2nd period with Miss Tucker

2nd with Miss Tucker

World Literature Fall 2019

Lesson Plans

Week 17: 02 Dec. – 06 Dec. 2019

 

Upcoming Due Dates:

Thursday, 05 Dec. 2019: Annotated bibliography final draft due in class

Friday, 06 Dec. 2019: Purchase and bring in your copy of American Born Chinese

Thursday, 12 Dec. 2019: Exam exemption request due by 4:00 p.m. (submitted digitally here)

Friday, 13 Dec. 2019: Night Illustrated Response Journal due

Wednesday, 18 Dec. 2019: Complete the final exam essay in class

Thursday, 19 Dec. 2019: Final exam for 1st and 2nd period

Friday, 20 Dec. 2019: Final exam for 3rd and 4th period

Mon. | 02 Dec. 2019

Learning Goal(s): Work as a peer editor to provide feedback on a partner’s annotated bibliography.

Work Session:

  1. Extra Credit due TODAY (no late credit)! (assignment here)
  2. Label the Magic Lens practice sentence
  3. Complete Peer Review activity for annotated bibliographies. (Peer Review here!)
  4. As time permits, read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here)

Homework:

  • Purchase a copy of American Born Chinese
  • Revise your annotated bibliography based on peer review – due Thursday, December 5th

Tues. | 03 Dec. 2019

Learning Goal(s): Consider how an author creates a particular purpose through his unfolding of events and use of language. Examine a war-time speech for language choices and tone.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Continue introduction to the war period as needed:
  1. Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here)
  2. Historical Connection Ponder and Respond: What is the culture of the post “Great War” (WWI) era? How do you think countries are feeling about opening up borders? How do US citizens feel about getting involved in foreign wars?
  3. Watch the World War II Part 1: Crash Course US History #35 here and take notes
    1. Read excerpts from Winston Churchill’s “We Shall Fight On The Beaches”
  4. Circle all pronouns and determine their antecedents in the LAST PARAGRAPH only.
  5. Underline strong diction choices and determine their meaning/significance in context.
  6. How does he use the image of a “scythe” to characterize the German forces – what is the effect of this literary device?

Homework:

  • Purchase a copy of American Born Chinese
  • Revise your annotated bibliography based on peer review – due Thursday, December 5th

Wed. | 04 Dec. 2019

Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Read “On Wiesel’s Night” and discuss tone and impact. (poem here)
  3. Introduce the Illustrated Response Journal summative assessment for Night.
  4. Ponder and Respond: “This I believe” prompt (presentation here)
  5. Begin reading Night in class. Be on the lookout for a strong quotation for your first illustrated journal.

Homework:

  • Purchase a copy of American Born Chinese
  • Revise your annotated bibliography based on peer review – due Thursday, December 5th

Thurs. | 05 Dec. 2019

Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.

Work Session:

  1. Final draft of annotated bibliography due today in class
  2. Magic Lens – Introduction to Level 4 (guided notes here; presentation here)
  3. Ponder and Respond: “Appearances Can be Deceiving” prompt (presentation here)
  4. Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.

Homework:

  • Purchase a copy of American Born Chinese
  • Continue working on your summative assessment for Night, due Friday, December 13th

Fri. | 06 Dec. 2019

Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.

Work Session:

  1. Your copy of American Born Chinese is due today! (Show me your copy for a book check!)
  2. Label the Magic Lens practice sentence
  3. Ponder and Respond: “Never Shall I Forget” prompt (presentation here)
  4. Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.

Homework:

  • Continue working on your summative assessment for Night, due Friday, December 13th

World Literature Fall 2019

Lesson Plans

Week 16: 18 Nov. – 22 Nov. 2019

Upcoming Due Dates:

Tuesday, 19 Nov. 2019: A Midsummer Night’s Dream Act V quiz

Thursday, 21 Nov. 2019: Elizabethan Research Presentation and Annotated Bibliography assignment due

Monday, 02 Dec. 2019: Purchase a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This will be our third IR book!

Monday, 02 Dec. 2019: Extra credit assignment due (assignment here)

Mon. | 18 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose

Work Session:

  1. Label the Magic Lens practice sentence
  2. Complete the “Synonyms” and “Antonyms” practice for your Unit 6 vocabulary words
  3. Fill out A Midsummer Night’s Dream plot map
  4. Review for A Midsummer Night’s Dream Act V quiz
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of Act V

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Tues. | 19 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose

Work Session:

  1. In small groups, write your own Magic Lens practice sentences
  1. Write on butcher paper and post them on the classroom wall
    1. Take A Midsummer Night’s Dream Act V quiz
    2. Introduce public speaking skills by examining page 5 of the packet (packet here)
    3. Finish viewing 1999 film adaptation of A Midsummer Night’s Dream through the end of Act V

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Wed. | 20 Nov. 2019

Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.

Work Session:

  1. Meet in the computer lab
  1. 2nd Period: Lab 9234 (Freshman Academy)
  2. 3rd Period: Lab 113
    1. Continue to use your To-Do List, here, and Shakespeare research packet to make sure you’re meeting all requirements for the project!
  3. Presentations begin TOMORROW!

Homework:

  • Submit your annotated bibliography and presentation to Turnitin.com by midnight tonight
  • Purchase a copy of American Born Chinese

Thurs. | 21 Nov. 2019

Learning Goal(s): Present your research findings to the class with an engaging speech and presentation!

Work Session:

  1. Students complete their Elizabethan/Shakespeare presentations in class.
  1. You will present your findings in a dynamic 3-to-5-minute presentation focusing on five of the most interesting facts from your research and prepare a speech through which you educate and entertain your audience. Your speech must include a visual aid, in the form of either a PowerPoint, Google Slides presentation, Nearpod, Glogster, or Prezi. You will be graded on the quality of your writing, oral presentation, and multimedia presentation (visual aid).

Homework:

  • Study for Unit 6 vocabulary quiz
  • Purchase a copy of American Born Chinese

Fri. | 22 Nov. 2019

Learning Goal(s): Present your research findings to the class with an engaging speech and presentation!

Work Session:

  1. Take the Sadlier Unit 6 vocabulary quiz
  2. Introduce the extra credit assignment (assignment here)
  3. Finish presentations as needed.

Homework:

  • Purchase a copy of American Born Chinese
  • Eat lots of Thanksgiving food!
  • Get some sleep!
Planning Your Week:
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Friday, 11/22 – Vocab Quiz on Unit 6; Magic Lens quiz!
Monday, 12/2 – Extra Credit due! (assignment here)Upcoming Due Dates:
Monday, 12/2 – Extra Credit due! (assignment here)
Tuesday, 12/3 – Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This is our third IR book!
Thurs., 12/12 – Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 – Take the vocabulary assessment on Unit 7 words
Wed., 12/18 – Complete the final exam essay in class
Thurs. 12/19 – Final exam for 1st & 2nd
Fri., 12/20 – Final exam for 3rd & 4thResources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Elizabethan Research Presentation and Annotated Bibliography assignment packet hereMonday, November 18
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Agenda:

  1. Label the Magic Lens practice sentence to prepare for Friday’s quiz.
  2. Introduce public speaking skills by examining page 5 of the packet (packet here) – Presentations begin this week!
  3. Complete the “Synonyms” and “Antonyms” practice for your Unit 6 vocabulary words – prepare for Friday’s quiz.
  4. Complete reading of act V of the play with the graphic novel and audiobook as needed, then discuss the resolution of the play.
    1. Fill out the plot map periodically through the reading.
    2. Complete the plot paragraph (fill-in-the-blank) for act V.
    3. Prepare for the act V quiz.
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V; compare the text to the film.
  6. Take the Act V quiz.

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Tuesday, November 19
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. In small groups, write your own Magic Lens sentences – one with a prepositional phrase, and one with an appositive phrase on a piece of butcher paper. Share and post these!
  2. As needed, take the Act V quiz on A Midsummer Night’s Dream.
  3. Finish A Midsummer Night’s Dream activities and discussion as needed.
  4. Plan and practice your speech!

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Wednesday, November 20
Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to properly cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:

  1. Ms. Vanbo’s class meets in 9129 to continue research and to construct an annotated bibliography and visual for the presentation. Continue to use your To-Do List and Shakespeare research packet, here, to make sure you’re meeting all requirements for the project! Presentations are TOMORROW!
  2. Review instructions for sharing presentation with your teacher, which must be completed before you come to class tomorrow.

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Thursday, November 21
Learning Goal(s):  Present your research findings to the class with an engaging speech and presentation!
Targeted Standards: 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Agenda:

  1. Students complete their Elizabethan/Shakespeare presentations in class.
    1. (You will present your findings in a dynamic 3-to-5-minute presentation focusing on five of the most interesting facts from your research and prepare a speech through which you educate and entertain your audience. Your speech must include a visual aid, in the form of either a PowerPoint, Google Slides presentation, Nearpod, Glogster, or Prezi. You will be graded on the quality of your writing, oral presentation, and multimedia presentation (visual aid).
    2. Make sure to have SHARED your presentation with your teacher before class begins.

Homework:

  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Friday, November 22  – Last day before break!
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Introduce the extra credit assignment! (assignment here)
  2. Take the Sadlier vocabulary Unit 6 and Magic Lens level 3 assessments.
  3. Finish any presentations as needed.
  4. As time permits, finish viewing A Midsummer Night’s Dream.
  5. Teacher begins reading American Born Chinese aloud to students with document camera. Get your copy over the break (due 12/03)!!

Homework:

  • Acquire a copy of American Born Chinese for after the break!
  • Consider completing the extra credit opportunity during the break!

Picture

Visit the following website (or use the QR code):
flipgrid.com/vanbof19
Log in with your Cobb address:
first.last@students.cobbk12.org
​​
See the assignment sheet here!

World Literature Fall 2019

Lesson Plans

Week 15: 11 Nov. – 15 Nov. 2019

Upcoming Due Dates:

Wednesday, 13 Nov. 2019: A Midsummer Night’s Dream Act IV quiz

Friday, 15 Nov. 2019: Second independent novel and Flipgrid assignment due

Thursday, 21 Nov. 2019: Elizabethan Research Presentation and Annotated Bibliography assignment due

Tuesday, 03 Dec. 2019: Purchase a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This will be our third IR book!

Mon. | 11 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose

Work Session:

  1. Label the Magic Lens practice sentence
  2. Complete the introduction to Unit 6 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 77-78. (Answer only #1, 3, 4, 5, 7, 8, 11, 12, 15, 18.)
  3. Ten minutes of independent reading
  4. Begin reading A Midsummer Night’s Dream Act IV
  5. Fill out the plot map

Homework:

  • Continue reading IR#2 and prepare for your second project (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Tues. | 12 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose

Work Session:

  1. Label the Magic Lens practice sentence
  2. Ten minutes of independent reading
  3. Finish reading A Midsummer Night’s Dream Act IV
  4. Fill out the plot map
  5. Review for A Midsummer Night’s Dream Act IV quiz
  6. Complete the introduction to writing an annotated bibliography
  1. Read page 3 in your Shakespeare research packet, here. Then, highlight the sample on page 4 for its different components.
  2. Take notes on formatting an annotated bibliography.

Homework:

  • Continue reading IR#2 and prepare for your second project (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Wed. | 13 Nov. 2019

Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.

Work Session:

  1. Meet in the computer lab
  2. Take A Midsummer Night’s Dream Act IV quiz
  3. Continue research and construct an annotated bibliography. (Turn to pages 3-4 in your Shakespeare research packet, here, and make sure you’re meeting all requirements).
  1. Follow the model included in the packet to set up your own annotated bibliography. Work independently to include ALL of the sources you are using in your presentation on the five most interesting facts about your research topic. Your presentation and annotated bibliography must match – they will both have the same sources! Remember that you must provide a minimum of three sources for this project.

Homework:

  • Continue reading IR#2 and prepare for your second project (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Thurs. | 14 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose

Work Session:

  1. Label the Magic Lens practice sentence
  1. Complete the introduction to Unit 6 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 77-78. (Answer only # 2, 6, 9, 10, 13, 14, 16, 17, 19, 20.)
  1. Ten minutes of independent reading
  2. Review requirements for the Flipgrid assignment (assignment here)
  3. Begin reading A Midsummer Night’s Dream Act V
  4. Fill out the plot map

Homework:

  • Continue reading IR#2 and prepare for your second project (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Fri. | 15 Nov. 2019

Learning Goal(s):

Work Session:

  1. Magic Lens level 3 practice in small groups
  2. Complete the “Choosing the Right Word” practice for your Unit 6 vocabulary words.
  3. Ten minutes of independent reading
  4. Finish reading A Midsummer Night’s Dream Act V
  5. Fill out the plot map
  6. Review for A Midsummer Night’s Dream Act V quiz
  7. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V

Homework:

  • Submit Flipgrid video before midnight (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here)
  • Purchase a copy of American Born Chinese

Important resources for our course:

Our class syllabus — HERE

Pre-Course Assignment — HERE

Help with MLA Format — HERE

7 Types of Short Story Openings — HERE

World Literature Fall 2019

Week of November 4 – 8

Upcoming Due Dates:

Wednesday, 06 Nov. 2019: A Midsummer Night’s Dream Act III quiz

Friday, 08 Oct. 2019: Unit 5 vocabulary quiz

Friday, 15 Nov. 2019: Second independent novel due

Thursday, 21 Nov. 2019: Elizabethan Research Presentation and Annotated Bibliography assignment due

Mon. | 04 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Finish reading A Midsummer Night’s Dream Act III
  3. Fill out the plot chart
  4. Review for Act III quiz
  5. Introduce the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here).
  1. Sign up for research topics!

Homework:

  • Read your choice novel.
  • Review for Unit 5 vocabulary quiz.

Tues. | 05 Nov. 2019 – NO SCHOOL

Wed. | 06 Nov. 2019

Learning Goal(s): Begin the research process by using questions and key words to refine search terms on a topic of the student’s choice.

Work Session:

  1. Meet in Lab 816
  1. Take A Midsummer Night’s Dream Act III quiz
  2. Begin research on Elizabethan topic

Homework:

  • Read your choice novel.
  • Review for Unit 5 vocabulary quiz.

Thurs. | 07 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Ten minutes of independent reading
  3. Complete the “Synonyms and Antonyms” activity for Unit 5 words
  4. Begin reading A Midsummer Night’s Dream Act IV
  5. Fill out the plot chart
  6. Discus how the “love map” changes; adjust on your original illustrations

Homework:

  • Read your choice novel.
  • Review for Unit 5 vocabulary quiz.

Fri. | 08 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose.

Work Session:

  1. Take Unit 5 vocabulary quiz
  2. Independent reading
  3. Introduce Flipgrid Assignment for second independent novel
  4. Finish reading A Midsummer Night’s Dream
  5. Complete the plot chart
  6. Study for Act IV and Act V quiz

Homework:

  • Read your choice novel.

Planning Your Week:
Be prepared for a reading quiz over each act of the play!

Upcoming Due Dates:
Friday, 11/8 – Unit 5 vocabulary quiz
Friday, 11/15 –  IR #2 due – complete your reading of your IR book and submit your Flipgrid! (assignment here)
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.

Resources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)

Week of October 28th – November 1

Upcoming Due Dates:

Tuesday, 29 Oct. 2019: A Midsummer Night’s Dream Act II quiz

Thursday, 31 Oct. 2019: A Midsummer Night’s Dream Act III quiz

Friday, 15 Nov. 2019: Second independent novel due

Mon. | 28 Oct. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.

Work Session:

  1. Take notes on Magic Lens Level 3
  2. Complete the introduction to Unit 5 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only #1, 2, 5, 6, 9, 12, 14, 15, 16, 19.)
  3. Read A Midsummer Night’s Dream Act II, Scene II
  4. Fill out the plot chart
  5. Review for Act II quiz

Homework: Read your choice novel.

Tues. | 29 Oct. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.

Work Session:

  1. Label the Magic Lens practice sentence
  1. Take A Midsummer Night’s Dream Act II quiz
  2. Independent reading
  3. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act II
    1. Compare the text to the film.

Homework: Read your choice novel.

Wed. | 30 Oct. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Complete the introduction to Unit 5 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only# 3, 4, 7, 8, 10, 11, 13, 17, 18, 20.)
  3. Read A Midsummer Night’s Dream Act III
  4. Fill out the plot chart
  5. Adjust original illustrations of the love map.

Homework: Read your choice novel.

Thurs. | 31 Oct. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.

Work Session:

  1. Label the Magic Lens practice sentence
  2. Take A Midsummer Night’s Dream Act III quiz
  3. Independent reading
  4. Introduce the Elizabethan Research Presentation and Annotated Bibliography assignment
  1. Sign up for research topics
  2. Begin reading A Midsummer Night’s Dream Act IV

Homework: Read your choice novel.

Fri. | 01 Nov. 2019

Learning Goal(s): Analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.

Work Session:

  1. Finish reading A Midsummer Night’s Dream Act IV
  2. Read A Midsummer Night’s Dream Act V
  3. Fill out the plot chart
  4. Complete the dream symbolism graphic organizer
  5. Finish watching the 1999 film adaptation of A Midsummer Night’s Dream

Homework: Read your choice novel.

Monday, October 28
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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.
Agenda:

  1. Take notes on Magic Lens Level 3, then label the Magic Lens practice sentence. (notes herepresentation here)
  2. Complete the introduction to Unit 5 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only #1, 2, 5, 6, 9, 12, 14, 15, 16, 19.)
  3. Continue to read your IR book!
  4. View 1999 film adaptation of A Midsummer Night’s Dream; compare the text to the film.
  5. Introduce Puck: begin reading act II, scene i as a class with the graphic novel and audiobook. View live production of Puck’s grand entrance.
  6. Discuss the progression of the plot and characterization to this point of the play.
  7. Fill out the plot map before moving to act II, scene ii.

