English IV Agenda: January
Week 1 Christmas Holidays January 1-8
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Week 2 |
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Tuesday-Wednesday, January 9-10 |
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Bellringer |
Quickwrite #1 & DGP #1 |
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Objectives |
Students absorb themes, traditions, and values of Victorian literature.
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Success Criteria |
"I understand VIctorian life, tradition, and values so that I can read the literature applying the context of the time and what the author is conveying to the reader."
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Learning intentions |
Students can identify themes, values, and language of Victorian era Charles Dickens.
What are some comparisons and contrasts between the American and French revolutions?
Cite some examples of what they have in common.
What was the common goal? Cite some examples of how they were different.
What was the difference in outcome between the two revolutions?
Do you think the revolutions were successful or not?
What served as the inspiration for the revolutions?
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Lesson Activities |
Lecture on Victorian Era PPT notes
Read Chapter 1 Study Guide Chapter 1 Reading Organizer
Victorian literature is English literature during the reign of Queen Victoria (1837–1901). Some consider the 19th century the Golden Age of English Literature, especially for British novels. In the Victorian era, the novel became the leading literary genre in English. English writing from this era reflects the significant transformations in most aspects of English life, from scientific, economic, and technological advances to changes in class structures and the role of religion in society.
Watch a Short video of why Charles Dickens is the dominant author of the Victorian era.
Why should you read Charles Dickens? - Iseult Gillespie - YouTube
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Homework |
Complete Chapter 1 Study Guide and Reading Organizer |
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Thursday-Friday, January 11-12 |
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Bellringer |
Quickwrite #2 & DGP #2 |
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Learning Intentions |
Students identify themes, traditions, and values of Victorian literature. Students respond to the read, analyze, and cite evidence to orate and argue the author's purpose and intent through C.E.R. practice.
France, inflation is out of control, and an oppressive social system results in intolerable and extreme injustices being committed against average citizens, who believe they have the worst of life. The breaking point — riotous rebellion — is near, and the populace of France secretly but steadily moves toward revolution.
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Success criteria |
"I understand Victorian life, tradition, and values to read the literature applying the context of the time and what the author conveys to the reader. I also understand the context of the literature and what British life was like in the 19th century. I can also understand the vocabulary in Tale of Two Cities."
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Objectives |
Students absorb themes, traditions, and values of Victorian literature.
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Lesson Activities |
STAR Test - Measuring your Lexile (reading level)
Complete a Short Essay Response to Chapter 1: Paradox Essay response Chapter 1 Analysis & Review Read Chapter 2 Study Guide Chapter 2 Reading Organizer Chapter 2 Vocabulary for Chapters 1-2
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Homework |
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Resources |
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MLK Holiday: Monday, January 15th
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Week 3 |
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Tuesday-Wednesday, January 16-17th |
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Bellringer |
Quickwrite #3 & DGP #3 |
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Objectives |
Students absorb themes, traditions, and values of Victorian literature.
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Learning Intentions |
Students practice their analysis and application while reading Chapter 3 of A Tale of Two Cities. Students make connections to contemporary life using a similar Paradox applied at the beginning of Chapter 1 "It was the Best of times, the worst of times." |
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Success Criteria |
"I can read and translate Charles Dickens's Victorian-era language and identify Victorian-era themes, decipher vocabulary, and construct written responses using C.E.R. by connecting with literature." |
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Lesson Activities |
Complete a Short Essay Response to Chapter 1: Paradox Essay Response Chapter 2 Analysis & Review Read Chapter 3 Study Guide Chapter 3 Reading Organizer Chapter 3
Vocabulary for Chapters 1-2
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Homework |
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Thursday-Friday, January 18-19th |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Objectives |
Students absorb themes, traditions, and values of Victorian literature.
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Learning Intentions |
Students make connections to contemporary life using a similar Paradox applied at the beginning of Chapter 1 "It was the Best of times, the worst of times." |
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Success Criteria |
I can read and translate Charles Dickens's Victorian-era language, identify Victorian-era themes, decipher vocabulary, and construct written responses using C.E.R. by connecting with literature.
