Friday - March 29, 2019
Standard(s) - 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. By the end of grade 10, 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) - How can language, as well as math, and science concepts be represented artistically? How can language be manipulated in poetry? Warm-up - Students will read a book or series of Newsela articles silently (15-20 minutes). Students also have the option to free write. Work Session - Students will complete the reflection portion of the Fibonacci project - due at the end of class. Closing - Think about which book you would like to read for Q4 Literature Circles. Due Dates - Don’t forget that Fibonacci Poetry Presentations are on Monday.
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Standard(s) - ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Essential Question(s) - How can language be used artistically? How can language be manipulated in poetry? Warm-up - Work Session -
Students will finish and submit their Fibonacci Poem and Visual by the end of class. Closing - What have you learned about the construction of language as you are writing your poems? Due Dates - Fib Poem due Thursday! Reflection due Fri! Presentations Monday! Wednesday - March 27, 2019 Standard(s) - ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Essential Question(s) - How can language be used artistically? How can language be manipulated in poetry? Warm-up - Work Session -
Students will continue writing their Fibonacci poems using the Fibonacci Poetry Draft/Checklist. Once they finish the drafting checklist, they will begin creating their visual. Closing - What have you learned about the construction of language as you are writing your poems? Due Dates - Fib Poem due Thursday! Reflection due Fri! Presentations Monday! Tuesday - March 26, 2019 Standard(s) - ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Essential Question(s) - How can language be used artistically? How can language be manipulated in poetry? Warm-up - Work Session -
The teacher will show a short video on the Fibonacci Sequence. https://www.youtube.com/watch?v=X_mNMracw5E&ibss=1 Students will begin brainstorming for their Fibonacci poems and begin working to draft their poems on the Fibonacci Poetry Draft/Checklist. Closing - What grammar concept is most challenging to achieve in your Fib Poem? Due Dates - Fib Poem due Thursday! Reflection due Fri! Presentations Monday! Monday - March 25, 2019
Standard(s) - 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. By the end of grade 10, 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) - How can language be used artistically? Warm-up - No warm-up today - SSR Work Session - Students will read a book or series of Newsela articles silently (15-20 minutes). Students also have the option to free write. Students will read an article on Fibonacci Poetry. Students will practice writing their own Fibonacci Poem on an index. Students will review the project instructions and begin choosing groups. Closing - What are your questions about the Fibonacci Poetry Project? Due Dates - Fib Poem due Thursday! Reflection due Fri! Friday - March 15, 2019
Standard(s) - ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? How can exploring multiple perspectives surrounding American identity help you to shape your own? Warm-up - Review your essay so far. Think of a counterargument that you can use in your essay. Share it with your neighbor! Work Session - Students will continue writing their argumentative essays. Due at the end of class! Closing - Submit your essay before you leave! Due Dates - Enjoy your Spring Break! :) Thursday - March 14, 2019
Standard(s) - ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? How can exploring multiple perspectives surrounding American identity help you to shape your own? Warm-up - For today’s timed writing journal, answer the prompt below: What is the difference, or relationship, between someone’s personality and their identity? To practice this, briefly describe your personality. Now try to describe your identity. Work Session - The teacher will review how to cite lines of poetry in academic writing. Students will continue working on their essays. The teacher will be checking in with students as they write, leaving comments remotely. Closing - What progress have you made on your essay? What questions do you have? Do you have a clear thesis about America’s identity driving your body paragraphs? Due Dates - Argumentative Essay Due Friday at the end of class! Wednesday - March 13, 2019
Standard(s) - ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented. Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? How can exploring multiple perspectives surrounding American identity help you to shape your own? Warm-up - For today’s timed writing journal, answer the prompt below. Think about our “America Is…” metaphor from the beginning of Unit 3. Is the metaphor you originally came up with still an accurate representation of our country? If not, write a new metaphor to represent your views. Explain the meaning behind your metaphor. Work Session - The teacher will introduce the prompt to whole class. Students will draft a thesis, and begin outlining and writing their essays. Closing - Do you have any questions about the essay? What did you think about the panel today? Due Dates - Argumentative Essay due Friday at the end of class. Tuesday - March 12, 2019
Standard(s) - 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. By the end of grade 10, 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. ELAGSE9-10RI10: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Essential Question(s) - What are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? How can exploring multiple perspectives surrounding American identity help you to shape your own? Warm-up - As we move into Q4, we will be free writing for most of our journals/warm-ups. Be sure to keep up with them, as I will grade them periodically. We will write for 4-5 minutes. Try to keep your pen/pencil moving across the page! Challenge yourself to push past your hesitation and write as much as you can. Grammar does not need to be perfect. Today’s Prompt: •Imagine that you have just been elected President of the United States. What plans and policies would you like to put in place right away? Who are you aiming to help during your time in office? What will your legacy be? Work Session - The teacher will briefly introduce the Argumentative Essay topic. Students will hold a panel discussion/town hall meeting, as panel speakers (representatives from texts we’ve read/topics we’ve covered this unit) answer pre-planned questions and field comments from the audience. If the panel ends quickly, students will begin brainstorming/outlining for their argumentative essay. Closing - Do you have any questions about the essay? What did you think about the panel today? Due Dates - Argumentative Essay due Friday at the end of class. Monday - March 11, 2019
Standard(s) - 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. By the end of grade 10, 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 are the various cultural, historical, and social qualities that contribute to American identity? How is our American identity complicated by our knowledge of current and/or historical events? How can exploring multiple perspectives surrounding American identity help you to shape your own? Warm-up - No warm-up today - SSR Work Session - Students will provide short summaries about their reading to their table groups. The whole class will have a 1-2 minute discussion about what they’ve read. Students will finish their Code Talker Culminating Activity - due today at 2:40 pm. Closing - Does anyone want to share their writing from today? Due Dates - Refresh on Q3 readings for tomorrow’s panel! |
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