Homework:

  • Continue reading your second IR book!

Tuesday, October 29
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Review act II in small groups; complete the plot paragraph (fill-in-the-blank).
  4. Take a quiz on act II of AMND.
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act II; compare the text to the film.
  6. Begin reading act III of the play with the graphic novel and audiobook, then discuss the progression of the plot and character development.

Homework:

  • Continue reading your second IR book!

Wednesday, October 30
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the introduction to Unit 5 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only# 3, 4, 7, 8, 10, 11, 13, 17, 18, 20.)
  3. Continue to read your IR book!
  4. Continue reading act III of A Midsummer Night’s Dream.
  5. Fill out the plot map periodically through the reading.
  6. Discus how the “love map” changes; adjust on your original illustrations in IAN.
  7. Complete the plot paragraph (fill-in-the-blank) for act III.
  8. Prepare for the act III quiz.

Homework:

  • Continue reading your second IR book!

Thursday, October 31
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Take a quiz on act III of AMND.
  4. Introduce the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here).Sign up for research topics!
  5. Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments. Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
  6. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.

Homework:

  • Continue reading your second IR book!
  • Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.

Friday, November 1
Learning Goal(s): Begin the research process by using questions and key words to refine search terms on a topic of the student’s choice.
Targeted Standards:  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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Review act IV to prepare for the act IV quiz.
  4. Visit the Learning Commons for preliminary research on your topic.

Homework:

  • Continue reading your second IR book!
  • Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.

Week of October 21st – 25th

Planning Your Week:

Wednesday, 10/23 – AMND Act I quiz

Friday, 10/25 – Unit 4 vocabulary quiz

Mon. | 21 Oct. 2019

Learning Goal(s):

Work Session:

  1. Unit 4 vocabulary practice: Synonyms and Antonyms
  2. Complete introductory fill-in notes for A Midsummer Night’s Dream
  3. Cut and paste AMND story map into Interactive Notebook
  4. Read Act I, Scene i with the graphic novel and audiobook
  5. Complete Views of Love worksheet

Homework: Continue reading your independent novel

Tues. | 22 Oct. 2019

Learning Goal(s): Compare film clips to analyze directors’ and actors’ choices.

Work Session:

  1. Independent reading
  2. Complete the Film Analysis activity on the opening scene of AMND
  3. Read Act I, Scene ii with the graphic novel and audiobook
  4. Visually illustrate the love web that is introduced in Act I
  5. Fill out the plot map

Homework: Continue reading your independent novel

Wed. | 23 Oct. 2019

Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.

Work Session:

  1. Unit 4 vocabulary practice: scan the QR code on p.59 and complete the practice quiz
  2. Take AMND Act I quiz
  3. Read Act II, Scene i- ii with the graphic novel and audiobook
  4. Fill out the plot map
  5. View live production of Puck’s grand entrance

Homework: Continue reading your independent novel

Thurs. | 24 Oct. 2019

Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.

Work Session:

  1. Independent reading
  1. Review for Unit 4 vocabulary quiz
  2. Read Act III, Scene i- ii with the graphic novel and audiobook
  3. Fill out the plot map

Homework: Continue reading your independent novel. Study for unit 4 vocabulary quiz.

Fri. | 25 Oct. 2019

Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.

Work Session:

  1. Unit 4 vocabulary quiz
  2. View the 1999 film adaptation of A Midsummer Night’s Dream through the end of Act III
  1. Compare the text to the film

Homework: Continue reading your independent novel.

Week of October 14th – 18th

Planning Your Week:

Tuesday, 10/15 – Seminar on Dante’s Inferno (bring your article, Analyze This, 5 seminar questions, and be prepared to discuss the text)

Friday, 10/18 – Magic Lens level 2 quiz

Mon. | 14 Oct. 2019

Work Session:

  1. Complete Magic Lens level 2 practice
  2. Complete the introduction to Unit 4 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only #1, 2, 6, 7, 8, 10, 16, 17, 19, 20.)
  3. Write a thank you letter to a soldier deployed outside the United States
  4. Introduction to seminar expectations
  5. Prepare for the Socratic seminar
  1. Write 5 thought-provoking discussion questions
  2. Find textual evidence to use during seminar

Homework:

  • Study for the Magic Lens quiz on Friday
  • Continue preparing for the seminar tomorrow
  • Continue reading your independent novel

 

Tues. | 15 Oct. 2019

Work Session:

  1. Review seminar expectations
  2. Actively participate in the Socratic seminar
  1. Submit your deliverables (article, Analyze This, and 5 seminar questions) and complete your seminar reflection handout

Homework:

  • Study for Magic Lens quiz on Friday
  • Continue reading your independent novel

 

Wed. | 16 Oct. 2019 (PSAT Testing Day)

Work Session:

  1. Submit your seminar reflection if not turned in yesterday.
  2. Complete the introduction to Unit 4 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only # 3, 4, 5, 9, 11, 12, 13, 14, 15, 18.)
  3. Introduction to Shakespeare with guided notes

Homework:

  • Study for Magic Lens quiz on Friday
  • Continue reading your independent novel

 

Thurs. | 17 Oct. 2019 (Early Release)

Work Session:

  1. Complete Magic Lens level 2 practice
  2. Twenty minutes of independent reading
  3. Finish introduction to Shakespeare with guided notes
  4. Practice insulting each other using Shakespearean insults

Homework:

  • Study for Magic Lens quiz on Friday
  • Continue reading your independent novel

Fri. | 18 Oct. 2019

Work Session:

  1. Magic Lens level 2 quiz
  2. Complete the “Choosing the Right Word” activity for Unit 4 words
  3. Participate in tone activity as a class
  4. Begin reading A Midsummer Night’s Dream

Homework: Continue reading your independent novel.

Week of October 7th – 11th

Planning Your Week:

Tuesday, 10/8 – “Levels of Hell” Creative Project due – present your poster or trifold board.

Friday, 8/11 – Unit 3 vocabulary quiz.

Mon. | 07 Oct. 2019

Learning Goal(s): Compose informational paragraphs with valid evidence and explanation. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout other cultures.

Work Session:

  1. Twenty minutes of independent reading.
  2. Work on your “Levels of Hell” Creative Project.
  1. Meet with your group members and design your poster or trifold board.
  2. Prepare for your presentations tomorrow!

Homework:

Tues. | 08 Oct. 2019

Learning Goal(s): Clearly present your Levels of Hell group project to the class.

Work Session:

  1. Complete Magic Lens level 2 practice.
  2. Vocabulary practice: Complete the synonyms and antonyms activities for Unit 3 vocabulary words on pages 38-39.
  3. Group presentations for “Levels of Hell” Creative Project

Homework:

  • Study for Unit 3 vocab quiz on Friday
  • Continue reading second IR book

Wed. | 09 Oct. 2019

Learning Goal(s): Compose informational paragraphs with valid evidence and explanation. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout other cultures.

Work Session:

  1. Complete Magic Lens level 2 practice.
  2. Vocabulary practice: Complete “Choosing the Right Word” activity for unit 3 vocabulary words on pages 37-38.
  3. If needed, finish “Levels of Hell” Creative Project  presentations.
  4. Review for Unit 3 vocabulary quiz.
  5. Introduce the Socratic Seminar Assignment with article and seminar question deliverables.

Homework:

  • Study for Unit 3 vocab quiz on Friday
  • Continue reading second IR book

Thurs. | 10 Oct. 2019 (Early Release)

Learning Goal: Use advanced searches to find articles on justice, crime, and punishment. Compose informational paragraphs with valid evidence and explanation. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout other cultures.

Work Session:

  1. Meet in Lab 113.
  2. Prepare for the Socratic Seminar Assignment by finding articles on justice and writing leveled seminar questions.
  1. Use this checklist to pace yourself.
  2. If you are not working on the seminar, you should be reading your IR novel.

Homework:

  • Study for Unit 3 vocab quiz on Friday
  • Continue reading second IR book
  • Continue preparing for the Socratic Seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, and write five open-ended discussion questions

Fri. | 11 Oct. 2019

Learning Goal: Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessment. Use advanced searches to find articles on justice, crime, and punishment. Compose informational paragraphs with valid evidence and explanation.

Work Session:

  1. Meet in Lab 113.
  2. Unit 3 vocabulary quiz.
  3. Prepare for the Socratic Seminar Assignment by finding articles on justice and writing leveled seminar questions.
  1. Use this checklist to pace yourself.
  2. If you are not working on the seminar, you should be reading your IR novel.

Homework:

  • Continue reading second IR book
  • Continue preparing for the Socratic Seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, and write five open-ended discussion questions

Week of September 30 – October 4th

Planning Your Week: 
Monday, 9/30 – extra credit due today! (No late credit)
Tuesday, 10/1 – Select and bring in your second IR book for a book check! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)Resources:
Guided Reading Questions:
Questions for Cantos 1, 3, 5, 33, 35
Text:
Dante’s Inferno Class TextBe ready for a quiz after reading each canto!Monday, September 30
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Turn in your extra credit assignment if you have it completed! (You must turn this in today if you want to receive credit – no late credit!)
  2. Complete the Magic Lens practice for levels 1 and 2.
  3. Complete the introduction to Unit 3 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Answer only #1, 2, 3, 5, 10, 13, 14, 16, 18, 19.)
  4. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions.

Homework:

  • Pick out your IR book to bring in tomorrow for a book check!
  • Continue reviewing cantos to prepare for a Dante quiz.

Tuesday, October 1
Learning Goal(s): Prepare for the PSAT by practicing timed passages. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Practice for the PSAT with a reading passage and questions (set a timer for 14 minutes!).
  3. Show your teacher your second IR book for a book check.
  4. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions.
  5. Be ready for a quiz!

Homework:

  • Begin reading your second IR book.
  • Continue reviewing cantos to prepare for a Dante quiz.

Wednesday, October 2
Learning Goal(s): Prepare for the PSAT by practicing timed passages. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Complete the introduction to Unit 3 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Complete only #4, 6, 7, 8, 9, 11, 12, 15 17, 20.)
  3. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions as needed.
  4. Be ready for a quiz!
  5. Introduce the seminar assignment with article and seminar questions deliverables.

Homework:

  • Continue reading your second IR book.

Thursday, October 3
Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.
Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question
Agenda:

  1. Meet in the Learning Commons to prepare for the Socratic Seminar by finding articles on justice and writing leveled seminar questions. If you’re not working on the seminar, you should be reading IR.

Homework:

  • Continue reading your second IR book.

Friday, October 4
Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.
Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question
Agenda:

  1. Complete “Choosing the Right Word” on pages 37-38 (#1-25) for Unit 3 vocabulary.
  2. Meet in the Learning Commons to prepare for the Socratic Seminar by finding articles on justice and writing leveled seminar questions. If you’re not working on the seminar, you should be reading IR.

Homework:

  • Continue reading your second IR book.
Happy Fall Break!!
See the below link for an extra credit opportunity to be completed during the break. The assignment is due in class on Monday, September 30th when we return, and no late work will be accepted.Assignment Here: https://docs.google.com/document/d/1FLkJ1XadsknYTRd-QDsyuXYbyVyi-ukiUXYtX2PKhLs/edit?usp=sharing.

Week of September 16-20

Lesson Plans

Week 8: 16-20 Sep. 2019

Week at a Glance:

Thursday, 19 Sep. 2019: Vocabulary Unit 2 Assessment

Friday, 20 Sep. 2019: First independent novel and Still Life project due.

Mon. | 16 Sep. 2019

Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.

Work Session:

  1. Complete Magic Lens Level 2 practice.
  2. Complete Unit 2 vocabulary practice – Synonyms and Antonyms
  3. Read Dante’s Inferno – Canto 5
  4. Complete guided reading questions

Homework: Continue reading your first independent novel and begin planning your Still Life project.

Tues. | 17 Sep. 2019

Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.

Work Session:

  1. Complete Magic Lens Level 2 practice.
  2. Twenty minutes of independent reading.
  3. Canto 5 reading quiz.
  4. Introduce and work on Dante’s Inferno Reader Response Journal
  5. Begin reading Dante’s Inferno – Canto 33
  6. Complete guided reading questions

Homework: Continue reading your first independent novel and begin planning your Still Life project.

Wed. | 18 Sep. 2019

Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.

Work Session:

  1. Complete Magic Lens Level 2 practice.
  2. Review for Unit 2 Vocabulary quiz.
  3. Finish reading Dante’s Inferno – Canto 33
  4. Complete guided reading questions
  5. Begin reading Dante’s Inferno – Canto 34
  6. Complete guided reading questions

Homework: Continue reading your first independent novel and begin planning your Still Life project. 

Thurs. | 19 Sep. 2019

Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.

Work Session:

  1. Unit 2 Vocabulary quiz.
  1. When you’re finished, read independently.
  2. Finish reading Dante’s Inferno – Canto 34
  3. Complete guided reading questions
  4. Work on and add to your Reader Response Journal

Homework: Continue reading your first independent novel and begin planning your Still Life project.

Fri. | 20 Sep. 2019

Learning Goal: Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.

Work Session:

  1. Bring in your Still Life items!
  2. Move in groups to present your reading still life and view your peers’ projects!
  1. Complete the Scavenger Hunt as you navigate to different classrooms.
    1. Once you are finished, complete the reflection on the back of your scavenger hunt.

Homework: None! Enjoy your Fall Break 😊

Week of September 9-13

Upcoming Due Dates:
Thursday, 9/19 – Vocabulary Unit 2 assessment
Friday, 9/20 – First IR novel and Still Life project due (assignment here)

Resources:
Dante Resources:
Dante Intro Power Point
Dante Fill-in notes 
Guided Reading Questions:
Questions for Cantos 1, 3, 5, 33, 35
Text:
Dante’s Inferno Class Text
Articles:
Creative Punishments
Finding Direction

Monday, September 9
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Introduction to unit 2 vocabulary words #1-10 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only #1, 5, 6, 7, 9, 12, 13, 16, 19, 20.)
  2. Add the literary devices handout to IAN.
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Tuesday, September 10
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Begin introduction to Magic Lens Level 2 – take notes on parts of the sentence! Use the presentation (here) and the guided notes handouts (here). Add the parts of the sentence flowchart (here) to IAN.
  2. Enjoy your independent reading time! (Continue to plan your items for the still life project.)
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Wednesday, September 11
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Finish Magic Lens level two notes as needed
  2. Introduction to unit 2 vocabulary words #11-20 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only # 2, 3, 4, 8, 10, 11, 14, 15, 17, 18.)
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Thursday, September 12
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Enjoy your independent reading time! (Continue to plan your items for the still life project.)
  2. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Friday, September 13
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the “Choosing the Right Word” vocabulary practice for Unit 2 words (pages 27-28).
  2. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Lesson Plans

Week 6: 03-06 Sep. 2019

Week at a Glance:

  • Tuesday, 03 Sep. 2019: Upload final draft of Narrative Assessment to TurnItIn.com by 11:59 p.m.
  • Friday, 06 Sep. 2019: Unit 1 Vocabulary quiz

Tues. | 03 Sep. 2019

Learning Goal: Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures.

Work Session:

  1. 15 minutes of independent reading
  2. Introduce independent reading project: Still Life
  3. Read Jason Cheung’s article on creative punishments as a class.
  1. Students will complete Analyze This! as a way to explore the author’s craft.
  2. Dante’s Inferno anticipation guide.

Homework: Submit final draft of Narrative Assessment by 11:59 p.m.

Wed. | 04 Sep. 2019

Learning Goal: Determine how justice is presented throughout other cultures.

Work Session:

  1. Unit 1 vocabulary words – Synonyms and Antonyms
  2. Dante’s Inferno introduction PowerPoint
  1. Fill-in Notes
  1. Ponder and Respond: Put the following sins in order of severity according to your OWN opinion. (anger, avarice, fraud, gluttony, heresy, limbo, lust, violence, treachery)
  2. Read Dante’s Inferno – Canto 1
    1. Complete guided reading questions

Homework: Study for Unit 1 Vocabulary quiz – Friday, September 6th

Thurs. | 05 Sep. 2019

Learning Goal: Determine how justice is presented throughout other cultures

Work Session:

  1. 15 minutes of independent reading
  2. Review for Unit 1 Vocabulary quiz
  3. Begin reading Dante’s Inferno – Canto 3
  1. Complete guided reading questions

Homework: Study for Unit 1 Vocabulary quiz – Friday, September 6th

Fri. | 06 Sep. 2019

Learning Goal: Determine how justice is presented throughout other cultures

Work Session:

  1. Unit 1 Vocabulary quiz
  2. Continue planning independent reading project: Still Life
  3. Finish reading Dante’s Inferno – Canto 3

Complete guided reading questions

World Literature Fall 2019

Planning Your Week:
Thursday, 8/29 – Narrative Summative Assessment (here) due for peer review (bring a typed, double-spaced, printed draft; NO PRINTING IN CLASS)
Friday, 8/30 (by 3:30 p.m.) – Complete the NoRedInk practice and quiz on Formatting Dialogue. (Students who have shown mastery of this skill are exempt from this assignment and, therefore, have not been assigned.)Upcoming Due Dates:
Tuesday, 9/3 – Narrative Summative Assessment (here) due to TurnItIn.com by 11:59 p.m.
Friday, 9/6 – Magic lens level 1 quiz; Vocab unit 1 quiz

Resources:
Narrative Summative Assessment (assignment and rubric here)
“Two Kinds” by Amy Tan (SpringBoard digital copy here; text occurs on pages 21-29 of the PDF.)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)

Monday, August 26
Learning Goal(s): Use pre-writing strategies to plan a narrative, implementing effective narrative techniques.
Targeted Standards: 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 its precise meaning, its part of speech, or its etymology
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Introduction to unit 1 vocabulary words, #1-10 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #1, 2, 3, 6, 7, 8, 10, 14, 16, 20.)
  3. Introduce the narrative summative assessment (assignment here). Spend time planning your short story for our time in the computer lab tomorrow. Use the plot diagram (here) as a pre-writing resource.

