Technical Writing Fall 2024
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WEEK 1 |
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Thursday, August 8 |
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Bellringer |
Expectations for Technical Writing. What is Technical Writing? Quickwrite #1 DGP #1 |
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Lesson Objectives |
Students will learn course rules and procedures and how to operate Microsoft Word and OneDrive. |
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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 See Microsoft Teams and OnCourse Resources
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Assessment |
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Friday 9 |
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Bellringer |
Check OnCourse Resources and Answer PPT dated August 12 |
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Lesson Activities |
Answer the writing prompt in the ppt and work on the D.G.P. dated August 12 |
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Homework |
Log Into Teams, Remind, optional check syllabus |
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Assessment |
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Resources |
https://web.microsoftstream.com/video/3c0989ff-b15f-4473-abe1-1b87d035728e ee Microsoft Teams and OnCourse Resources
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WEEK 2 |
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Monday, August 12 |
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Bellringer |
Quickwrite Journal Entry Day #4 & Daily Grammar Practice #4 |
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Lesson Objectives |
Complete a STAR reading test |
| Lesson Standards | CCSS.ELA-LITERACY.W.11-12.7 Conduct short and sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources, demonstrating understanding of the subject under investigation. |
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Success Criteria |
Student completes a reading test which assesses their level of reading. |
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Lesson Activities |
Star Reading Test |
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Homework |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Wednesday, August 14 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Objectives |
Students will write an essay that broadly covers their career choice. |
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Lesson Standards |
CCSS.ELA-LITERACY.W.11-12.7 |
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Lesson Activities |
Students will draft an "About Me" essay. This is a standard five-paragraph essay that responds to a writing prompt that questions the student's future career and trade.
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Success Criteria |
"I have broadly researched some facts about my future career, like what level of education and what kind of certifications my future job will require. I am writing an essay to visualize my future goals and how to accomplish them." |
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Homework |
Work on "About Me Essay" |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, August 16 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Objectives |
Students will broadly research their future careers and write a five-paragraph essay articulating a pathway to reach their goals. |
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Success Criteria |
"I have broadly researched some facts about my future career, like what level of education and what kind of certifications my future job will require. I am writing an essay to visualize my future goals and how to accomplish them." |
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Lesson Activities |
Students will draft an "About Me" essay. This is a standard five-paragraph essay that responds to a writing prompt that questions the student's future career and trade.
Today, we will proofread and submit it to OnCOurse.
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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, August 22 |
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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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Learning Intentions |
Review of Rhetorical Analysis, Reading Assessment |
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Lesson Activities |
Students will take notes on Chapter 2 target audience and persuasion |
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Success Criteria |
Students will take notes on Chapter 2, audience targets, and persuasion. Students will take a D.G.P. Quiz, which measures their grammar and reading levels. This is a diagnostic test that measures students' strengths and weaknesses when it comes to their approach and strategy to the A.C.T. This diagnostic assesses students' weaknesses in E.L.A. skills and knowledge. "I have an idea of what I would score on the A.C.T. if i took it today. This test will show my teacher what skills I should improve to get a higher A.C.T. score. Like we do the first two weeks of school, assessments!" |
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Homework |
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Resources |
OnCourse Resources, Microsoft Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday-Wednesday, August 23-24 |
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Bellringer |
Quickwrite Journal Entry Day #7 & Daily Grammar Practice #7 |
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Lesson Objectives |
Peer Review Practice, Rhetorical Analysis Practice, and Goal of Advertisements |
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Lesson Activities |
Review of Claims, Evidence, Reason.
Assignment: Students will create a brochure and poster for a commercial presentation.
