students assess peer's essays for adherence to the writing prompt and the rubric. The student provides feedback, offering suggestions and recommendations for improvement. Student self-assesses their essay for adherence to the prompt. Students apply textual evidence for any claims, arguments, and assessments. "
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Homework |
Begin revision of your rough draft |
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Resources |
Classroom - OnCourse Systems for Education
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Thursday-Friday, October 18-19 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Objectives |
Students read Chapter 8 of 1984, part 1 |
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Lesson Activities |
Complete Reading organizer and Study Guide for Chapter 8 Prepare for the 1984 Book One Part II Test later this Week Analysis of the post-modern poem 1-page response to Pek Post Modern Poem assignment!
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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 read part one of Chapter 8 Students will read post-modern poems and perform C.E.R. analysis for a 1-page response. Receive post-modern poem assignment.
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Success criteria |
I can read George Orwell and postmodern poetry ide, identify the faculties of postmodernism, and articulate them. |
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Resources |
Check Microsoft Teams for instructional essay videos, essay prompts, and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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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 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 finish the Chapter 8 study guide Students will take the Reading ACT quiz
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Success Criteria |
"I can read George Orwell's 1984 and post-modernism poetry, identify faculties of postmodernism, and write her response. |
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Lesson Activities |
Students will 1984 TSW analyzes the post-modern poem Students will be assessed on the Reading ACT quiz Book One Part II Test! |
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Homework |
Complete study guide for chapter 6,7,8 and organizers |
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Resources |
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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Learning Intentions |
TSW complete |
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Lesson Objectives |
TSW complete Young Authors in class |
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Lesson Activities |
Complete young authors Chapter 8 study guide and reading organizer Later this Week* Book One, part two
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Success Criteria |
"I can CER passages for George Orwell's 1984. I can also identify redundant language."
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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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Tuesday-Wednesday October 24 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Objectives |
TSW takes assessment book one part II test |
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Lesson Activities |
Complete Reading organizer and Study Guide for Chapter 8 Prepare for the 1984 Book One Part II Test today 1984 Unit Essay due 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 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 take the Book One Part II test bring reading organizers and study guides for test
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Success criteria |
I can read George Orwell and postmodern poetry ide, identify the faculties of postmodernism, and articulate them. |
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Resources |
Check Microsoft Teams for instructional essay videos, 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 October 26-27 |
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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 read Chapter 1, 5th of May-Dracula's Castle, answer study guide questions, and build their vampire story
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Success Criteria |
"I can read and identify Gothic era themes in Bram Stoker's Dracula |
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Lesson Activities |
Lecture on Gothic literature Students will read Dracula-Chapter I-3rd-4th of May
Students work on the study guide
Students work on in-class vampire journals.
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Homework |
Complete study guide |
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Resources |
Classroom - OnCourse Systems for Education
|
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WEEK 5 |
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Monday, October 30 |
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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 |
Students can make a claim and give arguments with evidence for the claim.
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Lesson Objectives |
Read Chapter 1 and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature Students create C.E.R. on Close reading organizers. |
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Lesson Activities |
Lecture on Gothic literature Students will read Dracula-Chapter I- 5th of May Part I
Students work on the study guide
Students work on in-class vampire journals.
Chapter and Key Quotes Close reading Organizers Chapter 1
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Success Criteria |
"I can read and identify themes of Gothic era text in Bram Stoker's Dracula |
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Homework |
Complete Study Guide |
|
Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
|
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Week 1 of November |
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Tuesday-Wednesday, October 31 (Halloween)- November 1 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
|
Lesson Objectives |
Read the end of Chapter I and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature.
Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Students will read Dracula- Chapter I- on the 5th of May, Part II.
Students work on the study guide.
Students work on in-class vampire journals.
Chapter and Key Quotes Close reading Organizers Chapter 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 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
Students will learn how to apply CER in active exercises in class |
|
Success criteria " |
I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims founded on textual evidence and argue my claim. |
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Resources |
Classroom - OnCourse Systems for Education
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Thursday-Friday November 2-3 |
|
|
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. |
|
Lesson Objectives |
TSW read Chapter II of Dracula TSW identifies themes and formulates arguments to back their claims.
|
|
Success Criteria |
"I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims using textual evidence and argue my claim." |
|
Lesson Activities |
Students will read Dracula-Chapter II- 5th of May, continued
Students work on the study guide
Students work on in-class vampire journals.
|
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Homework |
complete study guide. |
|
Resources |
Classroom - OnCourse Systems for Education
|
November 2023
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WEEK 2 |
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Monday, November 6 |
|
|
Bellringer |
No Bell ringers |
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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.
|
|
Learning Intentions |
Students can make a claim and give arguments with evidence for the claim.
|
|
Lesson Objectives |
Read Chapter 1 and May 5th of Chapter II if you have not done so. Instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Students work on in-class vampire journals.