Homework:

  • Continue to develop your narrative (assignment here), due Thursday, August 29th for peer review.
  • Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th.

Tuesday, August 27
Learning Goal(s): Compose a narrative featuring description, pacing, imagery, and other effective narrative techniques.
Targeted/ Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:

  1. Meet in the computer lab (9129) to work on your narrative (assignment here)! Your teacher will assist you as needed with setting up proper MLA formatting. Bring a typed, printed draft of your completed essay on Thursday, August 29th for peer review. (Peer review will count as a grade!)
  2. Consider spending 10-15 minutes on NoRedInk to complete the Formatting Dialogue practice and quiz assignments due on Friday at 3:30 p.m.

Homework:

  • Continue to develop your narrative (assignment here), due Thursday, August 29th for peer review.
  • Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th.

Wednesday, August 28 – Early Release Day!
Learning Goal(s): Continue to develop strong techniques for crafting narrative.
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Introduction to unit 1 vocabulary words, #11-20 on pages 14-15. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 19-20. (Answer only #4, 5, 9, 11, 12, 13, 15, 17, 18, 19.)
  3. Complete the “show, don’t tell” mini-lesson (lesson here); review formatting dialogue.
  4. Write a 10 line dialogue exchange (or two 5 line exchanges) to add to your narrative. Be sure to include action in your attributions (what are the characters physically doing as they say these words?).

Homework:

  • Continue to develop your narrative (assignment here), due TOMORROW for peer review.
  • Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery on this skill are exempt from NoRedInk practice this week.)
  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th.

Thursday, August 29
Learning Goal(s): Work as a peer editor to revise a piece of writing.
Targeted Standards: 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.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 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.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Introduction to the Still Life assignment for your first independent reading book (assignment here), due on September 20th.
  3. Complete the round robin peer review activity for your narrative draft.
  4. If you have time left at the end of the period, continue reading your independent reading book. Remember that if you don’t love your book, you can make a switch (but please do so sooner rather than later)!

Homework:

  • Continue to develop your narrative (assignment here), due Tuesday, September 3rd by 11:59 p.m. on TurnItIn.com.
  • Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Friday, August 30
Learning Goal(s):
Targeted Standards: ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Agenda:

  1. Ms. Vanbo’s class meets in lab 816 today!
  2. Complete the NoRedInk practice and quiz if not already completed (this is all due by 3:30 p.m. today.)
  3. In your vocabulary book, complete #1-25 of “Choosing the Right Word” on pages 17-18.
  4. Continue to develop your narrative draft, based on peer feedback and this week’s lessons (be sure to add your dialogue exchange!). Your final draft is due to TurnItIn.com Tuesday, September 3rd by 11:59 p.m.

Homework:

  • Continue to develop your narrative (assignment here), due Tuesday, September 3rd by 11:59 p.m. on TurnItIn.com.
  • Complete the NoRedInk practice and quiz on formatting dialogue. (Students who showed mastery of this skill are exempt from NoRedInk practice this week.)
  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Lesson Plans

Week 4: 19-23 Aug. 2019

Planning Your Week:

Friday, August 23rdTechnology form due. Show your initialed document to Ms. Tucker. You should be enrolled in all digital systems and have completed the Reading Inventory on Zinc.

Mon. | 19 Aug. 2019

Learning Goal: Analyze how an author uses setting to create mood.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Finish reading “A Very Old Man with Enormous Wings”
  3. As we read, annotate for sensory details – What images help us understand the setting of the story?
  4. Add tone and mood documents to Interactive Notebook
  5. Look back over your Ponder and Respond from Friday: How does your beach compare with the one in the short story? Decide on a “mood” word for your beach setting. Then, decide on a “mood” word for Marquez’s.
  6. Participate in a silent discussion for “A Very Old Man with Enormous Wings”
  7. Ponder and Respond: What elements of Colombian culture can you discover in the short story? List as many examples as you can find.

Tues. | 20 Aug. 2019

Learning Goal: Make strategic use of digital media to share work, find resources, learn vocabulary and skills, and demonstrate your knowledge of language standards.

Work Session:

  1. Meet in the Computer Lab
  1. Complete the Instructions for Technological Systems Setup.
  2. Once you finish your systems setup (including the Reading Inventory on Zinc) read your independent novel.

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Wed. | 21 Aug. 2019

Learning Goal(s): Study narrative structure; consider how a writer creates suspense.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Ponder and Respond: Draw out the typical narrative structure of a short story.
  3. Whole class – Read “Life is Sweet at Kumansenu” by Abioseh Nicol
  1. Complete the story outline to examine the plot of the story.
  2. Answer the discussion questions individually.
  1. Ponder and Respond: Who are in stories? Where do stories take place? Why do stories exist? Does a story have to be factual? How do you know what you are reading/writing/listening to is indeed, a story?

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Thurs. | 22 Aug. 2019

Learning Goal: Explore how a story deepens understanding of one’s identity, others, and the world.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. 10 minutes of independent reading
  1. Ponder and Respond: What is the danger of a single story?
  2. Watch “The Danger of a Single Story”
  1. Record the main points Adichie makes in your “Class Notes” section.
  1. “Post- Viewing Thoughts”
  1. Adichie says: “The single story creates stereotypes… and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”
  • What does this mean?
    1. Why is it important for young children to see themselves in literature?
    2. Why is it important to recognize similarities between yourself and others?
  1. Individual Writing:
    1. What are “single-stories” others have believed about you?
    2. What are “single-stories” you have believed about others?
  • Broad list to stimulate writing: race, age, weight, socioeconomic status, sports team, etc.
    1. What can you do to interrupt single stories?
  1. In pairs, share your responses. Take note of similarities and differences.
  2. Whole group discussion

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Fri. | 23 Aug. 2019

Learning Goal: Compose a narrative with effective technique and well-chosen details.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. Show your completed and initialed technology packet to Ms. Tucker
  3. Introduce the Narrative Project and begin workshopping/drafting.

Homework: Continue working on your Narrative Project

Planning Your Week:

Friday, August 23rdTechnology form due. Show your initialed document to Ms. Tucker. You should be enrolled in all digital systems and have completed the Reading Inventory on Zinc.

Mon. | 19 Aug. 2019

Learning Goal: Analyze how an author uses setting to create mood.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Finish reading “A Very Old Man with Enormous Wings”
  3. As we read, annotate for sensory details – What images help us understand the setting of the story?
  4. Add tone and mood documents to Interactive Notebook
  5. Look back over your Ponder and Respond from Friday: How does your beach compare with the one in the short story? Decide on a “mood” word for your beach setting. Then, decide on a “mood” word for Marquez’s.
  6. Participate in a silent discussion for “A Very Old Man with Enormous Wings”
  7. Ponder and Respond: What elements of Colombian culture can you discover in the short story? List as many examples as you can find.

Tues. | 20 Aug. 2019

Learning Goal: Make strategic use of digital media to share work, find resources, learn vocabulary and skills, and demonstrate your knowledge of language standards.

Work Session:

  1. Meet in the Computer Lab
  1. Complete the Instructions for Technological Systems Setup.
  2. Once you finish your systems setup (including the Reading Inventory on Zinc) read your independent novel.

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Wed. | 21 Aug. 2019

Learning Goal(s): Study narrative structure; consider how a writer creates suspense.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Ponder and Respond: Draw out the typical narrative structure of a short story.
  3. Whole class – Read “Life is Sweet at Kumansenu” by Abioseh Nicol
  1. Complete the story outline to examine the plot of the story.
  2. Answer the discussion questions individually.
  1. Ponder and Respond: Who are in stories? Where do stories take place? Why do stories exist? Does a story have to be factual? How do you know what you are reading/writing/listening to is indeed, a story?

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Thurs. | 22 Aug. 2019

Learning Goal: Explore how a story deepens understanding of one’s identity, others, and the world.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. 10 minutes of independent reading
  1. Ponder and Respond: What is the danger of a single story?
  2. Watch “The Danger of a Single Story”
  1. Record the main points Adichie makes in your “Class Notes” section.
  1. “Post- Viewing Thoughts”
  1. Adichie says: “The single story creates stereotypes… and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”
  • What does this mean?
    1. Why is it important for young children to see themselves in literature?
    2. Why is it important to recognize similarities between yourself and others?
  1. Individual Writing:
    1. What are “single-stories” others have believed about you?
    2. What are “single-stories” you have believed about others?
  • Broad list to stimulate writing: race, age, weight, socioeconomic status, sports team, etc.
    1. What can you do to interrupt single stories?
  1. In pairs, share your responses. Take note of similarities and differences.
  2. Whole group discussion

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Fri. | 23 Aug. 2019

Learning Goal: Compose a narrative with effective technique and well-chosen details.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. Show your completed and initialed technology packet to Ms. Tucker
  3. Introduce the Narrative Project and begin workshopping/drafting.

Homework: Continue working on your Narrative Project

Planning Your Week:
Monday, 8/12 – Pre-Course assignment (here) due in class
Tuesday, 8/13 – First Independent Reading (IR) book due in class (Need help? See our recommendations here, or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, 8/13 – “Where I’m From” Poem due in class (assignment here) – must be typed and polished!
Friday, 8/16 – Archetype Selfie due in class (assignment here)

Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)

Monday, August 12
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/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.
Agenda:

  1. Submit your completed pre-course assignment (here), if not already submitted.
  2. Take the grammar baseline diagnostic assessment.
  3. Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes herepresentation here) – (Stop at prepositions for today.)
  4. Ponder & Respond (Narrative Writing): Why is conflict important in a story? What does it do to help build character or plot?
  5. Begin reading and analyzing “Two Kinds.”
    1. Review internal vs. external conflict (“Literary Terms” box on page 21)
    2. On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
    3. Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan – As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
    4. Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
    5. Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
    6. Share out your group CEI paragraph.
    7. Ponder & Respond: What does the conflict reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.

Homework:

  • Independent Reading: Select and acquire your first independent reading novel, due in class tomorrow.
  • “Where I’m From” Poem (assignment here): Bring your completed, typed, proofread poem to class tomorrow!
  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.

Tuesday, August 13
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/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.
Agenda:

  1. Finish Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes herepresentation here).
  2. Show your teacher your first independent reading book for a book check grade today – take 10 minutes to begin reading.
  3. “Where I’m From” Poem due today – share your poem in a small group.
  4. Submitting your poem: tear the last page off your packet (rubric); staple items in the following order:
    1. Top: Rubric (with your name on it)
    2. Middle: Poem (final draft)
    3. Bottom: Your completed pre-writing packet
    4. Submit to the inbox!
  5. Continue reading and analyzing “Two Kinds”:
    1. Review internal vs. external conflict (“Literary Terms” box on page 21)
    2. On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
    3. Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan – As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
    4. Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
    5. Complete the CEI highlighting activity in IAN.
    6. Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
    7. Share out your group CEI paragraph.
    8. Ponder & Respond: What does the conflict in the story reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
  • Continue reading your first independent novel.

Wednesday, August 14
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. SGM
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Label the Magic Lens sentence for level 1 (parts of speech).
  4. Cultural Connection: A visit to Colombia!
    1. Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
    2. Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
    3. Discuss your observations with the class.
  5. Begin reading and annotations for “A Very Old Man with Enormous Wings” (text here).
    1. Ponder & Respond (Narrative): With as much detail as possible, describe a beach. Use setting details to make your reader feel like he/she is actually present there.
    2. As a class, begin reading “A Very Old Man with Enormous Wings” (text here) and annotate for the following:
      1. Highlight setting details – what images help us understand the setting of the short story?
      2. Write two questions you have about the text. (These can be comprehension questions or discussion questions – up to you!)
  6. Add the Tone/Mood documents (here) to IAN.
  7. Look back over your ponder and respond: how does your beach compare with the one in the story? Decide on a “Mood” word for your beach setting. Then decide on a mood word for Marquez’s. Consider: How do the setting details create mood in “A Very Old Man With Enormous Wings”?

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
  • Continue reading your first independent novel.

Thursday, August 15
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion
Targeted Standards: 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 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. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:

  1. ​Label the Magic Lens sentence for level 1 (parts of speech).
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Finish activities with “A Very Old Man with Enormous Wings” as needed.
  4. Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of computer paper, write your name and one question you have about the text (you should have two already written from our reading). Follow your teacher’s instructions for passing!
  5. Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have
  6. Ponder & Respond: What elements of Columbian culture can you discover in the short story? List as many examples as you can find.

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due TOMORROW!
  • Continue reading your first independent novel.

Friday, August 16
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Continue reading your chosen independent reading text to work towards completing your one-pager!
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 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.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
    1. PICK UP a piece of butcher paper and markers.
    2. On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
    3. TAPE/GLUE all group members’ selfies/captions onto the paper.
    4. WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
    5. WRITE your class period number.
    6. TAPE your poster to the wall.
    7. WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
    8. When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
  4. Ponder & Respond: Draw out the typical narrative structure of a short story.
  5. Whole class – Read “Life is Sweet at Kumansenu” by Abioseh Nicol. Complete the story outline to examine the plot of the story.
  6. Discussion: How have Nicol’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?
  7. Ponder & Respond: What elements of Nigerian culture can you discover in the short story? List as many examples as you can find.
  8. Watch “The Danger of a Single Story” and discuss.

Homework:

  • Continue reading your first independent novel.

Week 2 – August 5 – 9

Planning Your Week: Signed syllabus due, vocab money due (bring cash or check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)

Upcoming Due Dates:

Monday, 8/12 – Pre-Course assignment due in class

Tuesday, 8/13 – First Independent Reading book due in class

Tuesday, 8/13 – “Where I’m From” Poem due in class – must be typed and polished!

Friday, 8/16 – Archetype Selfie due in class

Mon. | 05 Aug. 2019

Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  2. Independent Reading Introduction
  1. Discover your textual lineage: reflect on your elementary, middle school, and 9th grade years. List any books that you remember making an impact on you.
  2. View the John Green “hype” video to get you excited about reading!
  3. Reading Inventory: Choose a partner that you have never met before this class. Interview your partner while filling out THEIR survey for them. Answer the questions truthfully. This survey is very important in reflecting on your own reading history and interests. We will revisit this at the end of the semester.
  4. Learn about books that aren’t boring; go through the “books that won’t fly” list.
  5. Discuss due date for first book (August 13th).
  6. Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
  7. Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment: due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.

Tues. | 06 Aug. 2019

Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolism to create a visual text.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due Friday)
  2. Review common literary archetypes and discuss patterns that emerged from 9th Literature readings. How will the archetypal color symbolism knowledge you’ve just gained help you to analyze text and film?
  3. Take and score the Heroic Myth Assessment  (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
  4. Ponder and Respond: Do you agree with your results? Why/why not?
  5. Introduce Archetype Selfie Assignment – Due Friday, 8/16.

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment: due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie: Begin planning your visual text, due Friday, August 16

Wed. | 07 Aug. 2019

Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short story explanatory text.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  2. Sign out SpringBoard books!
  1. In your SpringBoard book, explore the term “culture” with the class in a word web (p. 5). As a class, continue to work through “Defining Culture,” #1-6.
  2. Think about items that are important in your culture – you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
  • Describe the object clearly using vivid and concrete language.
  • Explain how the object connects to your culture.
  • Explain the significance of the object.
  • Use a professional tone, complete sentences, and proper grammar and mechanics.

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment: due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie: Begin planning your visual text, due Friday, August 16

Thurs. | 08 Aug. 2019

Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.

Work Session:

  1. Submit signed syllabus and vocab money if you have it (due TOMORROW).
  2. In pairs, turn to p. 9 in your SpringBoard text and read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco.
    1. One partner reads odd paragraphs, one partner reads even paragraphs.
    2. Underline or highlight information that helps you define the concept of cultural identity.
    3. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
  3. As a pair, discuss the text THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.
  4. Sensory Imagery mini-lesson: visual (sight), auditory (hearing), touch (tactile), taste (gustatory), and smell (olfactory).
  5. In SpringBoard, turn to p. 113 and read the poem, “Where I’m From.”
    1. Use a different color of highlighter to annotate the poem for each type of sensory imagery.
    2. Circle unknown words and phrases and try to determine the meaning of the words by using context clues, word parts, or a dictionary.
  6. Share examples of each type of imagery with the class to complete the chart on p. 115.
  7. Ponder and Respond (“Check Your Understanding” on p. 115): How would you describe the culture reflected in Lyon’s poem? What clues from the poem helped you to form your description?
  8. Begin prewriting activities for your own “Where I’m From” poem (assignment here).

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment: due Monday, August 12
  • “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie: Begin planning your visual text, due Friday, August 16

Fri. | 09 Aug. 2019

Learning Goal(s): Continue identifying and analyzing patterns in literature. Construct an Interactive Notebook!

Work Session:

  1. Submit signed syllabus and vocab money (due TODAY).
  2. Set up your Interactive Notebook! (Show your teacher your composition book for a grade!)
  3. Continue planning and drafting your “Where I’m From” poem.

Homework:

  • Pre-Course Assignment: due Monday, August 12
  • “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie: Begin planning your visual text, due Friday, August 16

Week 1: 8/1 – 8/2

Planning Your Week: 

Monday, 8/1 – First day back to school!!! 