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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 Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
"I can create an advertisement that persuades an identified target audience. I can also plan an outline for a brochure and a commercial!." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, August 25-26 |
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Bellringer |
Quickwrite Journal Entry Day #8 & Daily Grammar Practice #8 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences 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 and identify themes in Postmodernism. Articulate and deliver arguments using C.E.R. |
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Success Criteria |
"I can build a persuasive brochure advertising a product or service." " I can take the STAR test and give an accurate assessment of my reading level. I can score a passing grade on Summer reading." |
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Lesson Activities |
Take a STAR test and Summer reading Review of Claims, Evidence, Reason.
Assignment: Students work on brochures and business card
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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 28 |
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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, 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 |
Students plan commercial outlines from brochures Students will read S.S.R.
Students are going to read Death of a Salesman by Arthur Miller.
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Success Criteria |
Students can be persuasive in their business cards and brochure presentations. They will learn the importance of providing the correct information in attractive styles that are persuasive to a consumer.
Identify themes (purpose, lack of planning, success) in Arthur Miller's play Death of a Salesman.
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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 29-30 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Objectives |
RHetorical planning and persuasive appeal to the target audience of Advertisements |
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Lesson Activities |
Chapter Tests 1 and 2 A.C.T. writing practice Students begin creating poster advertisement that goes along with their product campaign. Students work together to create a unique poster for their advertisement campaign. Students will identify the target audience and appeal to the audience through the use of rhetoric.
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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 Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
"I can synthesize a successful advertisement campaign. I'm learning more and more about how to be persuasive and solicit my skills to be more competitive in the professional world." |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, August 31- September 1 |
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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 |
Students can present their commercial to the class and their peers. |
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Success Criteria |
"I can present my commercial pitch and campaign, including my advertisement poster, brochure, and business card. I can present in front of my peers, live." |
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Lesson Activities |
Students present their commercial to the class and reveal the rest of their advertisement campaign. They will do this live in front of their peers and take questions from other students. Students will also work on A.C.T. writing practice.
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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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September 2023
Happy Labor Day Weekend! September 2-4
Technical Writing
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WEEK 1 |
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Tuesday-Wednesday, September 5-6 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 Create a New Microsoft Word Document with a new heading and page numbers Check Daily PowerPoint in OnCouse resources if you miss class! |
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Lesson Objectives |
Cite textual evidence Determine central themes
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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. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
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Learning Intentions |
Rhetorical Analysis of Advertisements Brainstorm Essay Topic Ideas Synthesize thesis statements
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Lesson Activities |
Review of Claims, Evidence, Reason.
Assignment: Read ACT 1 of Death of a Salesman
Fill out the study guide for Death of a Salesman.
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Success Criteria |
I can read passages of Deat of a Salesman and write responses to passages in my graphic organizer. I understand the faculties of post-modernism well enough to identify them in the text and create C.E.R. responses."." |
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Homework |
Finish Study guide for ACT 1
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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 Check Daily PowerPoint in OnCouse resources if you miss class! |
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Lesson Objectives |
Assessment for grammar quiz Complete Study Guide for Death of a Salesman Synthesize response for Act Part 3 essay |
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Lesson Activities |
D.G.P. Quiz #1
Act 1, Part 3 1-page essay
u1. In this part of the play, we see several sides of Willy, some sympathetic and some unlikable. Please write an essay that describes how Willy can switch from anxious self-doubt at the beginning of the section to brash confidence at the end of it. Show how the starting and stopping of the flashbacks and imaginary conversations contribute to this change.
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u2. Describe how Willy has taken Ben’s life and his philosophy of the “jungle” as models for success. How has Willy shaped that philosophy to encompass life as a salesman?
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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.
CCSS.ELA-LITERACY.RI.11-12.2
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Lesson Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can actively apply their knowledge of rhetorical appeals by analyzing advertisements and commercials. They can identify, analyze, and synthesize responses to the advertisement's intent. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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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 Objectives |
Students will review for the Chapter 1 test. |
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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.
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Learning Intentions |
T.S.W. Review for Chapter 1 test |
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Lesson Activities |
T.S.W. review notes for Tech Writing chapter 1 test!