Chapter and Key Quotes Close reading Organizers Chapter 1
Read AR
|
|
Success Criteria |
"I can read and identify themes of Gothic era text in Bram Stoker's Dracula |
|
Homework |
Complete Study Guide |
|
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, November 7-8 |
|
|
Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Objectives |
Read the end of Chapter II and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature.
Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Students will read Dracula- Chapter II- on the 7-8th of May
Students work on the study guide.
Chapter Two Reading Organizer
Students work on in-class vampire journals.
|
|
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 |
|
Lesson Intentions |
Students will learn how to apply CER in active exercises in class |
|
Success criteria " |
I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims founded on textual evidence and argue my claim. |
|
Resources |
Classroom - OnCourse Systems for Education
|
|
Thursday-Friday November 9-10 |
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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. 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. |
|
Lesson Objectives |
TSW read Chapter II of Dracula TSW identifies themes and formulates arguments to back their claims.
|
|
Success Criteria |
"I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims using textual evidence and argue my claim." |
|
Lesson Activities |
Students take DGP Quiz #3 Students take the STAR test Students work on the study guide
Students work on in-class vampire journals.
|
|
Homework |
complete study guide. |
|
Resources |
Classroom - OnCourse Systems for Education
|
|
WEEK 3 |
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Monday, November 13 |
|
|
Bellringer |
Quickwrite Journal #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.
|
|
Learning Intentions |
Students can make a claim and give arguments with evidence for the claim.
|
|
Lesson Objectives |
Read Chapter 1 and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Historical Context to Vlad Dracul of Transylvania Johnathan Harker's Journal May 8th to Midnight Students work on in-class vampire journals.
Chapter and Key Quotes Close reading Organizers Chapter 1
Read AR
|
|
Success Criteria |
"I can read and identify themes of Gothic era text in Bram Stoker's Dracula |
|
Homework |
Complete Study Guide |
|
Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
|
|
Tuesday-Wednesday, November 14-15 |
|
|
Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
|
Lesson Objectives |
Read the end of Chapter II and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature.
Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Students will read Dracula- Chapter II- May 15th and Later: the Morning of May 16th
Students work on the study guide.
Students work on in-class vampire journals.
|
|
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 |
|
Lesson Intentions |
Students will learn how to apply CER in active exercises in class |
|
Success criteria " |
I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims founded on textual evidence and argue my claim. |
|
Resources |
Classroom - OnCourse Systems for Education
|
|
Thursday-Friday November 16-17 |
|
|
Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
|
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. |
|
Lesson Objectives |
TSW read Chapter II of Dracula TSW identifies themes and formulates arguments to back their claims.
|
|
Success Criteria |
"I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims using textual evidence and argue my claim." |
|
Lesson Activities |
Students will read Dracula-Chapter III- Jonathan Harker’s Journal of May 15th and Later: the Morning of May 16th
Students work on the study guide.
Students work on in-class vampire journals.
|
|
Homework |
complete study guide. |
|
Resources |
Classroom - OnCourse Systems for Education
|
Week 4 -Thanksgiving Break 18-26
|
WEEK 5 |
|
|
Monday, November 27 |
|
|
Bellringer |
Quickwrite Journal #7 & Daily Grammar Practice #7 |
|
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.
|
|
Learning Intentions |
Students can make a claim and give arguments with evidence for the claim.
|
|
Lesson Objectives |
Read Chapter IV and instruct how to identify themes with the read. Jonathan Harker’s Journal of 19th , 28th , 31st of May and the 17th , 24th and 25th of June, morning Students apply the Gothic era lens when identifying themes in literature Students create C.E.R. on Close reading organizers. Chapter IV Dracula Quiz #1 |
|
Lesson Activities |
Chapter 4 Jonathan Harker’s Journal of 19th , 28th , 31st of May and the 17th , 24th and 25th of June, morning Students work on in-class vampire journals.
Chapter and Key Quotes Close reading Organizers Chapter 4
Read AR
|
|
Success Criteria |
"I can read and identify themes of Gothic era text in Bram Stoker's Dracula |
|
Homework |
Complete Study Guide |
|
Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
|
|
Tuesday-Wednesday, November 28-29 |
|
|
Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
|
Lesson Objectives |
Read the end of Chapter VII and instruct how to identify themes with the read. Students apply the Gothic era lens when identifying themes in literature.
Students create C.E.R. on Close reading organizers. |
|
Lesson Activities |
Students will read Dracula- Chapter VII.
Students work on the study guide.
Mina Murray’s Journal 8th and 10th of August
Complete Reading Organiser for Chapter VII
Students work on in-class vampire journals.
|
|
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 |
|
Lesson Intentions |
Students will learn how to apply CER in active exercises in class |
|
Success criteria " |
I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims founded on textual evidence and argue my claim. |
|
Resources |
Classroom - OnCourse Systems for Education
|
|
Thursday-Friday November 30-December 1 |
|
|
Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
|
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. |
|
Lesson Objectives |
TSW read Bram Stoker's Dracula Complete the study guide for these chapters Complete Reading Organizer for Chapter VII TSW identifies themes and formulates arguments to back their claims.