Upcoming Due Dates:

Friday, 8/9 – Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)

Monday, 8/12 – Pre-Course assignment (here) due in class

Resources:

Class Syllabus (here)

Pre-Course Assignment (here)

Monday, August 1 – Welcome to World Literature!!!

Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new World Lit community; understand class policies and procedures.

Targeted Standards(s): ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 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.

Agenda:

  1. Complete welcome sheet (handout here); complete TRSS forms.
  2. Discuss the syllabus and review class procedures.
  3. Discuss the pre-course assignment (here) and due date (August 12th).
  4. Participate in the Class Norms poster activity.
  5. Read The Day You Begin by Jaqueline Woodson (video read-aloud here)
  6. Ponder and Respond: Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
    1. Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
    2. Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
    3. Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?

 Homework:  

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9   
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12

Tuesday, August 2

Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.

Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

Agenda:

  1. Submit signed syllabus & vocabulary money.
  2. Compose a response to the timed writing baseline assessment prompt. (One hour only!)
  3. Complete yesterday’s Ponder and Respond: Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
    1. Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
    2. Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
    3. Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?
  1. Icebreaker activity: 
    1. Underline your most important sentence
    2. [Bracket] your most important phrase
    3. Circle most important word
    4. Share your word with the class!
  2. Class Challenge: Who can memorize every classmate’s name and word?

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9   
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12

4th – Miss Van Bohemen

4th period– with Miss Van Bohemen

Monday Bell Schedule:
1st Period 8:20 – 9:05
2nd Period 9:10 – 11:05
3rd Period
A 11:10 – 11:30
B 11:35 – 12:10
C 12:15 – 12:50
D 12:55 – 1:30
4th Period 1:35 – 3:30

Tuesday & Wednesday Bell Schedule:
1st Period 8:20 – 9:40
2nd Period 9:45– 11:30
3rd Period 11:35 – 1:45
A 11:35 – 12:00
B 12:04 – 12:35
C 12:39 – 1:10
D 1:14 – 1:45
4th Period 1:50 – 3:30

Planning Your Week:
Monday, 12/2 – Extra Credit due! (assignment here)
Tuesday, 12/3 – Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This is our third IR book!
Thursday, 12/5 – Revised annotated bibliography due printed in class AND to TurnItIn.com before midnight.

Upcoming Due Dates:
Thurs., 12/12 – Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 – Night Illustrated Response Journal due
Wed., 12/18 – Complete the final exam essay in class
Thurs. 12/19 – Final exam for 1st & 2nd
Fri., 12/20 – Final exam for 3rd & 4th

Resources:
Night (digital copy here)

Monday, December 2 – alternate bell schedule
Learning Goal(s): Work as a peer editor to provide feedback on a partner’s annotated bibliography.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 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.) ELAGSE9-10L3: 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.
Agenda:

  1. Extra Credit due TODAY (no late credit)! (assignment here)
  2. Magic Lens Practice Sentence!
  3. Complete Peer Review activity for annotated bibliographies. (Peer Review here!) Consider submitting to TurnItIn.com early to revise any unintended plagiarism issues!
  4. As time permits, read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings).
  5. Historical Connection Ponder and Respond: What is the culture of the post “Great War” (WWI) era? How do you think countries are feeling about opening up borders? How do US citizens feel about getting involved in foreign wars?
  6. Watch the World War II Part 1: Crash Course US History #35 here and take Doodle Notes! (instructions here)
  7. Review Immigration/Emmigration policies here and discuss: how easy is it for German refugees to escape and relocate?

Homework:

  • American Born Chinese – acquire a copy of the graphic novel by tomorrow!!
  • Annotated Bibliography – make revisions based on peer review and submit to TurnItIn.com – you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5

Tuesday, December 3 – alternate bell schedule
Learning Goal(s): Consider how an author creates a particular purpose through his unfolding of events and use of language. Examine a war-time speech for language choices and tone.
Targeted/ Standards: ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Agenda:

  1. Magic Lens Practice Sentence!
  2. Your copy of American Born Chinese is due today! (Show your teacher your copy for a book check!)
  3. Continue introduction to the war period as needed:
    1. Read the Wilfred Owen poem (handout here) “Dulce Et Decorum Est” (1921), and complete TP-FASSTT analysis (handout here) (Use the this resource for links to audio recordings).
    2. Historical Connection Ponder and Respond: What is the culture of the post “Great War” (WWI) era? How do you think countries are feeling about opening up borders? How do US citizens feel about getting involved in foreign wars?
    3. Watch the World War II Part 1: Crash Course US History #35 here and take Doodle Notes! (instructions here)
    4. Review Immigration/Emmigration policies here and discuss: how easy is it for German refugees to escape and relocate?
  4. Read excerpts from Winston Churchill’s “We Shall Fight On The Beaches” (full text here).
    1. Circle all pronouns and determine their antecedents in the LAST PARAGRAPH only.
    2. Underline strong diction choices and determine their meaning/significance in context.
    3. How does he use the image of a “scythe” to characterize the German forces – what is the effect of this literary device?

Homework:

  • Annotated Bibliography – make revisions based on peer review and submit to TurnItIn.com – you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5

Wednesday, December 4 – alternate bell schedule
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:

  1. Magic Lens – Introduction to Level 4 (guided notes here; presentation here)
  2. Read “On Wiesel’s Night” and discuss tone and impact. (poem here)
  3. Introduce the Illustrated Response Journal summative assessment for Night.
  4. Ponder and Respond: “This I believe” prompt (presentation here)
  5. Begin reading Night in class. Be on the lookout for a strong quotation for your first illustrated journal.

Homework:

  • Annotated Bibliography – make revisions based on peer review and submit to TurnItIn.com – you may want to submit early to make sure you edit for unintended plagiarism! Final draft due Thursday, 12/5
  • Illustrated Response Journal – begin working on your summative assessment for Night, due Friday, 12/13.

Thursday, December 5
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:

  1. Final draft of annotated bibliography due today in class and to TurnItIn.com before midnight!
  2. Magic Lens practice sentence – label for all four levels!
  3. Ponder and Respond: “Appearances Can be Deceiving” prompt (presentation here)
  4. Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.
  5. As time permits, begin/continue creating your illustrated journal.

Homework:

  • Annotated Bibliography – make revisions based on peer review and submit to TurnItIn.com before midnight tonight!
  • Illustrated Response Journal – continue working on your summative assessment for Night, due Friday, 12/13.

Friday, December 6
Learning Goal(s): Demonstrate your comprehension and analysis of Wiesel’s memoir by thoroughly examining literary elements, noting how they contribute to author’s purpose.
Targeted Standards: ELAGSE9-10RI10: By the end of grade 10, read and comprehend literary nonfiction in the grades 9-10 text complexity band independently and proficiently. ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). 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. ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Agenda:

  1. Magic Lens practice sentence – label for all four levels!
  2. Ponder and Respond: “Never Shall I Forget” prompt (presentation here)
  3. Continue reading Night in class. Be on the lookout for strong quotations for your illustrated journals.
  4. As time permits, begin/continue creating your illustrated journal.

Homework:

  • Illustrated Response Journal – continue working on your summative assessment for Night, due Friday, 12/13.
Planning Your Week:
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Friday, 11/22 – Vocab Quiz on Unit 6; Magic Lens quiz!
Monday, 12/2 – Extra Credit due! (assignment here)Upcoming Due Dates:
Monday, 12/2 – Extra Credit due! (assignment here)
Tuesday, 12/3 – Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This is our third IR book!
Thurs., 12/12 – Exam exemption request due by 4:00 p.m. (submitted digitally here)
Fri., 12/13 – Take the vocabulary assessment on Unit 7 words
Wed., 12/18 – Complete the final exam essay in class
Thurs. 12/19 – Final exam for 1st & 2nd
Fri., 12/20 – Final exam for 3rd & 4thResources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Elizabethan Research Presentation and Annotated Bibliography assignment packet here

Monday, November 18
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Agenda:

  1. Label the Magic Lens practice sentence to prepare for Friday’s quiz.
  2. Introduce public speaking skills by examining page 5 of the packet (packet here) – Presentations begin this week!
  3. Complete the “Synonyms” and “Antonyms” practice for your Unit 6 vocabulary words – prepare for Friday’s quiz.
  4. Complete reading of act V of the play with the graphic novel and audiobook as needed, then discuss the resolution of the play.
    1. Fill out the plot map periodically through the reading.
    2. Complete the plot paragraph (fill-in-the-blank) for act V.
    3. Prepare for the act V quiz.
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V; compare the text to the film.
  6. Take the Act V quiz.

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Tuesday, November 19
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. In small groups, write your own Magic Lens sentences – one with a prepositional phrase, and one with an appositive phrase on a piece of butcher paper. Share and post these!
  2. As needed, take the Act V quiz on A Midsummer Night’s Dream.
  3. Finish A Midsummer Night’s Dream activities and discussion as needed.
  4. Plan and practice your speech!

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Wednesday, November 20
Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to properly cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:

  1. Ms. Vanbo’s class meets in 9129 to continue research and to construct an annotated bibliography and visual for the presentation. Continue to use your To-Do List and Shakespeare research packet, here, to make sure you’re meeting all requirements for the project! Presentations are TOMORROW!
  2. Review instructions for sharing presentation with your teacher, which must be completed before you come to class tomorrow.

Homework:

  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Thursday, November 21
Learning Goal(s):  Present your research findings to the class with an engaging speech and presentation!
Targeted Standards: 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Agenda:

  1. Students complete their Elizabethan/Shakespeare presentations in class.
    1. (You will present your findings in a dynamic 3-to-5-minute presentation focusing on five of the most interesting facts from your research and prepare a speech through which you educate and entertain your audience. Your speech must include a visual aid, in the form of either a PowerPoint, Google Slides presentation, Nearpod, Glogster, or Prezi. You will be graded on the quality of your writing, oral presentation, and multimedia presentation (visual aid).
    2. Make sure to have SHARED your presentation with your teacher before class begins.

Homework:

  • Study for your vocabulary and Magic Lens quizzes!
  • Acquire a copy of American Born Chinese for after the break!

Friday, November 22  – Last day before break!
Learning Goal(s): Demonstrate your knowledge of SAT vocabulary and language skills.
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Introduce the extra credit assignment! (assignment here)
  2. Take the Sadlier vocabulary Unit 6 and Magic Lens level 3 assessments.
  3. Finish any presentations as needed.
  4. As time permits, finish viewing A Midsummer Night’s Dream.
  5. Teacher begins reading American Born Chinese aloud to students with document camera. Get your copy over the break (due 12/03)!!

Homework:

  • Acquire a copy of American Born Chinese for after the break!
  • Consider completing the extra credit opportunity during the break!

Picture

Visit the following website (or use the QR code):
flipgrid.com/vanbof19
Log in with your Cobb address:
first.last@students.cobbk12.org
​​
See the assignment sheet here!

Planning Your Week:
Friday, 11/15 –  IR #2 due – complete your reading of your IR book and submit your Flipgrid! (assignment here)

Upcoming Due Dates:
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.
Friday, 11/22 – Vocab Quiz on Unit 6
Tuesday, 12/3 – Acquire a copy of American Born Chinese by Gene Luen Yang (you can find a copy here) – This is our third IR book!

Resources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)
Elizabethan Research Presentation and Annotated Bibliography assignment packet here
FlipGrid IR #2 Project (assignment here)

Monday, November 11
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the introduction to Unit 6 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 77-78. (Answer only #1, 3, 4, 5, 7, 8, 11, 12, 15, 18.)
  3. Enjoy your IR time! Remember to be working on your IR#2 project on Flipgrid! (assignment here)
  4. Complete the introduction to writing an annotated bibliography (we’ll read over page 3 in your Shakespeare research packet, here, and then highlight the sample on page 4 for its different components. We’ll also take notes on formatting).
  5. Get back to A Midsummer Night’s Dream! Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments? Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
  6. Fill out the plot map periodically through the reading.
  7. Discus how the “love map” changes; adjust on your original illustrations!
  8. Complete the plot paragraph (fill-in-the-blank) for act IV.
  9. Prepare for the act IV quiz.
  10. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.

Homework:

  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Acquire a copy of American Born Chinese for after the break!

Tuesday, November 12
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts.
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:

  1. Ms. Vanbo’s class meets in 9129 to continue research and to construct an annotated bibliography. (Turn to pages 3-4 in your Shakespeare research packet, here, to make sure you’re meeting all requirements).
  2. Follow the model your teacher creates to set up your own annotated bibliography. Then, work independently to include ALL of the sources you are using in your presentation on the five most interesting facts about your research topic. Your presentation and annotated bibliography must match – they will both have the same sources! Remember that you must provide a minimum of three sources for this project.

Homework:

  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Acquire a copy of American Born Chinese for after the break!

Wednesday, November 13
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the introduction to Unit 6 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 77-78. (Answer only # 2, 6, 9, 10, 13, 14, 16, 17, 19, 20.)
  3. Enjoy your IR time! Remember to be working on your IR#2 project on Flipgrid! (assignment here)
  4. Finish act IV as needed of AMND: finish reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments? Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
  5. Fill out the plot map periodically through the reading.
  6. Discus how the “love map” changes; adjust on your original illustrations!
  7. Complete the plot paragraph (fill-in-the-blank) for act IV.
  8. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.
  9. Take the act IV quiz (multiple choice).

Homework:

  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Acquire a copy of American Born Chinese for after the break!

Thursday, November 14
Learning Goal(s): Analyze the appropriateness and validity of research sources; compose informational writing that details learning; use a citation generator to cite sources in MLA; continue the research process to refine your topic to the five most interesting facts. Begin to produce your presentation!
Targeted/ Standards: ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: write and 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. ELAGSE9-10RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 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.
Agenda:

  1. Ms. Vanbo’s classes meet in 9234 to continue developing Elizabethan research projects. Your teacher will review presentation expectations on page 5 of your packet. Make sure to use your Shakespeare research packet, here, to make sure you’re meeting all requirements.
  2. Take time as needed to review expectations for the IR#2 project on Flipgrid, due tomorrow! (assignment here)

Homework:

  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Acquire a copy of American Born Chinese for after the break!

Friday, November 15
Learning Goal(s):Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10L3: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the “Choosing the Right Word” practice for your Unit 6 vocabulary words.
  3. Take time as needed to review expectations for the IR#2 project on Flipgrid, due tonight before midnight!(assignment here)
  4. Get back to A Midsummer Night’s Dream! We’ll read act V of the play with the graphic novel and audiobook, then discuss the resolution of the play.
  5. Fill out the plot map periodically through the reading.
  6. Complete the plot paragraph (fill-in-the-blank) for act V.
  7. Prepare for the act V quiz.
  8. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V; compare the text to the film.

Homework:

  • Submit your IR#2 Flipgrid video before midnight today! (assignment here)
  • Continue researching your topic on Shakespeare, create your presentation of the five most interesting facts, and begin citing and analyzing your sources on your annotated bibliography (packet here), due 11/21.
  • Acquire a copy of American Born Chinese for after the break!

Week of November 4 – 8

Planning Your Week:
Friday, 11/8 – Unit 5 vocabulary quiz
Be prepared for a reading quiz over each act of the play!

Upcoming Due Dates:
Friday, 11/15 –  IR #2 due – complete your reading of your IR book and submit your Flipgrid! (assignment here)
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.

Resources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)

Monday, November 4 – PJ Day!
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the “Choosing the Right Word” activity for Unit 4 words.
  3. Enjoy your IR time!
  4. Read/Finish Act 3/ Act 3 quiz as needed.
  5. Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments? Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
  6. Fill out the plot map periodically through the reading.
  7. Discus how the “love map” changes; adjust on your original illustrations!
  8. Complete the plot paragraph (fill-in-the-blank) for act IV.
  9. Prepare for the act IV quiz.
  10. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.

Homework:

  • Review your unit 5 vocabulary and Magic Lens skills for quizzes on Friday.
  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.

Tuesday, November 5 – NO SCHOOL!

Wednesday, November 6 – Decades Day!
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the “Synonyms” and “Antonyms” activities for Unit 5 words.
  3. Enjoy your IR time!
  4. Take a quiz on act IV of AMND.
  5. Begin reading act V of the play with the graphic novel and audiobook, then discuss the resolution of the play.
  6. Fill out the plot map periodically through the reading.
  7. Complete the plot paragraph (fill-in-the-blank) for act V.
  8. Prepare for the act V quiz.
  9. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act V; compare the text to the film.

Homework:

  • Review your unit 5 vocabulary and Magic Lens skills for quizzes on Friday.
  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.

Thursday, November 7 – TikTok Day!
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Study your Unit 5 vocabulary words for tomorrow’s quiz.
  3. Enjoy your IR time!
  4. Take a quiz on act V of AMND.
  5. Finish all activities on the play – plot map, viewing the 1999 film adaptation of A Midsummer Night’s Dream and comparing the text to the film, etc.
  6. Complete the highlighting activity on the sample annotated bibliography from your packet (packet here). Discuss the structure and writing conventions of an annotated bibliography to prepare for your research.

Homework:

  • Review your unit 5 vocabulary and Magic Lens skills for quizzes on Friday.
  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.

Friday, November 8 – Class Colors Day!
Learning Goal(s): Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Take the vocabulary assessment on Unit 5 words!
  2. Take the Magic Lens quiz on levels 1-3 (with prepositional phrases!)
  3. Enjoy your IR time!

Homework:

  • Continue reading your IR#2 to prepare for your second project (assignment here), due 11/15.

Week of October 28th – November 1

Planning Your Week:
Be prepared for a reading quiz over each act of the play!

