Wednesday - January 31, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: Answer #2 on page 842 in the green literature book. Work Session: If students have not finished Act III, the class will finish reading Act III aloud. The teacher will introduce Journal #2. Students will begin working on their Creative Project. Closing: What questions do you have about your creative project? Homework: Journal #2 due Fri at 3 pm.
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Tuesday - January 30, 2018 Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: Read all of pg. 818 in the green literature book.
Work Session: Students will choose partners and decide which option they will complete for the creative project. https://goo.gl/forms/6wFX39YPMk8JVfTg2 Students will be assigned roles for the class read aloud. The class will continue reading Act III aloud. Closing: What questions do you have about Journal#2? Homework: None Monday - January 29, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELAGSE9-10L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: Turn to page 815 in the green literature book. Discuss and answer questions 1-4. Work Session: Table groups will share out their answers from the warm-up with the entire class. The teacher will introduce the creative project and encourage students to begin thinking about potential group mates and scenes to adapt. Students will character roles for the class read aloud. The class will begin reading Romeo and Juliet, Act III aloud. Closing: In a few sentences, summarize the events that have occurred thus far. Homework: None Friday - January 26, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up:
Work Session: Students will take the Unit 3 Test on Romeo and Juliet. Closing: n/a Homework: n/a Thursday - January 25, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: R&J review game. Work Session: The class will discuss meter and iambic pentameter. Students will continue reading Act II (Scenes IV - VI). Closing: What questions do you have about Acts I-II? Homework: Complete journal #1 and study for the test tomorrow. Wednesday - January 24, 2018 ***Raven Rescue Day***
Warm-up:
Work Session: Classes that did not finish scene II will finish in class today. Students will work on missing assignments for ELA. Students will work on missing work for other classes or students will continue working on Journal #1 - due Fri. Homework: All RR work due by midnight. Test Friday! Tuesday - January 23, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: Go to pg. 792 in your Literature book.
Work Session: Table groups will discuss the questions at the end of Act I. Student groups will share their answer responses with the whole class. Students will choose roles and begin reading Act II aloud. (Prologue - pg. 795, Scenes I-III) As they read, students will take notes using their differentiated tool chart. Closing: What questions do you have about what we’ve read today? Homework: Work on Journal #1. Monday - January 22, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies/authorial choices in Romeo and Juliet? Warm-up: Read the response from the Danger of a Single Story Assignment below. What was successful in the response? In Chimamanda Ngozi’s talk, she mentions a moment when a single story impacted her view of a young boy who worked in her family’s home. How do you think her sharing this moment affects the audience? What does it do for her argument? Her mother had only told her one point about the boy’s family, so she was shocked when she found out that poor was not their defining trait. She was showing how even she had experienced the “danger of a single story,” which made her connect more with the story and audience. It strengthens her argument as she shared a firsthand experience and showed vulnerability, which made her more likable to the crowd. Work Session: Classes that have not finished Act I in Romeo and Juliet will finish reading aloud. The teacher will introduce Journal #1. As they do a close read of Act I, students will work independently on Journal #1. Closing: What questions do you have about Journal #1? Check yourself: Did you cite the play correctly in your in-text citations? Are your responses thorough? Homework: Journal #1 due Friday. Friday - January 19, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies in Romeo and Juliet? Warm-up: Find a few lines of text to translate into your own words. Cite the line numbers. Remember, translating and summarizing are two different things. Work Session: Students will read Act I aloud. In table groups, students will discuss the end of Act I discussion questions. Groups will share out with the entire class. Closing: Any final comments? Homework: n/a Thursday - January 18, 2018
Standard(s): ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question(s): What reading strategies will help me as I read and interpret a Shakespearean play? How can I analyze the purpose of literary strategies in Romeo and Juliet? Warm-up:
Work Session: Students will read Act I, Scenes II-IV in Romeo and Juliet. As they read aloud, students will takes notes using their differentiated TOOL chart. Closing: What questions do you have about the events that have occurred so far? Homework: None |
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