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Lesson Activities |
Complete a Short Essay Response to Chapter 2 Chapter 3 Analysis & Review Read Chapter 4 Study Guide Chapter 4 Reading Organizer Chapter 4
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Homework |
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Resources |
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Week 4 |
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Monday, January 22 |
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Bellringer |
Quickwrite #5 & DGP #5 |
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Objectives |
Students absorb themes, traditions, and values of Victorian literature. Students analyze and write a constructive response essay.
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Learning Intention |
Students construct short essay responses to writing prompts. Where and why do you see the "it was the best of times, it was the worst of times" paradox? How is this example similar to A Tale of Two Cities?
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Success Criteria |
Students can synthesize a narrative that closely mirrors Tale of Two Cities. |
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Lesson Activities |
Write a constructive response to the following writing prompt:
In 500-words-write about where and how you see the "It was the Best of Times, it was the worst of times" paradox in our contemporary world.
Where and how do you see it? Present the evidence and make a connection to Charles Dickens' literature.
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Homework |
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Tuesday-Wednesday, January 23-24 |
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Bellringer |
Quickwrite #6 & DGP #6 |
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Objectives |
Students practice their analysis and quick constructive oratory response during the active read of Tale of Two Cities Chapter 5 |
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Learning Intention |
Students practice analysis, reading comprehension, and deciphering Charles Dickens's language in A Tale of Two Cities. |
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Success Criteria |
Students use cer to perform analysis of poetry. |
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Lesson Activities |
Complete a Short Essay Response to Chapter 4 Chapter 4 Analysis & Review Revise, edit, and publish essays after peer review—your paper rough draft due along with digital copy.
DGP Quiz #3
Peer review for "It was the best of times, it was the worst of times," paradox essay today!!!
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Homework |
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Resources |
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Thursday-Friday, January 25-26 |
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Bellringer |
Quickwrite #7 & DGP #7 |
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Lesson Objectives |
Students practice their analysis and quick constructive oratory responses during the active reading of Oscar Wilde's The Ballad of Reading Gaol |
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Lesson Activities |
Paradox Dickensian essay due today! Students will read Oscar Wilde's The Ballad of Reading Gaol and analyze and decipher the stanzas applying Victorian-era themes.
Watch the video on Oscar Wilde's contributions to Victorian Era literature. LITERATURE - Oscar Wilde (youtube.com)
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Learning Intentions |
Students can effectively participate in a group read but can also privately or in groups decipher the poem. Students will present their evaluations in the next class. |
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Homework |
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Resources |
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Success Criteria |
I can read Oscar Wilde's poem The Ballad of Reading Gaol, understand the author's purpose, and follow the story. |
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Assessment |
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Week 5 |
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Monday, January 29 |
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Bellringer |
Quickwrite #8 & DGP #8 |
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Lesson Objectives |
Students practice their analysis and quick constructive oratory responses while actively reading Oscar Wilde's The Ballad of Reading Gaol. |
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Learning Intentions |
Students practice reading Victorian-era poetry and identifying the author's purpose and intent. |
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Success Criteria |
I can work in a small group to analyze and convey the author's purpose and intent in The Ballad of the Reading Gaol. |
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Lesson Activities |
Students work in small groups to analyze and identify Oscar WIdle's author's purpose and intent in The Ballad of Reading Gaols with their group.
