Tuesday - December 18, 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. Essential Question(s) - How can I analyze the similarities and differences in the various strategies that a writer uses in reproducing a text in another medium? Warm-up - Do some research on Ray Bradbury. Write at least three things that you find that inform your understanding of his novel, Fahrenheit 451. Work Session - Students will finish watching the opening and closing scenes in the older (1966) and newer (2017) versions of our recently completed novel Fahrenheit 451. Using yesterday’s notes on the differences and similarities of each version, students will complete a number of discussion questions. Closing - What were the most striking differences and similarities in each version of the film? In your opinion, what should have been changed? What should not have been changed? Homework - None
0 Comments
Monday - December 17, 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. Essential Question(s) - How can I analyze the similarities and differences in the various strategies that a writer uses in reproducing a text in another medium? Warm-up - Review today’s standard and tell your group members at your table what the focus of today’s lesson will be. Work Session - Students will watch the opening and closing scenes in the older (1966) and newer (2017) versions of our recently completed novel Fahrenheit 451. Students will take notes on the differences and similarities of each version in preparation for answering discussion questions tomorrow. Closing - What were the most striking differences and similarities in each version of the film? Homework - None Friday - December 14, 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 and/or central idea of text and analyze in detail 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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question(s) - How can I effectively construct an informational essay? How can I analyze, compare and contrast an author’s use of literary strategies? Warm-up - Review the successful writing presentation in your table groups. What are three important things that you need to remember as you edit your writing? Work Session - Students will finish writing and editing their informational essays. Closing - Informational Essays must be submitted before you leave the room. Due Dates - Informational Essay due Friday at the end of class! Thursday - December 13, 2018 ***LYP Reward Day***
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 and/or central idea of text and analyze in detail 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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question(s) - How can I effectively construct an informational essay? How can I analyze, compare and contrast an author’s use of literary strategies? Warm-up - Trade your outline with a table mate and review the following:
Closing - How much progress have you made? Your intro and three body paragraphs should be complete before class tomorrow. Due Dates - Your intro and three body paragraphs should be complete before class tomorrow. Informational Essay due Friday at the end of class! Wednesday - December 12, 2018
Standard(s) -
Essential Question(s) - How can I effectively construct an informational essay? How can I analyze, compare and contrast an author’s use of literary strategies? Warm-up -
Work Session - Students will finish outlining in the first 30 minutes of class. Students will continue writing their essays. Closing - Share your thesis and the topic sentences of each of your body paragraphs with your table mates. Do they fit your thesis? Due Dates - Informational Essay due Friday at the end of class! Tuesday - December 11, 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 and/or central idea of text and analyze in detail 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. ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. Essential Question(s) - How can I effectively construct an informational essay? How can I analyze, compare and contrast an author’s use of literary strategies? Warm-up - As a group, compare and contrast the resolutions in Kurt Vonnegut’s “Harrison Bergeron” and Ray Bradbury’s Fahrenheit 451. When you compare and contrast the ending of the two stories, think beyond plot… How are the two author’s messages, methods, or world views (as communicated by events in the resolution section of each text) similar/different? Both texts provide social commentary about humans and society. How is this commentary similar/different in nature? Work Session - After student groups brainstorm similarities and differences in the two texts (see warm-up), individual students will write a single sentence or claim that concisely describes those similarities and differences. Don’t forget that to be concise means to be brief, but comprehensive! Once students write their sentence/claim, the teacher will explain that the sentence will be refined into a clear, concise thesis statement for an informational essay. Students will take 1-2 minutes to review the essay prompt. One student will explain what is expected in their essays. The teacher will introduce the outline for the informational essay. Students will begin outlining their essays. Closing - Share one detail that you want to include in your essay. Research Class Task: Students will take 5 minutes to complete the energy audit for Research. Due Dates - Students will continue outlining their essays. Outlines are expected to be complete after the first 30 minutes of class tomorrow. Informational Essay due Friday at the end of class! Monday - December 10, 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. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Essential Question(s) - How does an author develop a character within a text? Warm-up - On your Q2 warm-up doc, write down: 1. One example of direct characterization from Fahrenheit 451. 2. One example of indirect characterization from Fahrenheit 451. Work Session - Students will continue to document the develop of characters in F451 as they complete their character posters in groups. Closing - Share the most interesting detail from your character poster. Due Dates - Character Posters due at the end of class today. December 3-7
MAP Testing for Reading - Monday, Tuesday, & Thursday Character Posters - Wednesday Class Spelling Bee - Fri |
Categories |