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Homework |
The complete assignment is absent |
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Resources |
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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 |
Students will be assessed for the Tech writing test |
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Lesson Activities |
T.S.W. takes the Chapter 1 test followed by S.S.R. or completing past assignments
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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 Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can identify and define the faculties of Technical Writing. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, September 14-15 |
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Bellringer |
Quickwrite Journal Entry Day #5 & Daily Grammar Practice #5 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences 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. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
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Lesson Objectives |
T.S.W. identifies an audience TSw learns different modes of audience. T.S.W. practice persuasion
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Success Criteria |
"I can identify different audiences. I am also beginning to practice understanding persuasion and understanding my audience!" |
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Lesson Activities |
T.S.W. learns about the audience during a lecture T.S.W. applies persuasion to a targeted audience
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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 |
Students will review for the Act 1 test of Death of Salesman |
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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.
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Learning Intentions |
Students will review for the ACT 1 test on Tuesday. |
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Lesson Activities |
T.S.W. review notes for the Act 1 test!
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Homework |
The complete assignment is absent |
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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 |
Students will be assessed for the Tech writing test |
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Lesson Activities |
T.S.W. takes the ACT 1 test followed by S.S.R. or completing past assignments
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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 Intentions |
Review of Rhetorical Analysis, reading assessment |
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Success criteria |
Students can identify and define the faculties of Technical Writing. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Friday, September 22 |
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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 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. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
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Lesson Objectives |
T.S.W. identifies an audience TSw learns different modes of audience. T.S.W. practice persuasion
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Success Criteria |
"I can identify different audiences. I am also beginning to practice understanding persuasion and understanding my audience!" |
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Lesson Activities |
T.S.W. learns about the audience during a lecture T.S.W. applies persuasion to a targeted audience
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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, September 20 |
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Bellringer |
Complete DGP #6 Respond to Quickwrite # 6 |
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Lesson Objectives |
T.S.W. practice grammar rules, Quotation marks, colon, hyphen
T.S.W. will be assessed on their knowledge of rhetorical appeals and how they are applied.
T.S.W. learns faculties of Post Modernism
T.S.W. recognizes faculties of PostModernism in literature
T.S.W. identifies faculties of Postmodernism in literature
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Lesson Activities |
T.S.W. read George Orwell's 1984 Chapter 6. T.S.W. identifies, analyzes, and connects with the in-class reading of Chapter 6.
T.S.W. complete Chapter 6 graphic organizer on OnCourse
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Homework |
OnCourse resources, MicroTeams |
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Resources |
Work on publishable essay |
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Tuesday-Wednesday, September 21-22 |
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Bellringer |
Complete DGP #7 and Quickwrite #7 |
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Lesson Objectives |
T.S.W. practice grammar rules, Quotation marks, colon, hyphen
T.S.W. will be assessed on their knowledge of rhetorical appeals and how they are applied. T.S.W. learns faculties of Post Modernism
T.S.W. recognizes faculties of PostModernism in literature
T.S.W. identifies faculties of Postmodernism in literature
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Lesson Activities |
T.S.W. read George Orwell's 1984 Chapter 7.
T.S.W. identifies, analyzes, and connects with the in-class reading of Chapter 7.
T.S.W. complete Chapter 7 graphic organizer on OnCourse
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Homework |
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Resources |
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Thursday-Friday, September 23-24 |
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Bellringer |
Complete DGP #8 and Quickwrite #8 |
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Lesson Objectives |
T.S.W. practice grammar rules, Quotation marks, colon, hyphen T.S.W. will be assessed on their knowledge of rhetorical appeals and how they are applied. T.S.W. learns faculties of Post Modernism T.S.W. recognizes faculties of PostModernism in literature T.S.W. identifies faculties of Postmodernism in literature
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Lesson Activities |
T.S.W. read George Orwell's 1984 Chapter 8. T.S.W. identifies, analyzes, and connects with the in-class reading of Chapter 8. T.S.W. completed the Chapter 8 graphic organizer on OnCourse End of Book One
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Homework |
Complete Graphic Organizer Chapter 8 |
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Resources |
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WEEK 4 |
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Monday, September 25 |
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Bellringer |
Quickwrite Journal Entry Day #9 & Daily Grammar Practice #9
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Lesson Objectives |
T.S.W. takes the A.R. test T.S.W. takes reading practice quiz T.S.W. takes the reading organizer quiz T.S.W. read Chapter VII 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 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. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
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Learning Intentions |
T.S.W. completes assessments that measure their knowledge and skill on A.C.T. English and reading material.