Chapter 8
Chapter 10
Chapter 13
Chapter 14
Comp
AR is due next class. Dracula QUiz #2 next Week
|
|
Success Criteria |
"I can read and identify Gothic themes in Bram Stoker's Dracula. I can also make claims using textual evidence and argue my claim." |
|
Lesson Activities |
Students will read Dracula-Chapter IV on- the 8th of May
Students work on the study guide Book Reading organizer Chapter 4
TSW read Bram Stoker's Dracula
Complete the study guide for these chapters.
Complete Reading Organizer for Chapter VII
TSW identifies themes and formulates arguments to back their claims.
Chapter 8
Mina’s Journal-August 11th, 3 a.m., 12, 13, 14th Letter from Sister Agatha Chapter 10
Dr. Seward’s Diary 11th September
Chapter 13
Mina Harker’s Journal September 22
A Hampstead Mystery Chapter 14
Letter from Van Helsing to Ms. Harker Letter Ms harker to Van helsing Jonathan Harker’s Journal
Chapter 15 Students work on in-class vampire journals.
AR is due next class.
Dracula QUiz #2 next Week
|
|
Homework |
complete study guide. and graphic organizers |
|
Resources |
Classroom - OnCourse Systems for Education
|
December 2023
|
WEEK 1 |
|
|
Monday, December 4 |
|
|
Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
|
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.
|
|
Learning Intentions |
TSW complete their study guides and identify the theme and author's purpose in Dracula TSW analyzes Victorian-era prose and language TSW draft responses to study guide questions using CER |
|
Lesson Objectives |
TSW complete AR test Work on A Tale of Two Cities study guides |
|
Lesson Activities |
Complete study guides chapter XVI in class Chapter XVI- Dr. Seward’s September 28th continued…
Students will work on study guides for Chapter XVI and the reading organizer. TSW takes an AR test
|
|
Success Criteria |
"I can CER passages of Bram Stoker's Dracula."
|
|
Homework |
Bram Stoker's Dracula Chapter XVI Reading organizer and study guide |
|
Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
|
|
Tuesday, December 6 |
|
|
Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
|
Lesson Objectives |
TSW practice CEr with reading and active analysis of the passages |
|
Lesson Activities |
Read Chapter XVI Complete study guides and organizers for Chapter 16 Work on Vampire Diaries and Graphic organizer |
|
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 |
|
Lesson Intentions |
Read Chapter XVI of Bram Stoker's Dracula |
|
Success criteria " |
I can read a tale of two cities and identify themes of Gothic Horror Victorianism." |
|
Resources |
|
|
Thursday, December 8 |
|
|
Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
|
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. |
|
Lesson Objectives |
TSW takes a quiz on Bram Stoker's Dracula. Quiz #2 for Dracula
|
|
Success Criteria |
"I can read and apply Victorian era Gothic Horror Dracula." |
|
Lesson Activities |
Students read Chapter
Bram Stoker’s Dracula Chapter XXVI Mina Harker’s Memorandum Complete the Chapter 26 study guide. Assignment: Complete Study Guides for the Quiz |
|
Homework |
complete study guide. |
|
Resources |
Classroom - OnCourse Systems for Education
|
|
WEEK 2 |
|
|
Monday, December 11 |
|
|
Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
|
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.
|
|
Learning Intentions |
TSW review for test |
|
Lesson Objectives |
TSW complete Dracula #3 Quiz |
|
Lesson Activities |
Complete Vampire Diary presentations for the next class Students will work on Chapter 26 and the reading organizer TSW takes Dracula #3 Quiz
|
|
Success Criteria |
"Students prepare narration of their own Vampire Diary story presentation to the class."
|
|
Homework |
Dracula Chapter 26 Reading organizer and study guide |
|
Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
|
|
Wednesday, December 12-13 |
|
|
Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
|
Lesson Objectives |
TSW presents their story to the class. |
|
Lesson Activities |
Present Vampire Narrative ppt to class.
|
|
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 |
|
Lesson Intentions |
Present, watch, and fill out narrative form for students presenting. |
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Success criteria " |
Students can synthesize and present themes for Vampire Diary, the gothic horror of Victorianism." |
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Resources |
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Friday, December 14-15 |
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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 |
TSW presents and grades students' presentations in a class on Vampire Diary
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Success Criteria |
"I can read and apply Victorian era faculties to the presentation of my Vampire Diary." |
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Lesson Activities |
Students present narrative PowerPoint to the class
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Homework |
complete study guide. |
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Resources |
Classroom - OnCourse Systems for Education
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