Tuesday - October 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.ELAGSE9-10RL4 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.) Essential Question(s) - How does an author orient the reader to the characters, the plot, and themes in the text? How does an author create a dystopian/utopian world that reflects various aspects of the real world? Warm-up - On your Q2 Warm-up doc, make a list of dystopian texts to which you have been exposed. The list can include movies, TV shows, books, music videos, poetry, etc. What was dystopian or utopian about the texts? Work Session - The teacher introduces various types of context clues. Students continue to read F451. Based on the skill learned from the lesson, students practice using context clues as they read. Vocabulary Practice #1 Closing - Share one word that was unfamiliar to you or that you would not typically use in your vocabulary. What is the meaning of the word. Give an example of when and how you might use that word in the future. Due Dates - Bring field trip forms and $ - due Friday, 11/2. Vocabulary Practice due tomorrow!
0 Comments
Monday - October 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.ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Essential Question(s) - How does an author orient the reader to the characters, the plot, and themes in the text? Warm-up - See class blog for USA Test Prep Question of the Day and Vocab of the Day Work Session - Students read Fahrenheit 451 independently and work to identify important character traits and other significant details from the novel using the study guide. 7th block - Since Friday was a reading day for 7th block students, they will complete the Unit 1 Test Constructed Response data form. Students may continue reading F451 independently once they finish. Closing - What characters have you encountered so far? What have you learned about them? Summarize the plot so far. Due Dates - Bring field trip forms and $ - due Friday, 11/2. F451 - Pages 1-31 (½ of part 1 should be complete before Tuesday) Quiz on Wednesday! Friday - October 26, 2018
Standard(s) - ELAGSE9-10L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELAGSE9-10W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Essential Question(s) - How can we use data from the constructed response portion of our Unit 1 test to reflect upon our progress with the ELA writing standards? Warm-up - What is the meaning of the image? How is relevant to our society today? Work Session - Students receive feedback on their Unit 1 constructed response with “do-it-yourself” style rubric. Students fill out data chart and google form documenting which writing skills they have mastered and which they need to focus on during upcoming practice and remediation sessions. After reading through the rubric and completing the Google form, students will go to their original writing piece to highlight/underline and leave comments indicating the specific places in their writing where they need to make changes. The teacher will distribute and explain purpose/routines for Fahrenheit 451 Q2 Reading Calendar. Students begin reading the novel in groups, stopping to check understanding and discuss unfamiliar concepts and/or vocab along the way. Students also reference the essay (informational text) in Newsela entitled “Why Fahrenheit 451 Will Always Be Terrifying.” Closing - What have you learned about the characters so far? The society in which they live? Homework / Due Dates - Bring field trip forms and $ - Due 11/2. Read in F451 so that you can meet the first deadline on our reading calendar. Reading quiz next week! Thursday - October 25, 2018
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. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and 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. Essential Question(s) - In what ways is Vonnegut’s vision of the future frightening, enlightening, or familiar? How are most dystopian texts alike -- what are their common features? Warm-up - Imagine your are the leader of your own future Utopian society. List three rules that you would put in place to maintain order. Work Session - Students will discuss responses to the warm-up. Students will read the Newsela article and answer the quiz questions as an introduction to Fahrenheit 451. Whole class read-aloud of the beginning of Fahrenheit 451. Closing - What is your first impression of the text so far? What dystopian elements have you noticed in the beginning of the text? Homework / Due Dates - Bring field trip forms and $ - Due Nov. 2!
Thursday - October 25, 2018 Standard(s) - ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. 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. ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI2 Determine a central idea of a text and 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. Essential Question(s) - In what ways is Vonnegut’s vision of the future frightening, enlightening, or familiar? How are most dystopian texts alike -- what are their common features? Warm-up - Prepare for the Film Comparison Activity. Work Session - Independently, students compare short film entitled “2081” with the “Harrison Bergeron” text. In groups, students compare notes from the film and discuss the following question: Was the film or short story more powerful? Why? Point to specific details from each text. Closing - USA Test Prep Question of the Day and Vocab of the Day Homework / Due Dates - Bring field trip form and $. Tuesday - October 23, 2018
Standard(s) - 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.) Essential Question(s) - How is the future that Vonnegut predicted and satirized in his 1961 similar to the world in which we live today? Warm-up - Write a series of sentences using at least three unfamiliar or challenging vocabulary words that you locate in the “Harrison Bergeron” text. Work Session - Students complete Choice Assessment for “Harrison Bergeron.” Choice A is a series of five drawings (or a comic strip); Choice B is a Theme Investigation. Closing - Students share ideas from today’s choice assessment activity. Homework / Due Dates - Discussion questions are due to Google Classroom this evening. Monday - October 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. ELAGSE9-10RL2 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. Essential Question(s) - How can we, as students, become social critics by examining cultural and technological trends that may be damaging to the human psyche? Warm-up - No USA Test Prep Questions Today!
Work Session - Whole class discussion from Friday’s “Harrison Bergeron” assignment. Students complete the short story Choice Activity. Closing - Share your ideas from today’s activity! Homework / Due Dates - Bring field trip forms and $. Monday - October 19, 2018 *** Substitute Today***
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. Essential Question(s) - How can we, as students, become social critics by examining cultural and technological trends that may be damaging to the human psyche? Work Session - Students complete reading of Kurt Vonnegut’s “Harrison Bergeron” and work through the text-dependent questions and discussion questions on Google Classroom and aloud in groups. Homework / Due Dates - Purchase Fahrenheit 451. Don't forget field trip forms and $! Finish presentations and Unit 1 Test data collection!
Tuesday - October 16, 2018
Standard(s) - 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. ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Essential Question(s) - How can my understanding of the role of each part of speech improve my ability to communicate effectively? Warm-up - See class blog for USA Test Prep Question of the Day and Vocab of the Day. Class Poll: How many people don't plan to bring a sack lunch to the field trip? Work Session - POS Infrastructure Project Presentations today! :) Students will take notes during presentations to record any content that they need for understanding the parts of speech. Closing - What did you learn about the parts of speech that you did not know before? How did today’s presentations help you to better understand the role of each part of speech? Due Dates - Don’t forget to turn in your field trip money and forms. |
Categories |