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Lesson Activities |
T.S.W. participates in an A.C.T. Reading practice Complete the Death of a Salesman study guide. T.S.W. takes Death of a Salesman Act 1 test Tsw |
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Homework |
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Resources |
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Tuesday-Wednesday, September 26-27 |
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Bellringer |
Quickwrite Journal Entry Day #10 & Daily Grammar Practice #10 |
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Lesson Objectives |
T.S.W. complete Chapters 5-7, reading organizers
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Lesson Activities |
T.S.W. takes the D.G.P. Quiz T.S.W. complete Chapter VII reading organizer 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 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.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson Intentions |
T.S.W. takes reading assessments of their grammar skills |
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Success criteria |
The students will be able to successfully pass the grammar quiz, as well as complete the graphic organizer. |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday, September 28-29 |
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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 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. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in analyzing substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
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Lesson Objectives |
T.S.W. read chapter 8 of 1984
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Learning intentions |
T.S.W. will be assessed for their C.E.R. analysis as well as 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 27 |
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Bellringer |
Complete DGP #9 Respond to Quickwrite #9 |
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Lesson Objectives |
T.S.W. takes the reading assessment for ACT1 Death of a Salesman |
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Lesson Activities |
T.S.W. takes an A.R. test Take a reading assessment Finish Death of a Salesman study guide
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Tuesday-Wednesday, September 28-29 |
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Bellringer |
Complete DGP #10 and Quickwrite #10 |
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Lesson Objectives |
T.S.W.
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Lesson Activities |
We identify, analyze, and make connections with an in-class reading of Chapter 8.
Complete Book One Study guide
Complete graphic organizers
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Homework |
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Resources |
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Thursday-Friday, September 30-October 1 |
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Bellringer |
Complete DGP #11 and Quickwrite #11 |
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Lesson Objectives |
Analyze postmodernism literature Identify faculties of postmodern literature |
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Lesson Activities |
We identify, analyze, and make connections with an in-class reading of Chapter 8.
Begin Book One Study guide.
Complete graphic organizers
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Homework |
Complete the publishable essay by Sunday evening. |
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Resources |
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October 2022
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WEEK 1 |
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Monday, October 2 |
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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 are drawn from the text, including determining where the text leaves matters uncertain.
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Learning Intentions |
Practice A.C.T. Workkeys level 4 on Progressive learning
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Lesson Objectives |
T.S.W. practiced reading and writing skills relating to their summative workkeys test.
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Lesson Activities |
T.S.W. goes to progressive learning and takes their A.C.T. workkeys level 4 assignment DgP Quiz #2
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Success Criteria |
"My reading and writing skills are improving so that I will be capable of higher scores on the A.C.T. and A.C.T. WorkKeys test."
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Homework |
Begin thinking of topics for Annotated Bibliography |
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Resources |
OnCourse Resources, progressive learning, and A.C.T. Diagnostic
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Tuesday, October 4 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
T.S.W. practiced reading and writing skills relating to their summative workkeys test.
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Lesson Activities |
T.S.W. goes to progressive learning and takes their A.C.T. workkeys level 4 & 5 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 are drawn from the text, including determining where the text leaves matters uncertain. |
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Lesson Intentions |
Practice A.C.T. Workkeys level 4 & 5 on Progressive learning
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Success criteria |
"My reading and writing skills are improving so that I will be capable of higher scores on the A.C.T. and A.C.T. WorkKeys test."
