Wednesday - November 1, 2017
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. Essential Question(s): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Check Power School for updated grades in all your classes. Remember that missing work for assignments due before Raven Rescue day must be turned in by midnight tonight. All missing work must be completed for ELA before you start working on missing for other classes. If you finish everything, continue reading Ch.3-4 in TKAM and taking notes for your journal. Be sure all missing work is submitted to the RR Google Classroom. Work Session: Raven Rescue Read Ch.3-4 in TKAM/ Journal #1 Closing: Are there any questions about your grades? Homework: All RR work is due by midnight. Be sure that it has been submitted to the RR Google Classroom!
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Tuesday - October 31, 2017
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. ELAGSE9-10W7 Conduct short as well as more 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 on the subject, demonstrating understanding of the subject under investigation. Essential Question(s): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Review the guiding questions for journal #1. Keep these in mind as you read and take notes for TKAM this week. Work Session: Students will finish presentations for 1930s TKAM Project. Students will complete and turn in their summaries before they leave the class. Students will begin reading Ch.2 Closing: What do you think of the characters you’ve met so far? Why? Where do you find direct and indirect characterization? Homework: Finish reading Ch. 2 Monday - October 30, 2017
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. ELAGSE9-10W7 Conduct short as well as more 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 on the subject, demonstrating understanding of the subject under investigation. Essential Question(s): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Spend 3-5 minutes preparing for your presentation.
Your rubric for the TKAM 1930s project is below: CONTENT- Content relevant and clear, visual component included 1-3 points ___________ PRESENTATION- eye contact, volume, poise & tone 1-3 points ___________ WRITING- thorough content on topic, clarity & flow, 1-4 points ____________ Good grammar & mechanics 10- 8.5= A range, 8-6.5= B range, 6-4= C range, ____________________ Lower than 3.5 = F Work Session: Students present background information for To Kill A Mockingbird. Students will write a summary describing the political, economic, social, and cultural atmosphere of the 1930s. Closing: What interesting things did you learn about the 1930s? Homework: None Friday - October 27, 2017
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. ELAGSE9-10W7 Conduct short as well as more 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 on the subject, demonstrating understanding of the subject under investigation. Essential Question(s): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Write a two sentence summary of Ch. 1 of TKAM. Work Session: Students will spend the first two minutes of class choosing their topics for the 1930s TKAM project. Students will work to complete their projects for presentations on Monday. After a 30 minute work session, the teacher will begin reading Ch.2 aloud. Students will finish reading Ch.2 independently. Closing: Remember to bring any necessary visual aids for your presentation on Monday. Homework: None. Thursday - October 26, 2017
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. Essential Question(s): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: What types of details are revealed in the exposition of a text? Work Session: Students will read Ch.1 of TKAM and take notes of significant details from the exposition. Students will choose a topic for the 1930s TKAM project. Closing: How do you feel about the text so far? Homework: Finish reading Ch. 1 and choose a topic for the 1930’s TKAM Project. Wednesday - October 25, 2017 ***Field Trip***
Field Trip today. Bring your copy of To Kill A Mockingbird on Thursday. Tuesday - October 24, 2017
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. ELAGSE9-10RL4 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): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Read the following rules for citing various texts. Complete the checklist below. http://rasmussen.libanswers.com/faq/32501
Work Session: Students will finish their essays. Due at the end of class. Students who finish early will begin reading To Kill A Mockingbird. Closing: Submit your essay. Homework: Field Trip tomorrow. Bring your copy of To Kill A Mockingbird on Thursday. Monday - October 23, 2017
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. ELAGSE9-10RL4 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): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Write a thesis for your Human Journey Essay. It should be concise and address your overall theme. Work Session: As students work on their thesis, the teacher will circulate the room and identify topics for the Human Journey Project. The teacher will write the topics on the board and see which students have a similar focus for their project so they can later share ideas. The teacher will share a few rules for citing various texts in their essay. Students will spend the remainder of the class period drafting their Human Journey Essay. Closing: What questions do you have about your essay? Homework: Human Journey Essay due at the end of class on Tuesday. Have your copy of To Kill of Mockingbird in class on Thursday. Friday - October 20, 2017
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. ELAGSE9-10RL4 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): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: What is an appositive? An appositive is a noun or noun phrase that renames another noun right beside it. The appositive can be a short or long combination of words. Look at these appositive examples, all of which rename insect: The insect, a cockroach, is crawling across the kitchen table. The insect, a large cockroach, is crawling across the kitchen table. The insect, a large cockroach with hairy legs, is crawling across the kitchen table. The insect, a large, hairy-legged cockroach that has spied my bowl of oatmeal, is crawling across the kitchen table. YOUR TURN: Using an appositive, write a sentence describing type of language arts student that you are. Work Session: Students will draft their Human Journey Essay. The teacher will conference with students as they work. Closing: What questions do you have about your essay? Homework: None; Final drafts of your Human Journey Essay due at the end of class on Monday - Assessment Grade. Thursday - October 19, 2017 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. ELAGSE9-10RL4 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.) ELAGSE9-10W7 Conduct short as well as more 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 on the subject, demonstrating understanding of the subject under investigation. 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): How does literature reveal the multi-faceted aspects of characters and humanity? How does one manage and conquer internal and external struggles? Warm-up: Your “Human Family” assignment was a classwork grade and the RACE response was used to help you prepare for the Human Journey Project, which will be an assessment grade. 1.Read the sample RACE response from the “Human Family” assignment below. 2. Write down something the student did well and something that can be improved upon. Write a RACE paragraph explaining how 2 excerpts from the poem develop one of the themes you found above. Use direct quotations to cite your evidence. No man can separate the bonds that all men, women, and children share physically and emotionally. Physically, almost all people share notable and obvious similarities . In the poem, it says “I know ten thousand women called Jane and Mary Jane,” Many of these similarities include race, ethnicity, race, age, and sexuality which can be shared with up to millions of people around the world. Emotionally, many people share different goals, but everyone has the ultimate goal of thriving. In the text, it states that “We seek success in Finland, are born and die in Maine.” These are just two examples of people trying to thrive even though oceans apart. To conclude, all people are created with several notable differences but are much more alike than different. Work Session: The teacher will review/introduce the Human Journey project. Students will begin searching for 2-3 texts with similar themes for the human journey project. Students record the links for the texts that they choose. Closing: Share some of the similarities you are finding. Homework: Finish outlining your human journey essay. |
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