Begin Reading Chapter V Peer Review /Revise/Edit Turn in Rough Draft w/ Peer Review Prepare for Publish
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Homework |
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Assessment |
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Resources |
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Tuesday-Wednesday, January 30-31 |
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Bellringer |
Quickwrite #9 & DGP #9 |
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Lesson Objectives |
Students practice their analysis and quick constructive oratory responses while actively reading Oscar Wilde's The Ballad of Reading Gaol. |
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Learning Intentions |
Students read Chapter V- Learning to foreshadow evidence of the coming French Revolution. |
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Success Criteria |
"I can read, analyze, and offer analysis live in the classroom to my peers. I can also identify evidence of the coming revolution-then report that evidence in CER." "I am learning the writing process of college-level essays. Today, I am reading an essay and filtering for grammar, ideas, concepts, and key arguments in CER in my peer review essay." |
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Lesson Activities |
Students share their findings with the class as we read the poem together. Complete Study Guide Complete Reading Organizer Continue Writing Process for Paradox Essay
Continue - Reading Chapter V
Peer Review
/Revise/Edit
Turn in Rough Draft w/ Peer Review
Prepare for Publish Due Friday, February 2nd (This Friday)
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Homework |
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Resources |
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February 2024
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Week 1 |
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Thursday-Friday, February, 1-2 |
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Bellringer |
Quickwrite #10 & DGP #10 |
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Lesson Objectives |
Students can take a rough draft- a peer review essay, then apply recommendations to the published draft. |
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Learning intentions |
Students practice analysis, reading comprehension, and deciphering Charles Dickens's language in A Tale of Two Cities. |
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Success Criteria |
"I can publish a peer-reviewed, multi-draft essay from written to Microsoft Word MLA-format essay on time!" "I can identify Dickensian French Revolution foreshadowing in A Tale of Two Cities" |
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Lesson Activities |
Chapter V Analysis & Review Reading Organizer Chapter V
Complete Study Guide Chapter V
Complete Reading Organizer Chapter V
Continue Writing Process for Paradox Essay
Finish - Reading Chapter V
Peer Review
/Revise/Edit
Publish Due Date Today! I will grade it over the weekend.
Prepare for Publish Due Friday, February 2nd (This Friday)
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Homework |
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Resources |
Microsoft Teams, OnCourse resources, teacher website. |
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Week 2 |
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Monday, February, 5 |
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Bellringer |
Quickwrite #1 & DGP #1 |
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Learning intentions |
Students analyze the text of Charles Dickens |
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Lesson Objectives |
TSW identifies themes and interprets Dickensian language |
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Lesson Activities |
TSW read and analyzed Chapter 6 of A Tale of Two Cities
Reading organizers
Study Guide Chapter 6
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Homework |
Begin writing their rough draft. |
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Resources |
Micro Teams, OnCourse resources |
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Success Criteria |
Students can apply CERS romanticism poetry |
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Tuesday-Wednesday, February, 6-7 |
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Bellringer |
DGP #2 & Quickwrite # 2 |
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Learning Intentions |
Students analyze texts of Charles Dickens |
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Learning Objectives |
TSW identifies themes and interpret Dickensian language |
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Lesson Activities |
TSW read and analyzed Chapter 6 of A Tale of Two Cities
Reading organizers
Study Guide Chapter 6
DGP Quiz #3 next class!
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Success Criteria |
"I can read, analyze, identify themes, and interpret Dickensian texts." |
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Thursday-Friday, February 8-9 |
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Bellringer |
Quickwrite #3 & DGP#3 |
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Learning Intentions |
Students can perform well applying proper grammar rules to the DGP Quiz |
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Learning Objectives |
Students review Dickensian language and themes Students practice stakes-style testing through the DGP Quiz |
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Lesson Activities |
Unit Test Review DGP Quiz #3 Complete and turn in Graphic Organizers chapters 1-2, 4-6 Complete Study Guides Turn in January Journals Recap of A Tale of Two Cities. |
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Homework |
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Resources |
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SuccessCriteriaa |
"I can understand and interpret the Dickensian language and better prepare for high-stakes testing by performing my best in the ACT practice test." |
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Mardi Gras Holidays: Saturday-Wednesday or February 10-14
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Week 3 |
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Thursday-Friday, February 15-16 |
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Bellringer |
Quickwrite #4 & DGP #4 |
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Learning Intentions |
Students can demonstrate growth in reading Lexile tests. |
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Learning Objectives |
Students perform in high stakes style benchmark test for reading |
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Success Criteria |
"I can take a STAR test and demonstrate growth in my Lexile level." |
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Lesson Activities |
TSW takes the STAR lexile benchmark test. TSW completed the AR test. Turn in any incomplete work from A Tale of Two Cities unit.