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Resources |
OnCourse resources, progressive learning, A.C.T. WorkKeys
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Thursday, October 6 |
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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 are drawn from the text, including determining where the text leaves matters uncertain.
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Lesson Objectives |
T.S.W. practiced reading and writing skills relating to their summative workkeys test.
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Success Criteria |
"My reading and writing skills are improving so that I will be capable of higher scores on the A.C.T. and A.C.T. WorkKeys test."
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Lesson Activities |
T.S.W. goes to progressive learning and takes their A.C.T. workkeys level 4 & 5 assignment.
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Homework |
Complete A.C.T. workkeys diagnostic, level 4 workkeys,
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Resources |
Progressive learning, course resources, A.C.T. WorkKeys |
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Week 2 |
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Thursday, October 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 are drawn from the text, including determining where the text leaves matters uncertain.
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Lesson Objectives |
T.S.W. practiced reading and writing skills relating to their summative workkeys test.
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Success Criteria |
"My reading and writing skills are improving so that I will be capable of higher scores on the A.C.T. and A.C.T. WorkKeys test."
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Lesson Activities |
T.S.W. goes to progressive learning and takes their A.C.T. workkeys level 4 & 5 assignment.
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Homework |
Complete A.C.T. workkeys diagnostic, level 4 workkeys,
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Resources |
Progressive learning, course resources, A.C.T. WorkKeys |
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WEEK 3 |
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Monday, October 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 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. 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 practice with A.C.T. and read |
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Lesson Objectives |
T.S.W. practice A.C.T. reading |
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Lesson Activities |
A.C.T. Reading Practice Chapter 8 study guide and reading organizer Later this Week* Book One, part two
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Success Criteria |
"I can apply my skills for the A.C.T. 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, October 18 |
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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 1-page response to peak
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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.
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 postmodern poems and perform C.E.R. analysis for a 1-page response. Receive postmodern poem assignment.
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Success criteria |
I can apply A.C.T. skills to the assessment |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, 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 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. 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 A.C.T. quiz
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Success Criteria |
I can write a good poem, nonfiction, or fiction creative writing paper |
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Lesson Activities |
Students will be assessed on the Reading A.C.T. quiz young authors |
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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 24 |
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Bellringer |
Quickwrite Journal Entry Day #7 & 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 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. 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 finish writing young authors and prepare for the chapter II test |
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Lesson Objectives |
T.S.W. completed the Chapter II study guide and young authors |
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Lesson Activities |
A.C.T. Reading Practice Chapter II Study Guide and Finish Young authors
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Success Criteria |
"I can write creatively for young authors. I can also identify redundant language."
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Homework |
Take Chapter II notes |
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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, October 25 |
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Bellringer |
Quickwrite Journal Entry Day #8& Daily Grammar Practice #8 |
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Lesson Objectives |
Students read Chapter 8 of 1984, part 1 |
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Lesson Activities |
Take the Chapter II assessment
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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.
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 create poster advertisements.
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Success criteria |
I can create a poster advertisement |
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Resources |
Check Microsoft Teams for instructional essay videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, November 1 |
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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 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. 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 create a brochure and business card.
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Success Criteria |
"I can read Death of a Salesman and Postmodernism poetry and identify faculties of Postmodernism and write a response. |
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Lesson Activities |
Students will read Act II of Death of a Salesman |
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Homework |
Complete study guide for Act II |
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Resources |
Classroom - OnCourse Systems for Education
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Week 1 |
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Monday, November 7 |
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Bellringer |
No DGP or Journal |
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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. 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 prepare for the A.C.T. English exam |
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Lesson Objectives |
T.S.W. completed the ACT DGP Quiz |
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Lesson Activities |
Work on annotated bibliography
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Success Criteria |
"I am becoming more prep the area for the A.C.T. quiz."
