Thursday - November 30, 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. ELAGSE9-10RL3 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. ELAGSE9-10RL10 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? How do characters develop over the course of a text? Warm-up: Write a three sentence summary of Ch.15. Work Session: Read aloud of Ch.16. Read Ch.17 independently. Students work on questions due Fri. Closing: What do you think the author’s perspective is on race? How do you know? Homework: Questions due tomorrow end of class.
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Wednesday - November 29, 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. ELAGSE9-10RL3 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. ELAGSE9-10RL10 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? How do characters develop over the course of a text? Warm-up: How has Scout’s character developed? Atticus’ character? Jem’s? Provide specific examples from the text to support your answer. Work Session: The class will do a Kahoot review for the MAP reading test. The class will do a Ch.16 read aloud of TKAM. The class will do a Kahoot review for the MAP reading test. Closing: What are the main events of Ch.16? Homework: Finish reading Ch.16 Tuesday - November 28, 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. ELAGSE9-10RL3 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. ELAGSE9-10RL10 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? How do characters develop over the course of a text? Warm-up: TKAM addresses the issue of class (social and economic status) throughout the text.
Work Session: Students will read through Ch.15 Students who are ahead will begin working on the following questions: Begin handwritten analysis and narrative below when done reading; it is due Friday in COMPLETE SENTENCES. You can work alone or in groups of 3 max. 1. Give 2 reasons why Atticus sits alone in church. 2. Give 2 reasons why Atticus is called by his name by Scout & Jem versus "Dad." 3. Tell the Ch 15 mob coming to jail passage from the perspective of Atticus or Underwood or Tom. (Should be at least 2 paragraphs) 4. Describe Jem and Scout's relationship in 3-4 sentences. Closing: How has Scout’s character developed? Atticus’ character? Jem’s? Homework: Finish reading Ch.15 Monday - November 27, 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. ELAGSE9-10RL3 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. ELAGSE9-10RL10 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? How do characters develop over the course of a text? Warm-up:
Work Session: Students will spend today and part of tomorrow catching up to Ch.15. Students who are ahead will begin working on the following questions: Begin handwritten analysis and narrative below when done reading; it is due Friday in COMPLETE SENTENCES. You can work alone or in groups of 3 max. 1. Give 2 reasons why Atticus sits alone in church. 2. Give 2 reasons why Atticus is called by his name by Scout & Jem versus "Dad." 3. Tell the Ch 15 mob coming to jail passage from the perspective of Atticus or Underwood or Tom. (Should be at least 2 paragraphs) 4. Describe Jem and Scout's relationship in 3-4 sentences. Closing: Where are we in the text? Homework: Read through Ch.13. November 19-20
On Monday and Tuesday, students read as far as they could through ch.15 of TKAM. Friday - November 17, 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. ELAGSE9-10RL3 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. 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? How do characters develop over the course of a text? Warm-up: What is your favorite scene from Part 1 of TKAM. Why? Work Session: Ch.11 read aloud. Finish your TKAM Analysis and turn it in. Continue reading until the end of class. Closing: How far are we in the text? Is there anyone who does not expect to be here on Mon and Tues of next week? Homework: None Thursday - November 16, 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. ELAGSE9-10RL3 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. 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? How do characters develop over the course of a text? Warm-up: Discuss the following discussion questions with your tablemates: 1.Do you think the Radley family despises everyone as much as the community judges them? 2.Why do you think that people judge the Radleys so harshly? 3.Would you approach the Radley house to meet the people and break rumors? If not, why? Work Session: Students should be done reading Ch.10 of TKAM. Students will work in groups on an analysis of TKAM. Closing: What is your favorite moment in the text so far? Homework: Catch up with reading if you are behind. You should be done with TKAM. Wednesday - November 15, 2017
Standard(s): 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. 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? How do characters develop over the course of a text? Warm-up: Go to your TKAM Character Study Assignment. Look at the comments. Write one thing you did well and one thing you can improve upon. How do you think this can translate to your writing on various essays? Work Session: Students will read chapters 8-10 and take notes on significant literary elements. Closing: What events have happened so far? Homework: Finish reading through Ch.10. Tuesday - November 14, 2017 Standard(s): 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. 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. 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? How do characters develop over the course of a text? How does the structure of paragraphs and sentences impact meaning in a piece of writing? Warm-up: Review the questions below work session. Prepare to present to the class. Google search a famous person that you imagine looks like your character. Post their image to the presentation link for your class period. STAY ON YOUR GROUP’S SLIDE! Also, post an image of the symbol you chose to represent your character. You have 7 minutes! 3rd block: http://tinyurl.com/ybgocu82 4th block: http://tinyurl.com/y87qt7qx 5th block: http://tinyurl.com/y96t8gq9 6th block: http://tinyurl.com/y8adlh3v 7th block: http://tinyurl.com/y98ufylj Work Session: Students will present their characters to the class:
Students who have not presented their TKAM 1930s project will present today. Students will read Ch.7-8 Closing: What do you think of the text so far? Homework: Finish reading Ch.7-8 Monday - November 13, 2017
Standard(s): ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.) 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. 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? How do characters develop over the course of a text? How does the structure of paragraphs and sentences impact meaning in a piece of writing? Warm-up: Look at the comments on your Human Journey Essay. What can you improve upon? What did you do well? Work Session: The teacher will review important rules for writing. https://docs.google.com/a/students.sccpss.com/presentation/d/1ZrzZU9N0Yu1-X50hMWlXW3Ck-XdDDvic6XlLDTm12z4/edit?usp=sharing Students will edit their Research Essays. Students will present their characters from their character studies to the class. Closing: How do you predict your characters will develop? Homework: Catch up on reading. You should be done with Ch.6 by tomorrow. |
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