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Homework |
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Resources |
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Week 4 |
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Monday, February 19 |
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Bellringer |
DGP #5 & Quickwrite # 5 |
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Learning intentions |
Students will be assessed on their grammar. |
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Learning objectives |
Students will review the test material. |
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Success Criteria |
Students are more prepared to take the Victorian Unit Test |
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Lesson Activities |
Review for Unit Test AR Test
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Homework |
OnCourse resources, MicroTeams |
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Resources |
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Tuesday-Wednesday, February 20-21 |
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Bellringer |
Quickwrite #6 & DGP #6 |
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Learning intentions |
Students will be assessed on the Victorian Era, Dickensian language, and themes in A Tale of Two Cities Victorian Era Unit Test. DGP Quiz #4
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Learning objectives |
College prep for high-stakes midterm-type unit test. |
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Success criteria |
" I feel more confident in my abilities to perform well in a college midterm high-stakes assessment." |
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Lesson Activities |
Victorian Era Unit Test DGP Quiz #4 AR Test |
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Homework |
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Resources |
course resources |
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Thursday-Friday, February 22-23 |
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Bellringer |
Quickwrite #7 & DGP #7 |
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Learning objectives |
Students are introduced to the themes and context of Romanticism. Introduction to Mary Robinson's "January 1795"
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Learning intentions |
Students learn the themes and context of Romanticism.
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Success Criteria |
"I can understand the context, themes, and the Romanticism cultural counter-response to societal progress with technology and the inhumane working conditions of children and the poor to support it. I can also read Mary Robinson's "January 1795" and give my initial reaction to the poem and what I believe it is about.
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Lesson Activities |
Students will take notes during the lecture for Introduction to Romanticism and the context and themes of the time.
Abolitionism, Indifference to the poor, Imagination, Nature's healing
Students will watch a brief video on Romanticism.
HISTORY OF IDEAS - Romanticism (youtube.com)
The class will read Mary Robinson's "January 1795" and write an initial reaction to the poem using C.E.R. for exit ticket, save the poem for Monday stanza by stanza analysis.
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Homework |
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Resources |
OnCouae resources |
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Week 5 |
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Monday, February 26 |
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Bellringer |
DGP #8 & Quickwrite #8 |
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Success criteria |
"I can read Mary Robinson's "January 1795" and analyze for themes and conveyance of the message."
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Students read "January 1795" aloud and write C.E.R. annotations for each stanza.
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| Learning intentions |
Students learn how to analyze the Romanticism poem "January 1795."
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Lesson Activities |
The class will read Mary Robinson's "January 1795" and write an initial reaction to the poem using C.E.R. for the exit ticket, saving the poem for Monday's stanza analysis.
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Homework |
OnCourse resources, MicroTeams
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Resources |
OnCourse Resources and OnCourse assignment Mary Robinson's "January 1795."
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Tuesday-Wednesday February 27-28 |
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Bellringer |
DGP #9 & Quickwrite #9 |
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Success criteria |
"I can analyze, interpret, and translate Phyllis Wheatley's letter and poem to George Washington, as well as ."
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| Learning intentions |
The abolitionist movement had a widespread influence on the Romantic era of poetry.
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Lesson objectives |
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Lesson Activities |
Student's introduction to Phyllis Wheatley
Phillis Wheatley: The First Published African-American Poet | Black Patriots | History (youtube.com)
Romantic poets against slavey-abolitionist
Read Phyllis Wheatley's Letter to George Washington
Read Phyllis Wheatley's Poem to George Washington
Read George Washington's Letter to Phyllis Wheatley
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Homework |
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Resources |
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Thursday-Friday February 29-March 1 |
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Bellringer |
DGP #10 & Quickwrite #10 |
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Success criteria |
"I can read, identify themes, and analyze Romantic abolitionist poetry."