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HomeworkFinish |
sh brochure and business card project. Outline commercial" |
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Resources |
OnCourse ResourceMicrosoftsot Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday, November 7-8 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Objectives |
Students will finish the commercial outline e and give a presentation |
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Lesson Activities |
DGP Quiz #3 Death of a Salesman Quiz
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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 expel, Randell as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson IntenStudents |
Students will learn how to give advertisements.
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Success criteria |
I can produce commercials to deliver them to an audience. |
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Resources |
Check Microsoft Teams for instructional video videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday-Friday 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, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support the canalyzingalysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
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Lesson Objectives |
Students will begin reading Act II of Death of a Salesman.
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Success Criteria |
"I can read Death of Salesman and postmodernism poetry and identify faculties of bands as well response cer response. |
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Lesson Activities |
Students will react to II of Death of Salesman |
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Homework |
Complete study guide for Act II |
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Resources |
Classroom - OnCourse Systems for Education
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Week 1 |
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Monday, November 14 |
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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, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support the claianalyzingsis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
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Learning Intentions |
Students read Death of a Salesman |
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Lesson Objectives |
TSthe completed ACT DGP Quiz |
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Lesson Activities |
Read ACT II of Death of a Salesman
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Success Criteria |
"I can read Death of Salesman and analysis-modernists m faculties. "
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HomeworkFinish |
sh brochure and business card project. Outline commercial" |
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Resources |
OnCourse ResourceMicrosoftsot Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Tuesday, November 15 |
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Bellringer |
Quickwrite Journal Entry Day #3& Daily Grammar Practice #3 |
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Lesson Objectives |
Students will finish the commercial outline e and give a presentation |
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Lesson Activities |
Students will A.C.T. salesman of a salesman and complete a study guide.
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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 e,xpliciandl as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson IStudentsns |
Students will learn how to give advertisements.
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Success criteria |
I can prodcommercialerciadelivervliver it to an audience. |
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Resources |
Check Microsoft Teams for instructional video videos as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, November 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 exp, as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support the claianalyzingsis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
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Lesson Objectives |
Students will begin reading Act II of Death of a Salesman.
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Success Criteria |
"I can read Death of Salesman, postmodernism poetry, and identify faculties of postmoderandll as writeresponsepones. |
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Lesson Activities |
Students will react to II of Death of Salesman |
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Homework |
Complete study guide for Act II |
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Resources |
Classroom - OnCourse Systems for Education
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December 2022
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Week 1 |
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Monday, November 28 |
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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 e,xplicandll as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claim analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
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Learning Intentions |
Students read Death of a Salesman |
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Lesson Objectives |
T.S.W. read Death of a Salesman Act II in class students will complete study guides for part 5 |
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Lesson Activities |
Read ACT II of Death of a Salesman
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Success Criteria |
"I can read Death of Salesman and analysis-modernists m faculties. "
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HomeworkFinish |
sh brochure and business card project. Outline commercial" |
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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, November 29 |
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Bellringer |
Quickwrite Journal Entry Day #6 & Daily Grammar Practice #6 |
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Lesson Objectives |
Students will finish reading Act II of Death salespersonsman in class.
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Lesson Activities |
Students will A.C.T. IIsalesmanf a salesman the and complete study guide.
Students will read DeaSlamesmanlamesman in class and work on study guides.
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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 e,xplicandll as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development throughout the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.2 CCSS.ELA-LITERACY.W.11-12.1 CCSS.ELA-LITERACY.W.11-12.1.A |
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Lesson InteStudents |
Students will learn how to give advertisements.
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Success criteria |
I can prodcommercialerciadelivervliver it to an audience. |
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Resources |
Check Microsoft Teams for instructional esvideosideo as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, December 1 |
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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 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. 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 begin reading Act II of Death of a Salesman.
