Friday - November 1, 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. 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.) Learning Objective(s): I can define a term using context clues. I can determine a central theme of a text and analyze its development over the course of the text. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Finish Vocab Practice #1 and Novel Study Discussion Questions Closing: What questions do you have about socratic seminar on Monday? Due Dates: Read 2nd ½ of F451 by Friday Novel Study discussion questions due Friday Vocab Practice #1 due Friday (end of class)
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Thursday - October 31, 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. 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.) Learning Objective(s): I can define a term using context clues. Warm-up: Work Session:
Students will watch the short PBS video entitled How to Create Responsible Social Criticism and discuss the following questions as a class: How does the speaker say we can safely and positively criticize social ills? The speaker says there is a difference between censorship and having checks and balances in free speech? Do you agree or disagree? How is freedom of speech and censorship treated in Fahrenheit 451? Students will continue reading F451 and working to complete the discussion questions for the 2nd half of part 1 in F451. Closing: Using a green, yellow, red metric, how confident do you feel you understand the social criticism taking place in F451? Due Dates: Read 2nd ½ of F451 by Friday Novel Study discussion questions due Friday Vocab Practice #1 due Friday (end of class) Wednesday - October 30, 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. 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. Learning Objective(s): I can define a term using context clues. I can determine a central theme of a text and analyze its development over the course of the text. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Whole class comprehension check after journal Video and discussion Read F451 silently or in groups Continue work on vocab practice #1 and novel study discussion questions as time permits. Closing: Using a green, yellow, red metric, how confident do you feel you understand the social criticism taking place in F451? Due Dates: Read 2nd ½ of F451 by Friday Novel Study discussion questions due Friday Vocab Practice #1 due Friday (end of class) Tuesday - October 28, 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. 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. Learning Objective(s): I can define a term using context clues. I can determine a central theme of a text and analyze its development over the course of the text. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Students read F451 silently or in groups for 15 minutes. Students continue working on vocab practice #1 Students begin Novel Study Discussion Questions for this week Closing: Using a green, yellow, red metric, how confident do you feel using context clues to understand an unfamiliar word? Due Dates: Read 2nd ½ of F451 by Friday Novel Study discussion questions due Friday Vocab Practice #1 due Friday (end of class) Monday - October 28, 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. 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.) Learning Objective(s): I can define a term using context clues. Warm-up: Work Session:
SSR and Discussion Context Clue mini lesson and notes Vocabulary Practice #1 Closing: Using a green, yellow, red metric, how confident do you feel using context clues to understand an unfamiliar word? Due Dates: Read 2nd ½ of F451 by Friday Novel Study discussion questions due Friday Vocab Practice #1 due Friday (end of class) Friday - October 25, 2019 **Substitute Lesson Plan** 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. ELAGSE9-10RL1 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.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Learning Objective(s)/”I CAN” Statement(s): I can determine a central theme of a text and analyze its development over the course of the text. I can analyze how complex characters develop over the course of a text. I can understand the figurative and connotative meanings of words in a text, as well as analyze their cumulative impact. I can understand how an author’s choices in structuring and ordering events in a text create specific effects like mystery, tension, or surprise. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Students finish the first half of part 1 in F451. Students complete novel study for the first half of Part 1 in F451. Closing: What is your opinion of Montag’s character so far? What do you predict will happen with him? Due Dates: Novel Study for Week 1 due Friday (completed before Monday) First half of Part 1 in F451 due Friday (completed before Monday) Thursday - October 24, 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. 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.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Learning Objective(s)/”I CAN” Statement(s): I can determine a central theme of a text and analyze its development over the course of the text. I can analyze how complex characters develop over the course of a text. I can understand the figurative and connotative meanings of words in a text, as well as analyze their cumulative impact. I can understand how an author’s choices in structuring and ordering events in a text create specific effects like mystery, tension, or surprise. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Students read F451 for 15 minutes (silently or in groups) As they read, students work to complete their novel study for the week. Closing: What questions do you still have about Part 1. Due Dates: Novel Study for Week 1 due Friday First half of Part 1 in F451 due Friday Wednesday - October 23, 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. 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.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Learning Objective(s)/”I CAN” Statement(s): I can determine a central theme of a text and analyze its development over the course of the text. I can analyze how complex characters develop over the course of a text. I can understand the figurative and connotative meanings of words in a text, as well as analyze their cumulative impact. I can understand how an author’s choices in structuring and ordering events in a text create specific effects like mystery, tension, or surprise. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Students read F451 for 15 minutes (silently or in groups) As they read, students work to complete their novel study for the week. Closing: What do you not understand in the text so far? Due Dates: Novel Study for Week 1 due Friday First half of Part 1 in F451 due Friday Tuesday - October 22, 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. 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.) ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Learning Objective(s)/”I CAN” Statement(s): I can determine a central theme of a text and analyze its development over the course of the text. I can analyze how complex characters develop over the course of a text. I can understand the figurative and connotative meanings of words in a text, as well as analyze their cumulative impact. I can understand how an author’s choices in structuring and ordering events in a text create specific effects like mystery, tension, or surprise. I can comprehend dystopian literary texts. I can identify dystopian features in dystopian texts, clearly connecting the real world social criticism intended by the author of those texts. I can answer the following questions:
Warm-up: Work Session:
Students read F451 for 15 minutes (silently or in groups) As they read, students work to complete their novel study for the week. Closing: What is your opinion of the novel so far? What did you discover in the exposition? Due Dates: Novel Study for Week 1 due Friday First half of Part 1 in F451 due Friday Monday - October 21, 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. 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. Learning Objective(s): I can comprehend dystopian literary texts. I can determine a central theme of a text and analyze its development over the course of the text. I can analyze how complex characters develop over the course of a text. Warm-up: Work Session:
Introduce Novel Study Finish and submit HB activity Students will begin reading the introduction to F451 & begin the novel Closing: Using a green, yellow, red metric, how confident do you feel analyzing multiple perspectives and determining theme in a text. Due Dates: Novel Study for Week 1 due Friday First half of Part 1 in F451 due Friday |
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