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| Learning Intentions |
Students learn how to identify abolitionist themes and conveyance of message in William Blake's The Slave Girl" and Mary Robinson's "The African" and "The Negro Girl."
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| Lesson objectives |
Students read and analyze Romanticism abolitionist poetry.
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Lesson Activities |
Read William Blake's "The Slave Girl" Read Mary Robinson's "The African" and "The Negro Girl" Students will work in group activity and be ready to present findings and C.E.R. remarks to class
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Homework |
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Resources |
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English IV: British Literature March
Week 1: March 1-3
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Week 2 |
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Monday-Tuesday March 4-5 |
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Bellringer |
DGP #1 & Quickwrite # 1 |
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Success Criteria |
Students will receive a Poem presentation assignment |
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Learning Objectives |
Students begin building PowerPoint and doing research on the poet |
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Learning Intentions |
Students can identify the faculty of romanticism in poems and begin developing PowerPoint. |
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Lesson Activities |
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment |
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Wednesday-Thursday, March 6-7 |
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Bellringer |
DGP #2 & Quickwrite #2 |
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Success Criteria |
Students will read Phyllis Wheatley's poem Out From Africa |
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Learning Objectives |
Students learn abolitionism in Romantic-era poetry |
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Learning Intentions |
Students learn to identify abolitionist poetry |
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Lesson Activities |
Watch Phyllis Wheatley's video read out from Africa
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Homework |
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Resources |
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Friday, March 8 |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Success Criteria |
Students can successfully take a grammar and reading quiz similiar to ACT |
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Learning Objectives |
Students can Applu previously learned grammar rules to their DGP quiz |
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Learning Intentions |
Sudents can identify author's purpose in reading quiz |
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Lesson Activities |
Students will take a DGP Quiz a
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Homework |
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Resources |
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WEEK 3 |
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Monday-Tuesday: March 11-12 |
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Bellringer |
DGP #1 & Quickwrite #1 |
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Lesson Activities |
In groups, review themes and interpret and summarize Phyllis Wheatley's poem "His Excellency George Washington."
Today's Group Assignment Analysis: Assignment: William Wordsworth Thematic Poem Analysis of his poems: "A Complaint," "I Wander Lonely as a Cloud," "Composed on Westminster Bridge, September 3, 1802", "I Travelled among Unknown Men," "It is a Beauteous Evening, Calm and Free."
In the future
Assignment: English IV, British Literature: Poem Writing and Reading Presentation Assignment Due March 21-22
Assignment: Romantic Poem Essay Analysis and Presentation. Due March 25-26
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Success Criteria |
Students can perform a CER analysis of Romantic-era poems. Then, they articulate their claims in a CER frame of the stanzas. |
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Learning Intentions |
Students can analyze poems from the complex Romantic era. |
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Learning objectives |
Students learn to interpret Romantic-era language while defining keywords, exploring context, and explaining what the author attempts to convey. |
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Homework |
Assignment: English IV, British Literature: Poem Writing and Reading Presentation Assignment Due March 21-22 Assignment: Romantic Poem Essay Analysis and Presentation. Due March 25-26
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Resources |
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Wednesday, March 13 |
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Bellringer |
DGP #2 & Quickwrite #2 |
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Success Criteria |
"I can choose and analyze a poem using C.E.R. to determine themes and interpretations. I can also use a Romantic era theme and synthesize my poetry." |
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Learning Objectives |
Students find a poem they like and begin performing analysis. Students write an outline for a Romantic-era poem of their own. |
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Learning Intentions |
Students can craft a claim that they can roll into a thesis statement. Students understand Romantic themes so much that they can synthesize their poem outlines. |
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Lesson Activities |
Assignment: English IV, British Literature: Poem Writing and Reading Presentation Assignment Due March 21-22
Assignment: Romantic Poem Essay Analysis and Presentation. Due March 25-26
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Homework |
Assignment: English IV, British Literature: Poem Writing and Reading Presentation Assignment
Due March 21-22
Assignment: Romantic Poem Essay Analysis and Presentation.