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Success Criteria |
"I can read Death of Salesman and postmodernism poetry and identify faculties of Postmodernism and write responses. |
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Lesson Activities |
Students will react to II of Death of Salesman |
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Homework |
Complete study guide for Act II |
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Resources |
Classroom - OnCourse Systems for Education
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Week 2 |
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Monday, December 4 |
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Bellringer |
Quickwrite Journal Entry Day #1 & Daily Grammar Practice #1 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferences 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. 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 claim analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
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Learning Intentions |
Takannd AR test |
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Lesson Objecttakes |
T.S.W. takes an A.R. test
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Lesson Activities |
Take an A.R. test on Death of a Salesman.
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Success Criteria |
"I can read Death oSalesmanan ananalyzespost-moderniststs ' faculties. "
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HomeworkFinish |
sh brochure and business card project. Outline commercial" |
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Resources |
OnCourse ResourcesMicrosoftot Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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TuesDecemberemebr 5-6 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
Students will finish reading Act II of Deatof a Salespersonmanan in class.
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Lesson Activities |
Students take a STAR test Students will complete the Death of a Salesman test |
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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 infer 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 StudentsonStudents |
Ent will take a reading assessment.
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Success criteria |
I can take a reading assessment and demonstrate what skills I've learned at the beginning of technical writing. |
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Resources |
Check Microsoft Teams for instructional essavideoseo as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, December 7-8 |
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Bellringer |
Quickwrite Journal Entry Day #3 & Daily Grammar Practice #3 |
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Lesson Standards |
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text explicitly describes 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 analyses of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences clcounterclaimuntercla |
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Lesson Objectives |
Students will take a test on Death ofSalesmanman
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Success Criteria |
"I can read Death of Salesmanpostmodernismmsm poetry and identify faculties of postmodernisandas write responses. |
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Lesson Activities |
Students will take an exam on Death ofSalesmanman |
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Homework |
Complete study guide Acttct II |
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Resources |
Classroom - OnCourse Systems for Education
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Week 2 |
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Monday, December 11 |
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Bellringer |
Quickwrite Journal Entry Day #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 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. 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 claim analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
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Learning Intentions |
Takannd AR test |
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Lesson Objecttakes |
T.S.W. takes an A.R. test
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Lesson Activities |
Take an A.R. test on Death of a Salesman.
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Success Criteria |
"I can read Death oSalesmanan ananalyzespost-moderniststs ' faculties. "
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HomeworkFinish |
sh brochure and business card project. Outline commercial" |
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Resources |
OnCourse ResourcesMicrosoftot Teams https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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TuesDecemberemebr 12-13 |
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Bellringer |
Quickwrite Journal Entry Day #2 & Daily Grammar Practice #2 |
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Lesson Objectives |
Students will finish reading Act II of Deatof a Salespersonmanan in class.
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Lesson Activities |
Students take a STAR test Students will complete the Death of a Salesman test |
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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 infer 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 StudentsonStudents |
Ent will take a reading assessment.
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Success criteria |
I can take a reading assessment and demonstrate what skills I've learned at the beginning of technical writing. |
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Resources |
Check Microsoft Teams for instructional essavideoseo as well as essay prompts and instructions.
https://web.microsoftstream.com/video/d0f0d17d-3e29-4031-8dac-2d2beb7c00d8
Classroom - OnCourse Systems for Education
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Thursday, December 14-15 |
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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 explicitly describes 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 analyses of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences clcounterclaimuntercla |
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Lesson Objectives |
Students will take a test on Death ofSalesmanman
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Success Criteria |
"I can read Death of Salesmanpostmodernismmsm poetry and identify faculties of postmodernisandas write responses. |
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Lesson Activities |
Students will take an exam on Death ofSalesmanman |
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Homework |
Complete study guide Acttct II |
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Resources |
Classroom - OnCourse Systems for Education
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