Upcoming Due Dates:
Friday, 11/8 – Unit 5 vocabulary quiz
Friday, 11/15 –  IR #2 due – complete your reading of your IR book and submit your Flipgrid! (assignment here)
Thursday, 11/21 – Elizabethan Research Presentation and Annotated Bibliography assignment due (packet here) – your presentation must be SHARED with your teacher, and you need a hard copy of your annotated bibliography in class.

Resources:
A Midsummer Night’s Dream – Audiobook (View the first comment for start times for each act/scene.)
A Midsummer Night’s Dream (No Fear Shakespeare)

Monday, October 28
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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.
Agenda:

  1. Take notes on Magic Lens Level 3, then label the Magic Lens practice sentence. (notes herepresentation here)
  2. Complete the introduction to Unit 5 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only #1, 2, 5, 6, 9, 12, 14, 15, 16, 19.)
  3. Continue to read your IR book!
  4. View 1999 film adaptation of A Midsummer Night’s Dream; compare the text to the film.
  5. Introduce Puck: begin reading act II, scene i as a class with the graphic novel and audiobook. View live production of Puck’s grand entrance.
  6. Discuss the progression of the plot and characterization to this point of the play.
  7. Fill out the plot map before moving to act II, scene ii.

Homework:

  • Continue reading your second IR book!

Tuesday, October 29
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Review act II in small groups; complete the plot paragraph (fill-in-the-blank).
  4. Take a quiz on act II of AMND.
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act II; compare the text to the film.
  6. Begin reading act III of the play with the graphic novel and audiobook, then discuss the progression of the plot and character development.

Homework:

  • Continue reading your second IR book!

Wednesday, October 30
Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: ELAGSE9-10RL10: By the end of grade 10, 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the introduction to Unit 5 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 67-68. (Answer only# 3, 4, 7, 8, 10, 11, 13, 17, 18, 20.)
  3. Continue to read your IR book!
  4. Continue reading act III of A Midsummer Night’s Dream.
  5. Fill out the plot map periodically through the reading.
  6. Discus how the “love map” changes; adjust on your original illustrations in IAN.
  7. Complete the plot paragraph (fill-in-the-blank) for act III.
  8. Prepare for the act III quiz.

Homework:

  • Continue reading your second IR book!

Thursday, October 31
Learning Goal(s): Learning Goal(s): Learn about a culture/time period’s impact on a text’s themes; analyze the use of multiple plot lines to connect to author’s purpose; analyze complex characters and conflicting motivations.
Targeted Standards: 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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Take a quiz on act III of AMND.
  4. Introduce the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here).Sign up for research topics!
  5. Begin reading act IV of the play with the graphic novel and audiobook, then discuss the resolution of the plot. Are you satisfied with the final character developments. Discuss the dream symbolism as a class, then complete the dream symbolism graphic organizer.
  6. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act IV; compare the text to the film.

Homework:

  • Continue reading your second IR book!
  • Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.

Friday, November 1
Learning Goal(s): Begin the research process by using questions and key words to refine search terms on a topic of the student’s choice.
Targeted Standards:  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. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Review act IV to prepare for the act IV quiz.
  4. Visit the Learning Commons for preliminary research on your topic.

Homework:

  • Continue reading your second IR book!
  • Begin researching your chosen topic for the Elizabethan Research Presentation and Annotated Bibliography assignment (packet here), due Thursday, 11/21.

Week of October 21st – 25th

Planning Your Week:
Wednesday, 10/23 – AMND Act 1 quiz
Friday, 10/25 – Unit 4 vocabulary quiz

Upcoming Due Dates:
Friday, 11/1 –  IR #2 due

Monday, October 21
Learning Goal(s): Compare film clips to analyze directors’ and actors’ choices.
Targeted Standards: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Complete the Synonyms and Antonyms activities for vocabulary unit 4.
  3. Complete introduction to Shakespeare as needed.
    1. Introduction to Shakespeare with guided notes! View accompanying videos.
    1. Shakespeare’s background
    2. The Globe Theatre
    3. Plays and language
    4. Listen to the History of the English Language podcast Episode 1 (starting at 8:37 ending at 16:00)
    5. Review Shakespeare’s language with OP video; What Shakespeare Sounded Like video
    6. Participate in tone activity as a class.
  1. Complete introductory fill-in notes to AMND.
  2. Read act I, scene i as a class with the graphic novel and audiobook.
  3. Complete the Film Analysis activity on the opening scene of AMND; discuss the exposition of the play.
  4. Before moving on to act I, scene ii, complete the “Views of Love” handout.
  5. Visually illustrate the love web that is introduced in act I of the play.

Homework:

  • Continue reading your second IR book!

Tuesday, October 22
Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.
Targeted/ Standards: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Finish yesterday’s lesson as necessary; review exposition of the play by filling in the beginning boxes of the plot map.
  4. Read act I, scene ii as a class with the graphic novel and audiobook.
  5. Continue reviewing the plot by filling out the plot map and completing the plot summary paragraph in partners.
  6. Prepare for tomorrow’s act I quiz.

Homework:

  • Continue reading your second IR book!

Wednesday, October 23
Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.
Targeted/ Standards: 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.
Agenda:

  1. Hearing and Vision Screening.
  2. Label the Magic Lens practice sentence.
  3. Study unit 4 vocabulary for Friday’s quiz.
  4. Take a quiz on AMND act I.
  5. View 1999 film adaptation of A Midsummer Night’s Dream; compare the text to the film.
  6. Introduce Puck: begin reading act II, scene i as a class with the graphic novel and audiobook. View live production of Puck’s grand entrance.
  7. Discuss the progression of the plot and characterization to this point of the play.
  8. Fill out the plot map before moving to act II, scene ii.

Homework:

  • Continue reading your second IR book!

Thursday, October 24
Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text; compose an informational paragraph.
Targeted/ Standards: 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.
Agenda:

  1. Label the Magic Lens practice sentence.
  2. Continue to read your IR book!
  3. Review act II in small groups; complete the plot paragraph.
  4. Take a quiz on act II of AMND.
  5. View 1999 film adaptation of A Midsummer Night’s Dream through the end of act II; compare the text to the film.
  6. Begin reading act III of the play; discuss the progression of the plot and character development.

Homework:

  • Continue reading your second IR book!

Friday, October 25
Learning Goal(s): Consider how Shakespeare’s use of multiple plot lines adds mystery, suspense, and humor to his text.
Targeted/ Standards: 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.
Agenda:

  1. Study your vocabulary words before the quiz!
  2. Take the unit 4 vocabulary assessment.
  3. As time permits, continue AMND:
    1. Continue reading act III of A Midsummer Night’s Dream.
    2. Fill out the plot map periodically through the reading.
    3. Discus how the “love map” changes; adjust on your original illustrations.
    4. Prepare for the act III quiz.

Homework:

  • Continue reading your second IR book!

Planning Your Week:
Wednesday, 10/9 – Bring in a poster board or trifold board by today for your Levels of Hell project
Friday, 10/11 – Vocabulary Unit 3 and Magic Lens assessments

Upcoming Due Dates:
Monday, 10/14 – Present your group’s Levels of Hell project (assignment here)
Tuesday, 10/15 – Seminar on Dante and issues in modern justice (bring your article, Analyze This, your 5 seminar questions, and be prepared to discuss the text!)

Resources:
Guided Reading Questions: Questions for Cantos 1, 3, 5, 33, 35
Text: Dante’s Inferno Class Text
Instructions for finding articles here

Week of October 14th – 18th

Planning Your Week:
Monday, 10/14 – Present your group’s Levels of Hell project (assignment here)
Tuesday, 10/15 – Seminar on Dante and issues in modern justice (bring your article, Analyze This, your 5 seminar questions, and be prepared to discuss the text See the resources below!)

Upcoming Due Dates:
Friday, 10/25 – Unit 4 vocabulary quiz
Friday, 11/1 –  IR #2 due

Resources:
Text: Dante’s Inferno Class Text
Instructions for finding articles here
Seminar Assignment & Rubric here
Levels of Hell Assignment & Rubric here
Analyze This here
CRAAP graphic organizer (required for articles NOT from CDL) here
Writing Seminar Questions handout here

Monday, October 14
Learning Goal(s): Share your ideas in the form of a presentation, utilizing public speaking skills; Learn new SAT vocabulary and practice using unfamiliar words in context
Targeted Standards: 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. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentationsto enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:

  1. Complete the introduction to Unit 4 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only . #1, 2, 6, 7, 8, 10, 16, 17, 19, 20.)
  2. Present Dante’s Inferno “Levels of Hell” projects!
  3. If time, review seminar expectations and prepare for tomorrow.

Homework:

  • Continue preparing for the seminar tomorrow: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions).
  • Continue reading your second IR book!

Tuesday, October 15
Learning Goal(s): Demonstrate your verbal communication skills by propelling a discussion forward!
Targeted/ Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Agenda:

  1. Introduction to seminar expectations.
  2. Use your article, Analyze This, your 5 seminar questions, and a copy of Dante’s Inferno to actively participate in the Socratic seminar!
  3. Submit your deliverables and complete your seminar reflection handout – this is due tomorrow when you walk in the door if not completed already.

Homework:

  • Continue reading your second IR book!

Wednesday, October 16
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context.
Targeted Standards: 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Agenda:

  1. Submit your seminar reflection if not turned in yesterday.
  2. Label the Magic Lens sentence for levels 1 and 2.
  3. Complete the introduction to Unit 4 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 57-58. (Answer only # 3, 4, 5, 9, 11, 12, 13, 14, 15, 18.)
  4. Finish Levels of Hell presentations as needed.
  5. Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
  6. Introduction to Shakespeare with guided notes! View accompanying videos.
  1. Shakespeare’s background
  2. The Globe Theatre
  3. Plays and language

Homework:

  • Continue reading your second IR book!

Thursday, October 17
Learning Goal(s): Become familiar with Elizabethan culture, language, and texts.
Targeted Standards: ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
Agenda:

  1. Label the Magic Lens sentence for levels 1 and 2.
  2. Enjoy your IR time!
  3. Finish introduction to Shakespeare as needed:
    1. Class Discussion: When you hear “Shakespeare,” what is the first thing that comes to mind? What do you already know about Shakespeare?
    2. Introduction to Shakespeare with guided notes! View accompanying videos.
    1. Shakespeare’s background
    2. The Globe Theatre
    3. Plays and language
  1. Listen to the History of the English Language podcast Episode 1 (starting at 8:37 ending at 16:00)
  2. Review Shakespeare’s language with OP video; What Shakespeare Sounded Like video
  3. Participate in tone activity as a class.

Homework:

  • Continue reading your second IR book!

Friday, October 18
Learning Goal(s): Examine context clues to determine word meanings; comprehend challenging text from a different country and time period
Targeted Standards: ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10RL10: By the end of grade 10, 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.
Agenda:

  1. Label the Magic Lens sentence for levels 1 and 2.
  2. Complete the “Choosing the Right Word” activity for Unit 4 words.
  3. Complete introduction to Shakespeare as needed.
  4. Begin reading A Midsummer Night’s Dream.

Homework:

  • Continue reading your second IR book!

Monday, October 7
Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Label the Magic Lens sentence for levels 1 and 2.
  2. Vocabulary Practice: Complete the synonyms and antonyms activities for unit 3 vocabulary words on pages 38-39.
  3. Introduce the Levels of Hell group project (assignment here). Choose your groups, begin planning and drafting your paragraphs. Bring a poster board no later than Wednesday to finalize your project.

Homework:

  • Study for your Unit 3 vocab and magic lens quizzes on Friday
  • Continue preparing for the seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions) – Seminar on Tuesday, 10/15.
  • Work on your Levels of Hell project as needed – group presentations are scheduled for Monday, 10/14.
  • Continue reading your second IR book!

Tuesday, October 8
Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Label the Magic Lens sentence for levels 1 and 2.
  2. Read your IR novel (10 minutes).
  3. Continue the Levels of Hell group project (assignment here). In your groups, draft and edit your paragraphs. Add all elements to your poster – presentations on Monday!

Homework:

  • Study for your Unit 3 vocab and magic lens quizzes on Friday
  • Continue preparing for the seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions) – Seminar on Tuesday, 10/15.
  • Work on your Levels of Hell project as needed – group presentations are scheduled for Monday, 10/14.
  • Continue reading your second IR book!

Wednesday, October 9
Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Meet in the computer lab (Vanbo 304) to type your Levels of Hell paragraphs. Continue to work with your group to complete your project poster.

Homework:

  • Study for your Unit 3 vocab and magic lens quizzes on Friday
  • Continue preparing for the seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions) – Seminar on Tuesday, 10/15.
  • Work on your Levels of Hell project as needed – group presentations are scheduled for Monday, 10/14.
  • Continue reading your second IR book!

Thursday, October 10 – Early Release Day
Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. Label the Magic Lens sentence for levels 1 and 2.
  2. Study vocabulary – 10 minutes – make sure you’re ready for tomorrow’s quiz!
  3. Continue the Levels of Hell group project (assignment here). In your groups, draft and edit your paragraphs. Add all elements to your poster – presentations on Monday!

Homework:

  • Study for your Unit 3 vocab and magic lens quizzes on Friday
  • Continue preparing for the seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions) – Seminar on Tuesday, 10/15.
  • Work on your Levels of Hell project as needed – group presentations are scheduled for Monday, 10/14.
  • Continue reading your second IR book!

Friday, October 11
Learning Goal(s): Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments. Compose and revise/edit informational paragraphs with valid evidence and explanations.
Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Take the Vocabulary Unit 3 quiz.
  2. Take the Magic Lens quiz (IAN allowed!).
  3. When you’re finished with the quizzes, continue reading your IR book.
  4. When the class is finished quizzing, meet in your Levels of Hell group projects to put finishing touches on your poster and plan your presentation for Monday.

Homework:

  • Study for your Unit 3 vocab and magic lens quizzes on Friday
  • Continue preparing for the seminar: find and print an article on justice/crime/sin/punishment, complete Analyze This for your article, write five open-ended discussion questions) – Seminar on Tuesday, 10/15.
  • Work on your Levels of Hell project as needed – group presentations are scheduled for Monday, 10/14.
  • Continue reading your second IR book!

Week of September 30 – October 4th

Important resources for our course:

Our class syllabus — HERE

Pre-Course Assignment — HERE

Help with MLA Format — HERE

7 Types of Short Story Openings — HERE

Monday, September 30
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Turn in your extra credit assignment if you have it completed! (You must turn this in today if you want to receive credit – no late credit!)
  2. Complete the Magic Lens practice for levels 1 and 2.
  3. Complete the introduction to Unit 3 vocabulary words #1-10. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Answer only #1, 2, 3, 5, 10, 13, 14, 16, 18, 19.)
  4. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions.

Homework:

  • Pick out your IR book to bring in tomorrow for a book check!
  • Continue reviewing cantos to prepare for a Dante quiz.

Tuesday, October 1
Learning Goal(s): Prepare for the PSAT by practicing timed passages. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Practice for the PSAT with a reading passage and questions (set a timer for 14 minutes!).
  3. Show your teacher your second IR book for a book check.
  4. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions.
  5. Be ready for a quiz!

Homework:

  • Begin reading your second IR book.
  • Continue reviewing cantos to prepare for a Dante quiz.

Wednesday, October 2
Learning Goal(s): Prepare for the PSAT by practicing timed passages. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Complete the introduction to Unit 3 vocabulary words #11-20. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 39-40. (Complete only #4, 6, 7, 8, 9, 11, 12, 15 17, 20.)
  3. Continue reading Dante’s Inferno and analyzing the cantos with guided reading questions as needed.
  4. Be ready for a quiz!
  5. Introduce the seminar assignment with article and seminar questions deliverables.

Homework:

  • Continue reading your second IR book.

Thursday, October 3
Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.
Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question
Agenda:

  1. Meet in the Learning Commons to prepare for the Socratic Seminar by finding articles on justice and writing leveled seminar questions. If you’re not working on the seminar, you should be reading IR.

Homework:

  • Continue reading your second IR book.

Friday, October 4
Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment.
Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question
Agenda:

  1. Complete “Choosing the Right Word” on pages 37-38 (#1-25) for Unit 3 vocabulary.
  2. Meet in the Learning Commons to prepare for the Socratic Seminar by finding articles on justice and writing leveled seminar questions. If you’re not working on the seminar, you should be reading IR.

Homework:

  • Continue reading your second IR book.
Happy Fall Break!!
See the below link for an extra credit opportunity to be completed during the break. The assignment is due in class on Monday, September 30th when we return, and no late work will be accepted.Assignment Here: https://docs.google.com/document/d/1FLkJ1XadsknYTRd-QDsyuXYbyVyi-ukiUXYtX2PKhLs/edit?usp=sharing.

Week of September 16-20

Planning Your Week:
Thursday, 9/19 – Vocabulary Unit 2 assessment
Friday, 9/20 – First IR novel and Still Life project due (assignment here)

Upcoming Due Dates:
Tuesday, 10/1 – Select and bring in your second IR book for a book check! (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Resources:
Dante Resources:
Dante Intro Power Point
Dante Fill-in notes 
Guided Reading Questions:
Questions for Cantos 1, 3, 5, 33, 35
Text:
Dante’s Inferno Class Text

Articles:
Creative Punishments
Finding Direction

***You should be ready for a QUIZ after reading and discussing each Canto***

Monday, September 16
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Complete the Unit 2 vocabulary Synonym and Antonym activities to prepare for Thursday’s quiz!
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions and the reader response journal (here).

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.
  • Begin looking for your second IR book – book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Tuesday, September 17
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Enjoy your independent reading time! Books and Still Life project are DUE on Friday!
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions and the reader response journal (here).