Due March 25-26
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions for the assignment.
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Thursday-Friday March 14-15 |
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Bellringer |
DGP #3 & Quickwrite #3 |
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Success Criteria |
Students complete the Unit Test for the Romantic Era |
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Learning Objectives |
Students can take the ROmantic Era Unit test |
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Learning Intentions |
Students can college prep Unit Test for Ramnticism using CER and identifying themes in romanticism and their application to the literature. |
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Lesson Activities |
Model Essay for Assignment: Romantic Poem Essay Analysis and Presentation. Due March 25-26
Review Group Assignment Analysis: Assignment: William Wordsworth Thematic Poem Analysis of his poems: "A Complaint," "I Wander Lonely as a Cloud," "Composed on Westminster Bridge, September 3, 1802", "I Travelled among Unknown Men," "It is a Beauteous Evening, Calm and Free."
Students Present a Poem, Summary, and Analysis to the class.
Model Poem for students Assignment: English IV, British Literature: Poem Writing and Reading Presentation Assignment
Due March 21-22
Poetry Foundation, click on the hyperlink to search out a poem and poet to choose an essay topic!
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Homework |
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Resources |
OnCourse resources, and powerpoint |
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Week 4 |
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Monday, March 18 |
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Bellringer |
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Success Criteria |
"I can read through multiple romantic era poems and choose a strong candidate to do an analysis and write an essay on." |
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Learning Objectives |
Students read multiple poems from different authors and choose poem |
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Learning Intentions |
Students choose poems to do essays and presentation on |
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Lesson Activities |
Students begin drafting and synthesizing their own ROmantic era poems.
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions to the assignment.
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Tuesday-Wednesday, March 19-20 |
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Bellringer |
DGP #4 Quickwrite #4 |
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Success Criteria |
"I can choose a poem and do an analysis, which is the basis for my thesis statement in an upcoming essay. I can also draft and synthesize my Romantic Era poem." |
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Learning Objectives |
Students draft and synthesize their own Romantic-era essay |
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Learning Intentions |
Students choose a poet and poem to do an analysis essay on. |
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Lesson Activities |
Analysis of William Blake's "The Chimney Sweeper" and "The Echoing Green" Students draft and synthesize their own Romantic-era poem Students begin drafting a PowerPoint presentation. |
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Homework |
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Resources |
OnCourse resources, and PowerPoint |
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Thursday-Friday, March 21-22 |
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Bellringer |
DGP #5 & Quickwrite #5 |
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Success Criteria |
"I can write my Romantic era poem and then read my poem aloud to a class. I can also hear other peers' poems and identify the faculty of Romanticism they are using." |
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Learning Objectives |
Students synthesize their own Romantic-era poetry and recite to the class |
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Learning Intentions |
Students can read their own poetry aloud to the class |
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Lesson Activities |
Students synthesize and read aloud their Romantic era-inspired essays
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Homework |
Craft thesis statement and create the outline |
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Resources |
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Week 5 |
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Monday-Tuesday March 25-26 |
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Bellringer |
DGP #3 & Quickwrite # 3 |
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SUccess Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 1-2 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Students will read Dracula-5th of May-The Castle
Students work on study guide
Student work on in class vampire journal
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions to the assignment.
