Thursday - December 7, 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: Answer one of the socratic seminar questions. Work Session: The teacher and students will read Ch.20-21 aloud. Students will read Ch.22 independently. Closing: Give me a concise summary of what we read today. Homework: Choose another socratic seminar question to answer tonight. Finish reading Ch. 22.
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Wednesday - December 6, 2017
Warm-up: Check Power School for any missing assignments in ELA. Write them down. Work Session:
Homework: Complete any RR work. Due by midnight. Monday, December 4 - Tuesday, December 5th
Warm-up: Monday - Review and discuss the socratic seminar rubric and questions as a class. Tuesday - Choose one of the questions from the socratic seminar sheet and find evidence that you can use when answering that question. Write the page # down beside that question. Work Session: MAP Testing for 4th block on Monday and 5th block on Tuesday. Read through Ch.19 Homework: Finish Ch. 19 before class on Wed. Friday - December 1, 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. ELAGSE9-10RL3 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. ELAGSE9-10L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify the precise meaning, part of speech, or etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 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: Using context clues, define the bolded words below. Then, use reference materials to check the exact definition.
Work Session: The teacher will begin reading Ch.17 aloud. Students will complete the four questions below. Due at the end of class. 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. Students will finish reading Ch.17 until the end of class. Closing: What do you think of Atticus’ lawyering skills? Homework: Catch up on reading if you are behind. Raven Rescue Day is next Wed. |
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