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.
  • Begin looking for your second IR book – book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Wednesday, September 18
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the Magic Lens practice for levels 1 and 2.
  2. Enjoy your independent reading time! Books and Still Life project are DUE on Friday!
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions and the reader response journal (here).

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.
  • Begin looking for your second IR book – book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Thursday, September 19
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Take the Unit 2 vocabulary quiz! When you’re finished, enjoy your independent reading time.
  2. Continue reading and analyzing Dante’s Inferno through guided reading questions and the reader response journal (here).
  3. As time allows, begin the Levels of Hell group project.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.
  • Begin looking for your second IR book – book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Friday, September 20
Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts.
Targeted Standards: 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. ELAGSE9-10SL4: 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. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Agenda:

  1. Bring in your Still Life items today!!!
  2. Move in groups to present your reading still life and view your peers’ projects! Complete your scavenger hunt as you move around to different classrooms. (Scavenger hunt here)
  3. After you’re finished, complete the reflection on the back of your scavenger hunt.

Homework:

  • Begin looking for your second IR book – book 2 due for a book check on Tuesday, October 1st. (You can find some book recommendations here; or visit Goodreads’ “Books Every Teen Should Read.”)

Week of September 9-13

Upcoming Due Dates:
Thursday, 9/19 – Vocabulary Unit 2 assessment
Friday, 9/20 – First IR novel and Still Life project due (assignment here)

Resources:
Dante Resources:
Dante Intro Power Point
Dante Fill-in notes 
Guided Reading Questions:
Questions for Cantos 1, 3, 5, 33, 35
Text:
Dante’s Inferno Class Text
Articles:
Creative Punishments
Finding Direction

Monday, September 9
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Introduction to unit 2 vocabulary words #1-10 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only #1, 5, 6, 7, 9, 12, 13, 16, 19, 20.)
  2. Add the literary devices handout to IAN.
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Tuesday, September 10
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Begin introduction to Magic Lens Level 2 – take notes on parts of the sentence! Use the presentation (here) and the guided notes handouts (here). Add the parts of the sentence flowchart (here) to IAN.
  2. Enjoy your independent reading time! (Continue to plan your items for the still life project.)
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Wednesday, September 11
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Finish Magic Lens level two notes as needed
  2. Introduction to unit 2 vocabulary words #11-20 on pages 24-16. Use three highlighters to highlight the different parts of speech: blue for nouns, yellow for adjectives/adverbs, and green for verbs. Students will learn each word, writing the new word into the blank while the teacher goes over the term, then students will complete the “Completing the Sentence” activities on pages 29-30. (Answer only # 2, 3, 4, 8, 10, 11, 14, 15, 17, 18.)
  3. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Thursday, September 12
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Enjoy your independent reading time! (Continue to plan your items for the still life project.)
  2. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

Friday, September 13
Learning Goal(s): Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Targeted Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Complete the “Choosing the Right Word” vocabulary practice for Unit 2 words (pages 27-28).
  2. Continue reading and analyzing Dante’s Inferno through guided reading questions.

Homework:

  • Continue reading your first independent novel – you must have the entire text finished by Friday, September 20th; begin planning your still life project (assignment here), also due Friday, September 20th.

 

Planning Your Week:
Tuesday, 9/3 – bring in a typed, printed copy of your narrative for peer review
Thursday, 9/5 – Narrative final draft due in class (printed and stapled) AND to TurnItIn.com before midnight
Friday, 9/6 – Vocabulary Unit 1 and Magic Lens Level 1 Quizzes

Upcoming Due Dates:
Friday, 9/20 – finish your IR #1 and bring in your still life project (assignment here)

Resources:
Narrative Summative Assessment (assignment and rubric here)
“Two Kinds” by Amy Tan (SpringBoard digital copy here; text occurs on pages 21-29 of the PDF.)
“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here)
“Life is Sweet at Kumansenu” by Abioseh Nicol (text here)
SpringBoard Direct Login (here)

Dante Resources:
Dante Intro Power Point
Dante Fill-in notes 
Guided Reading Questions:
Canto 1 ?s
Canto 3 ?s
Canto 5 ?s
Canto 33/34 ?s
Text:
Dante’s Inferno Class Text
Articles:
Creative Punishments
Finding Direction

Monday, September 2 (No School – Labor Day)

Tuesday, September 3 – “All American Pride” – Red, White, and Blue
Learning Goal(s): LG: Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Magic Lens Practice for Level 1 – Quiz Friday
  2. Vocabulary Choosing the Right Word – Quiz Friday
  3. Peer Review for narrative
  4. Preview for Dante’s Inferno
    1. Read Article while highlighting and discussing the theme/concept of “justice”
    2. Fill-in notes for Dante’s Inferno
      1. Power point here
      2. Fill in notes here

Homework:

  • Study vocab unit 1 and Magic Lens Level 1 “parts of speech” – Quiz Friday
  • Continue reading IR novel

Wednesday, September 4 – “Western Wear Wednesday”
Learning Goal(s): LG: Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Magic Level 1 practice
  2. Vocabulary Unit 1 – Synonyms and Antonyms & review for Vocab Quiz on Friday
  3. Finish Intro to Dante’s Inferno
  4. Handout the Summative Assessment for Cultural Justice
  5. Start reading Canto 1 with Guiding Reading Questions
    1. Be ready for a reading quiz at anytime

Homework:

  • Study Vocab Unit 1 and Magic Level 1 – Quiz Friday
  • Continue Reading IR novel

Thursday, September 5 – “The Stars of Hollywood”
Learning Goal(s): LG: Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Review for Vocab and Magic Lens level 1 (Quizzes tomorrow)
  2. Narrative Due today – Printed and stapled by 3:30; Upload to Turnitin.com by 11:59p.m. tonight!!!!
  3. Continue and Finish reading and discussing Canto 1
  4. Reading Quiz today?

Homework:

  • Study Vocab Unit 1 and Magic Lens Level 1 “parts of speech” – Quiz Friday

Friday, September 6 – “Rep Your Class!” (Class Color Day – sophomores wear green)
Learning Goal(s): LG: Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures.
Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author’s choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion.
Agenda:

  1. Vocab and Magic Lens Level 1 quizzes
  2. Read IR book and begin planning for Still Life presentation
  3. Begin Reading Canto 3 w/ guided reading questions

Homework:

  • Continue reading IR novel while looking for project items

World Literature Fall 2019

Lesson Plans

Week 4: 19-23 Aug. 2019

Mon. | 19 Aug. 2019

Learning Goal: Analyze how an author uses setting to create mood.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Finish reading “A Very Old Man with Enormous Wings”
  3. As we read, annotate for sensory details – What images help us understand the setting of the story?
  4. Add tone and mood documents to Interactive Notebook
  5. Look back over your Ponder and Respond from Friday: How does your beach compare with the one in the short story? Decide on a “mood” word for your beach setting. Then, decide on a “mood” word for Marquez’s.
  6. Participate in a silent discussion for “A Very Old Man with Enormous Wings”
  7. Ponder and Respond: What elements of Colombian culture can you discover in the short story? List as many examples as you can find.

Tues. | 20 Aug. 2019

Learning Goal: Make strategic use of digital media to share work, find resources, learn vocabulary and skills, and demonstrate your knowledge of language standards.

Work Session:

  1. Meet in the Computer Lab
  1. Complete the Instructions for Technological Systems Setup.
  2. Once you finish your systems setup (including the Reading Inventory on Zinc) read your independent novel.

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Wed. | 21 Aug. 2019

Learning Goal(s): Study narrative structure; consider how a writer creates suspense.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. Ponder and Respond: Draw out the typical narrative structure of a short story.
  3. Whole class – Read “Life is Sweet at Kumansenu” by Abioseh Nicol
  1. Complete the story outline to examine the plot of the story.
  2. Answer the discussion questions individually.
  1. Ponder and Respond: Who are in stories? Where do stories take place? Why do stories exist? Does a story have to be factual? How do you know what you are reading/writing/listening to is indeed, a story?

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Thurs. | 22 Aug. 2019

Learning Goal: Explore how a story deepens understanding of one’s identity, others, and the world.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. 10 minutes of independent reading
  1. Ponder and Respond: What is the danger of a single story?
  2. Watch “The Danger of a Single Story”
  1. Record the main points Adichie makes in your “Class Notes” section.
  1. “Post- Viewing Thoughts”
  1. Adichie says: “The single story creates stereotypes… and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.”
  • What does this mean?
    1. Why is it important for young children to see themselves in literature?
    2. Why is it important to recognize similarities between yourself and others?
  1. Individual Writing:
    1. What are “single-stories” others have believed about you?
    2. What are “single-stories” you have believed about others?
  • Broad list to stimulate writing: race, age, weight, socioeconomic status, sports team, etc.
    1. What can you do to interrupt single stories?
  1. In pairs, share your responses. Take note of similarities and differences.
  2. Whole group discussion

Homework: Register for all digital systems and initial each box on Technology Agreement, due Friday 8/23 if not completed in class.

Fri. | 23 Aug. 2019

Learning Goal: Compose a narrative with effective technique and well-chosen details.

Work Session:

  1. Label the Magic Lens sentence for level 1 (parts of speech)
  2. Show your completed and initialed technology packet to Ms. Tucker
  3. Introduce the Narrative Project and begin workshopping/drafting.

Homework: Continue working on your Narrative Project

Planning Your Week:
Monday, 8/12 – Pre-Course assignment (here) due in class
Tuesday, 8/13 – First Independent Reading (IR) book due in class (Need help? See our recommendations here, or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, 8/13 – “Where I’m From” Poem due in class (assignment here) – must be typed and polished!
Friday, 8/16 – Archetype Selfie due in class (assignment here)

Resources:
Pre-Course assignment (here)
Archetype Selfie (assignment here)
“Where I’m From” Poem (assignment here)

Monday, August 12
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/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.
Agenda:

  1. Submit your completed pre-course assignment (here), if not already submitted.
  2. Take the grammar baseline diagnostic assessment.
  3. Add Magic Lens (level 1) notes to IAN; take notes from the Magic Lens presentation (guided notes herepresentation here) – (Stop at prepositions for today.)
  4. Ponder & Respond (Narrative Writing): Why is conflict important in a story? What does it do to help build character or plot?
  5. Begin reading and analyzing “Two Kinds.”
    1. Review internal vs. external conflict (“Literary Terms” box on page 21)
    2. On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
    3. Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan – As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
    4. Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
    5. Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
    6. Share out your group CEI paragraph.
    7. Ponder & Respond: What does the conflict reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.

Homework:

  • Independent Reading: Select and acquire your first independent reading novel, due in class tomorrow.
  • “Where I’m From” Poem (assignment here): Bring your completed, typed, proofread poem to class tomorrow!
  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.

Tuesday, August 13
Learning Goal(s): Analyze how two characters interact and develop over the course of a text to explain how conflict is used to advance the theme.
Targeted Standards: ELAGSE9-10RL2: Determine a theme and/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.
Agenda:

  1. Finish Magic Lens (level 1) notes in IAN; take notes from the Magic Lens presentation (guided notes herepresentation here).
  2. Show your teacher your first independent reading book for a book check grade today – take 10 minutes to begin reading.
  3. “Where I’m From” Poem due today – share your poem in a small group.
  4. Submitting your poem: tear the last page off your packet (rubric); staple items in the following order:
    1. Top: Rubric (with your name on it)
    2. Middle: Poem (final draft)
    3. Bottom: Your completed pre-writing packet
    4. Submit to the inbox!
  5. Continue reading and analyzing “Two Kinds”:
    1. Review internal vs. external conflict (“Literary Terms” box on page 21)
    2. On page 21 in your SpringBoard book, read the “Setting a Purpose for Reading.”
    3. Class read-along (recording is 29 minutes): “Two Kinds” by Amy Tan – As your teacher plays the audio, be sure to mark for conflict. At each chunk, your teacher will pause the recording to allow you time to identify whether each instance you located is an example of internal or external conflict. Pick two different colors to highlight the different types!
    4. Whole-body Discussion: Examine your color ratios between internal and external conflict. Is the conflict in the story primarily internal or external? Move to one side of the room for INTERNAL, the other side of the room for EXTERNAL. Bring your book!
    5. Complete the CEI highlighting activity in IAN.
    6. Now that you’ve moved, speak with various people on your side of the room. Group into smaller sections (no more than three per group) and, on a piece of paper, collectively write a CLAIM STATEMENT that argues your side (that the conflict is primarily external/internal). Then find the THREE most effective pieces of evidence. Create lead-ins and citations for each. Provide INTERPRETATION for each piece of evidence. Remember that your interpretation should clearly explain how your piece of evidence proves your claim! Provide a CONCLUDING statement.
    7. Share out your group CEI paragraph.
    8. Ponder & Respond: What does the conflict in the story reveal about the differences in the mother’s and daughter’s cultures? Provide evidence.

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
  • Continue reading your first independent novel.

Wednesday, August 14
Learning Goal(s): Analyze how an author uses setting to create mood.
Targeted Standards: 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.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Agenda:

  1. SGM
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Label the Magic Lens sentence for level 1 (parts of speech).
  4. Cultural Connection: A visit to Colombia!
    1. Watch this brief introduction to magical realism (watch to 2:00): https://www.youtube.com/watch?v=EZtdhLndVYg
    2. Then, read the following article: https://www.theatlantic.com/entertainment/archive/2014/04/the-origins-of-gabriel-garcia-marquezs-magical-realism/360861/.
    3. Discuss your observations with the class.
  5. Begin reading and annotations for “A Very Old Man with Enormous Wings” (text here).
    1. Ponder & Respond (Narrative): With as much detail as possible, describe a beach. Use setting details to make your reader feel like he/she is actually present there.
    2. As a class, begin reading “A Very Old Man with Enormous Wings” (text here) and annotate for the following:
      1. Highlight setting details – what images help us understand the setting of the short story?
      2. Write two questions you have about the text. (These can be comprehension questions or discussion questions – up to you!)
  6. Add the Tone/Mood documents (here) to IAN.
  7. Look back over your ponder and respond: how does your beach compare with the one in the story? Decide on a “Mood” word for your beach setting. Then decide on a mood word for Marquez’s. Consider: How do the setting details create mood in “A Very Old Man With Enormous Wings”?

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due Friday, August 16.
  • Continue reading your first independent novel.

Thursday, August 15
Learning Goal(s): Identify and analyze universal symbols; consider how symbols contribute to an author’s purpose, contribute meaningfully to class discussion and practice the procedures for scholarly discussion
Targeted Standards: 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 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. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:

  1. ​Label the Magic Lens sentence for level 1 (parts of speech).
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Finish activities with “A Very Old Man with Enormous Wings” as needed.
  4. Participate in a silent discussion for “A Very Old Man with Enormous Wings.” On a piece of computer paper, write your name and one question you have about the text (you should have two already written from our reading). Follow your teacher’s instructions for passing!
  5. Whole Class discussion: examine the symbolism of the first paragraph; discuss questions we still have
  6. Ponder & Respond: What elements of Columbian culture can you discover in the short story? List as many examples as you can find.

Homework:

  • Archetype Selfie (assignment here): Continue planning your visual text, due TOMORROW!
  • Continue reading your first independent novel.

Friday, August 16
Learning Goal(s): Share your visual text in a small group and explain your use of symbolism to reflect an archetype. Continue reading your chosen independent reading text to work towards completing your one-pager!
Targeted Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 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.
Agenda:

  1. Label the Magic Lens sentence for level 1 (parts of speech).
  2. IR time – Spend 10 minutes reading your independent novel. Remember that if you don’t love your book, you can make a switch!
  3. Meet in your Archetype groups! Introduce yourself and explain your selfie project. Then, follow the instructions to complete this activity!
    1. PICK UP a piece of butcher paper and markers.
    2. On your butcher paper, WRITE your archetype’s name and DECORATE the paper with appropriate symbols to represent the archetype. (You may cut down the butcher paper as needed)
    3. TAPE/GLUE all group members’ selfies/captions onto the paper.
    4. WRITE each group member’s name (first name & last initial) on the front of the poster, next to his/her selfie.
    5. WRITE your class period number.
    6. TAPE your poster to the wall.
    7. WRITE your name on your Archetype Selfie assignment sheet/rubric and SUBMIT to the inbox for grading
    8. When it’s time, your group will share their selfies with the class! Be prepared to present a brief description of how your selfie and caption relate to your archetype.
  4. Ponder & Respond: Draw out the typical narrative structure of a short story.
  5. Whole class – Read “Life is Sweet at Kumansenu” by Abioseh Nicol. Complete the story outline to examine the plot of the story.
  6. Discussion: How have Nicol’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?
  7. Ponder & Respond: What elements of Nigerian culture can you discover in the short story? List as many examples as you can find.
  8. Watch “The Danger of a Single Story” and discuss.

Homework:

  • Continue reading your first independent novel.

Week 2 – August 5 – 9

Planning Your Week:
Friday, 8/9 – Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)

Upcoming Due Dates:
Monday, 8/12 – Pre-Course assignment (here) due in class
Tuesday, 8/13 – First Independent Reading (IR) book due in class (Need help? See our recommendations here, or visit Goodreads’ “Books Every Teen Should Read.”)
Tuesday, 8/13 – “Where I’m From” Poem due in class – must be typed and polished!
Friday, 8/16 – Archetype Selfie due in class (assignment here)

Resources:
Class Syllabus (here)
Pre-Course Assignment  (here)

Monday, August 5
Learning Goal(s): Consider your reading preferences and make a plan to complete Independent Reading requirements this semester
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Agenda:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  2. Independent Reading Introduction
    1. Participate as a class in the “Epic First Paragraphs” activity.
    2. View the John Green “hype” video to get you excited about reading!
    3. Discovering Your Textual Lineage: In your IAN, reflect back on your elementary, middle school, and 9th grade years. List any books that you remember making an impact on you.
    4. Reading Inventory: Choose a partner that you have never met before this class. Interview your partner while filling out THEIR survey for them. Answer the questions truthfully. This survey is very important in reflecting on your own reading history and interests. We will revisit this at the end of the semester.
    5. Learn about books that aren’t boring; go through the “books that won’t fly” list.
    6. Discuss due date for first book (August 13th).
    7. Jot down a list of books you are interested in reading. Research three novels using goodreads.com, amazon.com, barnesandnoble.com, etc.
  3. Complete the “Array Inventory” (Winnie the Pooh) assessment (quiz here).