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Thursday-Friday, March 27-28 |
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Bellringer |
Quickwrite #4 |
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Success Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 1-2 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-7th of May
Students work on study guide
Student work on in class vampire journal
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Homework |
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Resources |
OnCourse resources, and powerpoint |
Easter Holidays March 29-April 7th
Week 1 April 1-7
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Week 2 |
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Monday, April 8 |
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Bellringer |
Quickwrite # 1 |
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Success Criteria |
Students can read Jonathan Swift's Gulliver's Travels and Identify Neo-Classical themes. |
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Learning Objectives |
Students lecture and take notes on the Neo-Classical era |
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Learning Intentions |
Students can readGulliver's Travels and identify Neo-Classical themes |
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Lesson Activities |
Students will lecture and take notes on the Neo-Classical period
Introduction to Gulliver's Travels
Work on Rough draft essay for Romantic era poems
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment
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Tuesday-Wednesday, April 9-10 |
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Bellringer |
Quickwrite #2 |
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Success Criteria |
Students can read Jonathan Swift's Gulliver's Travels Dracula and neo-classical themes. |
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Learning Objectives |
Students work on the study guide for Chapter 1 of Gulliver's Travels |
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Learning Intentions |
Students can read Gulliver's Travels themes |
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Lesson Activities |
Lecture on Neo-classical literature
Students will read Chapter I of Gulliver's Travels
Students work on Rough Drafts for Romantic poem essay
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Homework |
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Resources |
OnCourse resources and PowerPoint |
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Thursday-Friday, April 11-12 |
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Bellringer |
Quickwrite #3 |
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Success Criteria |
Students can read Johnathan Swift's Gulliver's Travels and Identify Neo-classical Era themes. |
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Learning Objectives |
Students work on the study guide for Gulliver's Travels |
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Learning Intentions |
Students can read Gulliver's Travels and identify Neo-classical era themes |
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Lesson Activities |
Lecture on Neo-classical literature
Students will read Gulliver's Travels
Students work on the study guide
Students work on ROmantic essay analysis
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Homework |
Craft thesis statement and create an outline |
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Resources |
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Week 4 |
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Monday, April 22 |
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Bellringer |
Quickwrite # 9 |
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SUccess Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 3 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Students will read Dracula-5th of May-The Castle
Students work on study guide
Student work on in class vampire journal
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions to the assignment.
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Tuesday-Wednesday, April 23-24 |
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Bellringer |
Quickwrite #10 |
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Success Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 1-2 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-7th of May
Students work on study guide
Student work on in class vampire journal
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Homework |
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Resources |
OnCourse resources, and powerpoint |
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Thursday-Friday, April 25-26 |
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Bellringer |
Quickwrite #11 |
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Success Criteria |
Students can read Bram Stoker's Dracula and IdentifyGothic Era themes |
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Learning Objectives |
Students ead Chapter 3, 8th of May, answer study guide questions and build their vampire story |
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Learning Intentions |
Sudents can read Dracula and identify Gothic era themes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-8tHh of May-The Castle
Students work on study guide
Student work on in class vampire journal
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Homework |
Craft thesis statement and create outline |
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Resources |
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Week 5 |
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Monday-Tuesday, April 29-30 |
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Bellringer |
Quickwrite # 9 |
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SUccess Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 3 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Students will read Dracula-5th of May-The Castle
Students work on study guide
Student work on in class vampire journal
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Homework |
OnCourse resources, MicroTeams |
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Resources |
OnCourse Resources and OnCourse assignment Go to the PowerPoint in OnCourse resources and read the directions to the assignment.
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Wednesday-Friday May 1-3 |
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Bellringer |
Quickwrite #10 |
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Success Criteria |
Students can read Bram Stoker's Dracula and Identify Gothic Era themes |
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Learning Objectives |
Students work on study guides for Chapter 1-2 |
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Learning Intentions |
Students can read Dracula and identify Gothic era themes |
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Lesson Activities |
Lecture on Gothic literature
Students will read Dracula-7th of May
Students work on study guide
Student work on in class vampire journal
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Homework |
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Resources |
OnCourse resources, and powerpoint |
End of 2023-24 School Year
Read Chapter 5
Study Guide Chapter 5
Reading Organizer