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.

Tuesday, August 6
Learning Goal(s): Become familiar with archetypes, and brainstorm ways to use symbolism to create a visual text
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 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. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Agenda:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  2. Review common literary archetypes and discuss patterns that emerged from 9th Literature/Comp. readings (ppt). How will the archetypal color symbolism knowledge you’ve just gained help you to analyze text and film?
  3. Take and score the Heroic Myth Assessment  (quiz here) to discover your best match. Class brainstorm: what are some familiar characters in popular culture that embody each type?
  4. Add both personality types to an index card for your teacher!
  5. Ponder and Respond: Do you agree with your results? Why/why not?
  6. Introduce Archetype Selfie with Instagram caption, include at least 3 hashtags assignment- due Friday,  8/16 (assignment here). Begin planning your assignment!

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16

Wednesday, August 7
Learning Goal(s): Explore the concept of culture and the role it plays in personal perceptions; compose a short explanatory text
Targeted Standards: 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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic
Agenda:

  1. Submit signed syllabus and vocab money if you have it (due Friday).
  2. Sign our SpringBoard books!
  3. In your SpringBoard book, explore the term “culture” with the class in a word web (page 5). As a class, continue to work through “Defining Culture,” #1-6.
  4. Think about items that are important in your culture – you can select any culture you feel you’re a part of: Harrison High School’s culture, the United States’ culture, Southern culture, etc. On the Wiki template (here), create a Wikipedia entry for this item for someone who is unfamiliar with the item and its significance. Your entry must provide a drawing of the item and explain the object to an audience that is unfamiliar with what it is, how it is used, and how it connects to your culture. Be sure to:
  • Describe the object clearly using vivid and concrete language.
  • Explain how the object connects to your culture.
  • Explain the significance of the object.
  • Use a professional tone, complete sentences, and proper grammar and mechanics.

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16

Thursday, August 8
Learning Goal(s): Understand and analyze a writer’s extended definition to build on your knowledge of domain-specific vocabulary.
Targeted Standards: 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. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Submit signed syllabus and vocab money if you have it (due TOMORROW).
  2. In pairs, turn to page 9 in your SpringBoard text. Set a purpose for reading: Underline or highlight information that helps you define the concept of cultural identity. Circle unknown words and phrases. Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
  3. Read “What is Cultural Identity” by Elise Trumbull and Maria Pacheco. Use underlining and circling from the “Setting a Purpose for Reading” instructions as you read aloud with a partner. (One partner reads odd paragraphs, one partner reads evens.)
  4. As a pair, discuss THEN respond in writing to each of the following questions after the text: #2, #3, #5, #7-9.
  5. Sensory Imagery mini-lesson: visual (sight), auditory (hearing), touch (tactile), taste (gustatory), and smell (olfactory).
  6. In SpringBoard, turn to page 113 and read the poem. Use a different color of highlighter to annotate the poem for each type of sensory imagery. As you read, circle unknown words and phrases, and try to determine the meaning of the words by using context clues, word parts, the definitions in your SB book, or a dictionary.
  7. Share examples of each type of imagery with the class to complete the chart on page 115.
  8. Ponder and Respond (“Check Your Understanding” on page 115): How would you describe the culture reflected in Lyon’s poem? What clues from the poem helped you to form your description?
  9. Begin prewriting activities for your own “Where I’m From” poem.

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12
  • “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16

Friday, August 9
Learning Goal(s): Continue identifying and analyzing patterns in literature. Construct an Interactive Notebook!
Targeted Standards: ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Agenda:

  1. Submit signed syllabus and vocab money (due TODAY).
  2. Set up your Interactive Notebook! (Show your teacher your composition book for a grade!)
  3. Continue planning and drafting your “Where I’m From” poem.

Homework:

  • Pre-Course Assignment (here): due Monday, August 12
  • “Where I’m From”: Compose your own “Where I’m From” poem; bring your typed, printed, polished, final draft to class on Tuesday, August 13
  • Independent Reading: Select and acquire your first independent reading novel, due in class on Tuesday, August 13th.
  • Archetype Selfie (assignment here): Begin planning your visual text, due Friday, August 16

Week 1: 8/1 – 8/2

Planning Your Week: 

Monday, 8/1 – First day back to school!!! 

Upcoming Due Dates:

Friday, 8/9 – Signed syllabus due, vocab money due (bring cash or a check made out to Harrison High School), Interactive Notebook supplies due (100+ sheet composition book, glue stick, scissors)

Monday, 8/12 – Pre-Course assignment (here) due in class

Resources:

Class Syllabus (here)

Pre-Course Assignment (here)

Monday, August 1 – Welcome to World Literature!!!

Learning Goal(s): Reflect on personal qualities and characteristics; produce a short narrative; meet your new World Lit community; understand class policies and procedures.

Targeted Standards(s): ELAGSE9-10W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 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.

Agenda:

  1. Complete welcome sheet (handout here); complete TRSS forms.
  2. Discuss the syllabus and review class procedures.
  3. Discuss the pre-course assignment (here) and due date (August 12th).
  4. Participate in the Class Norms poster activity.
  5. Read The Day You Begin by Jaqueline Woodson (video read-aloud here)
  6. Ponder and Respond: Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
    1. Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
    2. Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
    3. Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?

 Homework:  

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9   
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12

Tuesday, August 2

Learning Goal(s): Apply skills for close reading, gathering evidence, and making inferences; set writing goals for timed writing.

Targeted Standard(s): ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

Agenda:

  1. Submit signed syllabus & vocabulary money.
  2. Compose a response to the timed writing baseline assessment prompt. (One hour only!)
  3. Complete yesterday’s Ponder and Respond: Jaqueline Woodson’s The Day You Begin explores the power we gain when we take pride in the characteristics that make us who we are, different from anyone else. Choose one of the prompts below to respond to in a short piece of writing:
    1. Write about a time you felt nervous about sharing something about yourself that made you feel different. Did you end up sharing? How did it go? Would you do anything differently if the situation presented itself again?
    2. Write about a time you met someone who was different from you in an interesting way. How did you feel? What did you learn or gain from the experience?
    3. Write about a time you learned something surprising from a friend. How did learning more about this person affect your relationship? Why do you think this information surprised you?
  1. Icebreaker activity: 
    1. Underline your most important sentence
    2. [Bracket] your most important phrase
    3. Circle most important word
    4. Share your word with the class!
  2. Class Challenge: Who can memorize every classmate’s name and word?

Homework:

  • Syllabus: Read the syllabus and have parent/guardian sign – due Friday, Aug. 9
  • Supplies: Bring required IAN supplies (100+ sheet composition book, glue stick, scissors) – due Friday, Aug. 9   
  • Vocabulary Money: Bring $10 for vocabulary (cash or check made out to Harrison High School) – due Friday, Aug. 9
  • Pre-Course Assignment (here): due Monday, August 12

3rd Period AMDM with Hodorowski

3rd with Mr. Hodorowski

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Week of December 2 – 6

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

 

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

 

Notes

Computers in room 417 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

 

Notes

Computers in room 417 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Week of November 18-22

Monday

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 304 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Attachments

Tuesday

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 816 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Wednesday

Probability Presentation
Lesson

Opening session: 5 minutes

  • Set expectations and set up procedures

Working session: 80 minutes

  • Individual presentations
  • Grade each from rubric
  • Encourage questions from peers
  • Provide feedback to presenter as next student sets up their presentation
  • Project will be scored as a test grade.
  • Extra 15 points will be awarded if student dresses in  professional attire.

Closing session: 5 minutes

  • Determine if more TVM practice is necessary based on TVM slides.

Differentiation: Graphic organizer, and product.

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Thursday

Probability Presentation
Lesson

Opening session: 5 minutes

  • Set expectations and set up procedures

Working session: 80 minutes

  • Individual presentations
  • Grade each from rubric
  • Encourage questions from peers
  • Provide feedback to presenter as next student sets up their presentation
  • Project will be scored as a test grade.
  • Extra 15 points will be awarded if student dresses in  professional attire.

Closing session: 5 minutes

  • Determine if more TVM practice is necessary based on TVM slides.

Differentiation: Graphic organizer, and product.

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Friday

Carnival Day
Lesson

Set up in gym lobby.

Have fun and show off your hard work!!

Homework

finish problems 2-30 all

Notes

Have students hand out white boards and markers

Standards
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG1
Students will create and use two- and three-dimensional representations of authentic situations.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Week of November 11 – 15

Monday

Lesson

Learning Target:  I can determine the expected value of a game to determine likelihood of winning.

Opening: 10 minutes

  • Attention getter:  How do I know if I can expect to win?  Are the odds in my favor?
  • Introduce expected value:  Display formula
  • Have 1 student help verify deck of cards stats.

Working: 75 minutes

  • Model problem on board, solicit questions
  • Guided Practice attached worksheet
  • Practice calculating expected values/ challenge in Extension station
  • Check for understanding with walk through
  • Determine mathematical fairness of situations

Closing: 5 minutes

  • Write summary on how to calculate expected value

Differentiation: Collaborative pairs, assignment choice

Homework

Finish assigned problems

Have students print off rubric for HW grade

Notes

Share expectations of carnival game

Link on calculating expected value:  http://www.statisticshowto.com/how-to-calculate-expected-value-in-statistics/#whatisEV

Extension: P 25 section 2 problems 1-7

Standards
MAMDMD1.c
Calculate expected value to analyze mathematical fairness, payoff, and risk.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.

Tuesday

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Wednesday

Expected Value extra practice
Lesson

Learning Target:  I can calculate expected value of any game to determine play ability

Opening: 5 minutes

  • Brain activator (expected value problem)
  • Check for understanding
  • Model if necessary
  • Check for rubrics- count as HW grade
  • Post formula on board

Working session: 80 minutes

  • Work with project team mate to practice additional expected value problems 
  • If teams are having difficulties applying feedback, pull teams to remediation station for extra assistance.
  • Check for understanding by having students check their work with answer key….must attain 100%, if not rework and recheck.
  • Once completed, teams can work on the expectations of the project

Differentiation: remediation station, collaborative pairing

Homework

Collaborate with teammate on project and presentation

Notes

Once student shows mastery of expected value through one-on-one feedback session with teacher, students can begin brainstorming on Carnival Project.

Standards
MM1P4.a
Recognize and use connections among mathematical ideas.
MAMDMD1.c
Calculate expected value to analyze mathematical fairness, payoff, and risk.

Thursday

Trig in the Real World Summative Assessment
Lesson

Learning Target:  I can solve real world problems with my basic trigonometry skill set.

Opening session: 5 minutes

  • Discuss expectations,
  • Answer any specific questions before test.

Working session: 75 minutes

  • Partner Test

Closing session: 5 minutes

  • Collect Test

Differentiation: number of problems completed

Homework

Finish problems 1-16

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Friday

Test

Week of November 4 – 8

Monday

Introduction to Combinations and Permutations
Lesson

 Learning Target:  I will calculate combinations and permutations for a given situation.

Opening session: 10 Minutes

  • Students grouped in collaborative pairs homogeneously based on earlier formative assessment.
  • Whole group question:  What is the Counting Principle?  Write example on board from students responses.
  • Investigate the Counting principle and introduce a factorial. Have students prove or disprove this property through investigation.
  • Use timer to keep pace ( 3 minutes)
  • Randomly choose students to present findings.
  • Ask others to support or recant their peers findings.
  • Emphasize that order does matter with permutations.

Working session: 75 minutes

  • Model
  • Have students attempt one individually and then compare answer with peer.  If same, write on white board to be checked off.  If different, conduct an error analysis to find problem and recheck.
  • Accelerate students and remediate others.
  • Re-emphasize order of entry.
  • Guided practice
  • Practice to mastery with placemats to check leveled questions
  • Accelerated students use as peer tutors or have them attempt multiple variable problems

Closing: 5 minutes

TOTD on Smartboard

Differentiation: collaborative pairs, leveled questions

Homework

Finish assigned problems

Standards
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P3
Students will communicate mathematically.
MA3P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Lesson

Learning Target:  I can predict particular outcomes that will benefit me.

Opening: 15 minutes

  • Display Summative Assessment results of class( model any necessary problems from test)
  • Write down your knowledge on probability and share with your elbow partner, if your elbow partner has a concept that you did not have, add it to your list.
  • Create a KWL on board, ask questions to promote engagement
  • From KWL model concepts needed for learning target success (later in working session)
  • Introduce Theoretical, Empirical and Subjective Probabilities by modeling different examples
  • Explore the use of probabilities
  • Explore and make decisions;
  • justify decisions about the risk involved

Working: 70 minutes

  • Have students come up with their own examples of each probability type, and randomly choose students for accountability.
  • Choose other students to read theirs to class and have other classmates identify which type of probability.  Ask questions to promote dialog pertaining to the learning target.
  • Have students work with their elbow partner to identify the first 3 on handout
  • Have student attempt number 4 independently.
  • Circulate around room to ensure understanding
  • If students having difficulty with vocabulary, use Frayer Model
  • As Whole group, What is the difference between the probability or odds of a given event happening?
  • Model 1, we do 1, you do 1, of each type of probability
  • Check for understanding by putting a theoretical probability problem on the board.  What are your chances of choosing a quarter from a jar of 6 quarters, 3 dimes and 7 pennies?
  • Practice remaining handout, have playing cards available for tactile learners.
  • Provide necessary feedback
  • Parallel teach if necessary

Closing: 5 minutes

  • 3-2-1: Write 3 things you learned about probability, 2 on odds and 1 way to apply in the real world.

Differentiation: Process (Frayer Model), environment (collaboration), parallel teaching if necessary 

Notes

 Acceleration:  Have students work on Blue folder assignment

Extra practice stations 1-3 ( send collaborative pairs up for station work)

Tuesday

Planning Day – No School

Wednesday

Permutation and combination word problems
Lesson

 Learning Target:  I can utilize my skills to solve real world applications.

Opening session: 5 Minutes

  • Students grouped in collaborative pairs homogeneously based on earlier formative assessment.
  • Brain Activator on board

Working session: 75 minutes

  • Model with graphic organizer on how to break word problems into equations
  • Have students attempt one individually and then compare answer with peer.  If same, write on white board to be checked off.  If different, conduct an error analysis to find problem and recheck.
  • Accelerate students to multiple variable and remediate others.
  • When all pairs have completed systems part, model matrix entry into calculator to find the inverse.
  • Re-emphasize order of entry.
  • Guided practice
  • Practice to mastery with placemats to check leveled questions
  • Accelerated students use as peer tutors or have them attempt multiple variable problems

Closing: 5 minutes

TOTD on Smartboard

Differentiation: collaborative pairs, leveled questions

Homework

Finish assigned problems

Notes

!st period computer lab room 516- Khan Academy Problems

3rd and 4th period computer lab room 421- Khan Academy Problems

Standards
MA3P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MA3P3.a
Organize and consolidate their mathematical thinking through communication.
MA3P3
Students will communicate mathematically.
MA3P2.d
Select and use various types of reasoning and methods of proof.
MA3P2.c
Develop and evaluate mathematical arguments and proofs.
MA3P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MA3P3.d
Use the language of mathematics to express mathematical ideas precisely.

Thursday

Probability with combinations and permutations
Lesson

Learning Target: I can solve probability word problems with combinations and permutations.

Opening session: 5 minutes

  • Students are grouped heterogeneously, from earlier formative assessment data, so that peer collaboration can be utilized.
  • Have students create a KWL on Smartboard to promote dialogue.
  • Clarify any misconceptions or any missed concepts.
  • Set expectations for review in the hallway.

Working session: 80 minutes

  • Students will work in teams of 2 to answer the questions in the “Up and At Umm”
  • Each teammate will submit work and code to ensure accountability.
  • Students who complete the assignment and receive full credit can work on accelerated problems at the extension station for 5 extra points added to their summative assessment.

Closing session: 5 minutes

  • Based on formative assessment review any misconception

Differentiation: heterogeneous pairing, process by scaffolding. 

Homework

finish assignment from class

Notes

PSAT during morning hours.

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
Lesson

Learning Target:

Opening Session: 5 minutes

Working Session: 75 minutes

Closing Session: 10 minutes

Differentiation: Process, Product, Environment, Content

Homework

Complete assignment from class and homework sheet from today

Friday

Expected Value
Lesson

Learning Target:  I can determine the expected value of a game to determine likelihood of winning.

Opening: 10 minutes

  • Attention getter:  How do I know if I can expect to win?  Are the odds in my favor?
  • Introduce expected value:  Display formula
  • Have 1 student help verify deck of cards stats.

Working: 75 minutes

  • Model problem on board, solicit questions
  • Guided Practice attached worksheet
  • Practice calculating expected values/ challenge in Extension station
  • Check for understanding with walk through
  • Determine mathematical fairness of situations

Closing: 5 minutes

  • Write summary on how to calculate expected value

Differentiation: Collaborative pairs, assignment choice

Homework

Finish assigned problems

Have students print off rubric for HW grade

Notes

Share expectations of carnival game

Link on calculating expected value:  http://www.statisticshowto.com/how-to-calculate-expected-value-in-statistics/#whatisEV

Extension: P 25 section 2 problems 1-7

Standards
MAMDMD1.c
Calculate expected value to analyze mathematical fairness, payoff, and risk.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.

Tuesday

Introduction to Probabilities with Venn Diagrams
Lesson

Learning Target: I will predict a desired outcome in a given scenario.

Opening session: 5 minutes

  • Model P(A and B) Intersection

Working session: 80 minutes

  • Guided practice with elbow buddy on problems 1-3
  • Individual practice on # 4
  • Whole group model # 5
  • Guided practice with elbow buddy on problems 7 and 9
  • Individual on 17
  • Accelerated group problems 20-30 all
  • Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
  • Once students show 90% accuracy, have them attempt word problems at station 1.
  • Expectation is to choose any 10 to complete for 90% accuracy

Closing session: 5 minutes

  • TOTD graded via I-Respond 
  • Based on formative assessment build into review for tomorrow

Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding

Homework

Finish assigned problems

Notes

Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 a-d

Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.

Wednesday

More practice with Probabilities and Venn Diagrams
Lesson

Learning Target: I will predict a desired outcome in a given scenario.

Opening session: 5 minutes

  • Model P(A and B) Intersection

Working session: 80 minutes

  • Guided practice with elbow buddy on problems 1-3
  • Individual practice on # 4
  • Whole group model # 5
  • Guided practice with elbow buddy on problems 7 and 9
  • Individual on 17
  • Accelerated group problems 20-30 all
  • Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
  • Once students show 90% accuracy, have them attempt word problems at station 1.
  • Expectation is to choose any 10 to complete for 90% accuracy

Closing session: 5 minutes

  • TOTD graded via I-Respond 
  • Based on formative assessment build into review for tomorrow

Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding

Homework

Finish assigned problems

Notes

Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 a-d

Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.

Thursday

and Area Models
Lesson

Learning Target: I will use the Venn Diagram and Area Model to predict outcomes.

Opening session: 10 minutes

  • Create word splash for Venn Diagram and Area Model
  • Introduce Conditional probability by asking what “Conditional” means to us.
  • Model probability notation, and what is being asked

l  Working session: 70 minutes

  • Students are paired together through data collected from a previous TOTD.
  • Students in the front row require remediation
  • Model conditional probability from a Venn Diagram
  • In collaborative pairs, perform 2 conditional probabilities, and check for understanding with white boards.
  • Individually solve 1 conditional probability, and once checked for accuracy, student can begin around the room review.
  • Around the room review will have a specific code that will indicate accuracy
  • Extension: students who attain 100% on review will submit a Venn Diagram and Area model question for the formative assessment on Thursday.
  • Front row students will have remediation provided on a different series of questions pertaining to Venns and Area models.
  • Once front row students display 80% accuracy, move onto conditional probability concept.  If this concept is mastered, have student end with the review around the room exercise.

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
  • Have students summarize conditional probability in their own words.

Differentiation: Assigned pairs, different assignments, remediation.

Homework

finish assigned problems

Notes

Phones are allowed to take pictures of station work and to collaborate at their seats.

Standards
MM1P1.a
Build new mathematical knowledge through problem solving.
MAMDMD1
Students will determine probability and expected value to inform everyday decision making.
MAMDMD1.b
Use probabilities to make and justify decisions about risks in everyday life.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Friday

Assessment on Venn Diagrams and Area Models
Lesson

Learning Target: I can utilize Venn Diagrams and Area Models to predict outcomes to make informed decisions.

Opening session: 10 minutes

  • review homework
  • Answer specific questions from whole group
  • Distribute Assessment

Working session: 70 minutes

  • Individual work
  • No phones, only calculator and paper on desk

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Week of October 21st – 25th

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Monday

Lesson

Learning Target.  I can correctly solve missing angles and sides with the Law of Cosines.

Objectives: Students will explore the characteristics of the Law of Cosines.

Opening: 15 minutes

  • Warm up problem from Law of Sines
  • Create KWL on board
  • Draw a triangle labeled for the Law of Sines and compare it with one from the Law of Cosines.
  • Have students determine the difference of the two triangles
  • Discuss when to use the Law, SSS, SAS “ask why”

Working session: 65 minutes

  • Display Law of Cosine formulas
  • Model problem 2,6 and 10  with think aloud
  • Guided practice with elbow buddy on problems 1,3,5,7,9 and 11
  • Check for understanding with walk through
  • Any collaborative pairs that need feedback, provide immediately, if not remedied, move pair to front row for extra support.
  • Practice individually, problems: 4,8 and 12.
  • Extension: 3 word problems on back

Closing: 10 minutes

  • TOTD

Differentiation: Environment, process

Homework

Finish unanswered questions from 1-4

Standards
MAMDMA2
Students will use a variety of network models to organize data in quantitative situations, make informed decisions, and solve problems.

Tuesday

Law of Sines and Cosines and Rt Triangles in the Real World
Lesson

Learning Target: I can solve real world problems with the Law of Sines and Cosines and Right Triangles.

Objectives: Students will explore the characteristics of trig in the real world.

Opening: 15 minutes

  • Brain Activator (DOK 3 from yesterday)
  • Walk around and check for understanding
  • Dependent on walk around, model law of Sines
  • Move students having difficulty up front for extra remediation

Working: 65 minutes

  • Have students read word problem on board, and have them help label the triangle on the board.
  • Based on feedback, model necessary logic through “think aloud”
  • Check for understanding, have students draw the appropriate triangle with correct labeling of sides and angles.
  • Walk through and give appropriate feedback
  • Rotate students to front row as necessary
  • Model thought process as needed.
  • Have students choose 10 problems to complete to 80% accuracy
  • Students who complete assignment, will create their own problem and solution to share with others who complete.

Closing: 10 minutes

  • Choose a student generated question, and use it as a TOTD

Differentiation: parallel teaching, choice on assignments

Homework

Finish assigned problems

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Week of October 14th – 18th

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Wednesday

Trig in the Real World Summative Assessment
Lesson

Learning Target:  I can solve real world problems with my basic trigonometry skill set.

Opening session: 5 minutes

  • Discuss expectations,
  • Answer any specific questions before test.

Working session: 75 minutes

  • Partner Test

Closing session: 5 minutes

  • Collect Test

Differentiation: number of problems completed

Homework

Finish problems 1-16

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Thursday

Exploring Probabilities
Lesson

Learning Target:  I can predict particular outcomes that will benefit me.

Opening: 15 minutes

  • Display Summative Assessment results of class( model any necessary problems from test)
  • Write down your knowledge on probability and share with your elbow partner, if your elbow partner has a concept that you did not have, add it to your list.
  • Create a KWL on board, ask questions to promote engagement
  • From KWL model concepts needed for learning target success (later in working session)
  • Introduce Theoretical, Empirical and Subjective Probabilities by modeling different examples
  • Explore the use of probabilities
  • Explore and make decisions;
  • justify decisions about the risk involved

Working: 70 minutes

  • Have students come up with their own examples of each probability type, and randomly choose students for accountability.
  • Choose other students to read theirs to class and have other classmates identify which type of probability.  Ask questions to promote dialog pertaining to the learning target.
  • Have students work with their elbow partner to identify the first 3 on handout
  • Have student attempt number 4 independently.
  • Circulate around room to ensure understanding
  • If students having difficulty with vocabulary, use Frayer Model
  • As Whole group, What is the difference between the probability or odds of a given event happening?
  • Model 1, we do 1, you do 1, of each type of probability
  • Check for understanding by putting a theoretical probability problem on the board.  What are your chances of choosing a quarter from a jar of 6 quarters, 3 dimes and 7 pennies?
  • Practice remaining handout, have playing cards available for tactile learners.
  • Provide necessary feedback
  • Parallel teach if necessary

Closing: 5 minutes

  • 3-2-1: Write 3 things you learned about probability, 2 on odds and 1 way to apply in the real world.

Differentiation: Process (Frayer Model), environment (collaboration), parallel teaching if necessary 

Notes

 Acceleration:  Have students work on Blue folder assignment

Extra practice stations 1-3 ( send collaborative pairs up for station work)

Friday

Introduction to Probabilities with Venn Diagrams
Lesson

Learning Target: I will predict a desired outcome in a given scenario.

Opening session: 5 minutes

  • Model P(A and B) Intersection

Working session: 80 minutes

  • Guided practice with elbow buddy on problems 1-3
  • Individual practice on # 4
  • Whole group model # 5
  • Guided practice with elbow buddy on problems 7 and 9
  • Individual on 17
  • Accelerated group problems 20-30 all
  • Check for understanding with walk through, if students are having difficulties with feedback, move to front row for scaffolding and remediation.
  • Once students show 90% accuracy, have them attempt word problems at station 1.
  • Expectation is to choose any 10 to complete for 90% accuracy

Closing session: 5 minutes

  • TOTD graded via I-Respond 
  • Based on formative assessment build into review for tomorrow

Differentiation: Choice of problems, environment with front row remediation, and process with scaffolding

Homework

Finish assigned problems

Notes

Extension:Ms. Silva’s surprise p 6 and 7 Unit 2 problem 14 a-d

Standards
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.

Monday

Law of Cosine Practice
Lesson

Learning Target.  I can correctly solve missing angles and sides with the Law of Cosines.

Objectives: Students will explore the characteristics of the Law of Cosines.

Opening: 15 minutes

  • Warm up problem from Law of Sines
  • Create KWL on board
  • Draw a triangle labeled for the Law of Sines and compare it with one from the Law of Cosines.
  • Have students determine the difference of the two triangles
  • Discuss when to use the Law, SSS, SAS “ask why”

Working session: 65 minutes

  • Display Law of Cosine formulas
  • Model problem 2,6 and 10  with think aloud
  • Guided practice with elbow buddy on problems 1,3,5,7,9 and 11
  • Check for understanding with walk through
  • Any collaborative pairs that need feedback, provide immediately, if not remedied, move pair to front row for extra support.
  • Practice individually, problems: 4,8 and 12.
  • Extension: 3 word problems on back

Closing: 10 minutes

  • TOTD

Differentiation: Environment, process

Homework

Finish unanswered questions from 1-4

Standards
MAMDMA2
Students will use a variety of network models to organize data in quantitative situations, make informed decisions, and solve problems.

Tuesday

Law of Sines and Cosines in the Real World
Lesson

Learning Target: I can solve real world problems with the Law of Sines and Cosines.

Objectives: Students will explore the characteristics of trig in the real world.

Opening: 15 minutes

  • Brain Activator (DOK 3 from yesterday)
  • Walk around and check for understanding
  • Dependent on walk around, model law of Sines
  • Move students having difficulty up front for extra remediation

Working: 65 minutes

  • Have students read word problem on board, and have them help label the triangle on the board.
  • Based on feedback, model necessary logic through “think aloud”
  • Check for understanding, have students draw the appropriate triangle with correct labeling of sides and angles.
  • Walk through and give appropriate feedback
  • Rotate students to front row as necessary
  • Model thought process as needed.
  • Have students choose 10 problems to complete to 80% accuracy
  • Students who complete assignment, will create their own problem and solution to share with others who complete.

Closing: 10 minutes

  • Choose a student generated question, and use it as a TOTD

Differentiation: parallel teaching, choice on assignments

Homework

Finish assigned problems

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Wednesday

Law of Sines and Cosine Quiz
Lesson

Learning Target:  I can solve real world problems with my basic trigonometry skill set.

Opening session: 5 minutes

  • Discuss expectations, allocate 60 minutes
  • Answer any specific questions before quiz.

Working session: 60 minutes

  • Individual quiz

Closing session: 5 minutes

  • Based on formative assessment build into review for tomorrow
  • Collect quiz

Differentiation: number of problems completed

Homework

Finish problems 1-16

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Thursday

Review Right Triangle Trig
Lesson

Learning Target:  I will solve rt triangle trig scenarios in the real world.

Opening ( 10 min)

  • Review basic ratios
  • Answer specific questions
  • Discuss common errors.

Working session (70 min)

  • Model if necessary
  • Students work individually or in collaboration
  • Provide necessary feedback

Closing: (10 min)

  • Error Analysis problem

Differentiation: process, product, environment

Homework

Study for quiz

Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

Friday

Law of Sines Practice
Lesson

Learning Target:  I can correctly solve for missing sides and angles involving non-right angle triangles utilizing the Law of Sines.

Objectives:  Students will investigate the properties of this law.

Opening session: 15 minutes

  • Brain activator: Review from yesterday(DOK 3)
  • Based on review, model if necessary
  • KWL on board to acquire prior knowledge of Law of Sines
  • Ask students how to solve for missing angles and sides without a right triangle?
  • Introduce the Law of Sines formula and characteristics
  • Model triangles that require this law to solve.
  • Model 2 similar problems simultaneously to display thought process.
  • Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
  • Check for understanding
  • Move students that need assistance to front row for additional support from teacher.
  • Assist each individual student as needed

Working session: 65 minutes

  • Based on understanding check, have students complete first 2 problems on hand out.
  • Check for understanding by a walk through.
  • Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
  • Students who complete handout with 100% can attempt word problems involving Law of Sines.

Closing: 10 minutes

  • Have students write a summary on the Law of Sines.
  • Random students will share thoughts
  • Turn in summary to check for understanding

Differentiation: Environment, and Process.

Homework

Finish class assignment and any additional problems given by teacher.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Week of October 7th – 11th

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Monday

Lesson

Learning Target:  I will display my knowledge to solve basic trig ratios.

Opening (10 min)

  • Answer any specific review questions

Working (80 min)

  • Distribute quiz
  • Partners
Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

Tuesday

Lesson

Learning Target:  I can correctly solve for missing sides and angles involving non-right angle triangles utilizing the Law of Sines.

Objectives:  Students will investigate the properties of this law.

Opening session: 15 minutes

  • Brain activator: Review from yesterday(DOK 3)
  • Based on review, model if necessary
  • KWL on board to acquire prior knowledge of Law of Sines
  • Ask students how to solve for missing angles and sides without a right triangle?
  • Introduce the Law of Sines formula and characteristics
  • Model triangles that require this law to solve.
  • Model 2 similar problems simultaneously to display thought process.
  • Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
  • Check for understanding
  • Move students that need assistance to front row for additional support from teacher.
  • Assist each individual student as needed

Working session: 65 minutes

  • Based on understanding check, have students complete first 2 problems on hand out.
  • Check for understanding by a walk through.
  • Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
  • Students who complete handout with 100% can attempt word problems involving Law of Sines.

Closing: 10 minutes

  • Have students write a summary on the Law of Sines.
  • Random students will share thoughts
  • Turn in summary to check for understanding

Differentiation: Environment, and Process.

Homework

Finish class assignment and any additional problems given by teacher.

Notes

Based on Basic Trig Quiz and TOTD yesterday, 7 students will be remediated with co-teacher with alternative teaching. Students will sit in on direct instruction of The Law of Sines, then move to room 417 for remediation. When students show mastery by attaining 80%, the students will practice the Law of Sines with main class.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Wednesday

Lesson

Learning Target:  I can correctly solve for missing sides and angles involving non-right angle triangles utilizing the Law of Sines.

Objectives:  Students will investigate the properties of this law.

Opening session: 15 minutes

  • Brain activator: Review from yesterday(DOK 3)
  • Based on review, model if necessary
  • KWL on board to acquire prior knowledge of Law of Sines
  • Ask students how to solve for missing angles and sides without a right triangle?
  • Introduce the Law of Sines formula and characteristics
  • Model triangles that require this law to solve.
  • Model 2 similar problems simultaneously to display thought process.
  • Display DOK 1 problem on board and have students attempt (use a single sheet and have them draw the problem utilizing the whole sheet of paper for ease of checking.
  • Check for understanding
  • Move students that need assistance to front row for additional support from teacher.
  • Assist each individual student as needed

Working session: 65 minutes

  • Based on understanding check, have students complete first 2 problems on hand out.
  • Check for understanding by a walk through.
  • Based on findings, move appropriate students to front row or have them continue with higher rigor problems.
  • Students who complete handout with 100% can attempt word problems involving Law of Sines.

Closing: 10 minutes

  • Have students write a summary on the Law of Sines.
  • Random students will share thoughts
  • Turn in summary to check for understanding

Differentiation: Environment, and Process.

Homework

Finish class assignment and any additional problems given by teacher.

Standards
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Week of September 30 – October 4th

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Thursday

Lesson

Learning Target: I can solve real world problems with the Law of Sines.

Objectives: Students will explore the characteristics of trig in the real world.

Opening: 15 minutes

  • Brain Activator (DOK 3 from yesterday)
  • Walk around and check for understanding
  • Dependent on walk around, model law of Sines
  • Move students having difficulty up front for extra remediation

Working: 65 minutes

  • Have students read word problem on board, and have them help label the triangle on the board.
  • Based on feedback, model necessary logic through “think aloud”
  • Check for understanding, have students draw the appropriate triangle with correct labeling of sides and angles.
  • Walk through and give appropriate feedback
  • Rotate students to front row as necessary
  • Model thought process as needed.
  • Have students choose 10 problems to complete to 80% accuracy
  • Students who complete assignment, will create their own problem and solution to share with others who complete.

Closing: 10 minutes

  • Choose a student generated question, and use it as a TOTD

Differentiation: parallel teaching, choice on assignments

Homework

Finish assigned problems

Notes

If class shows mastery of Law of Sines, preview Law of Cosine

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Friday

Lesson

Learning Target.  I can correctly solve missing angles and sides with the Law of Cosines.

Objectives: Students will explore the characteristics of the Law of Cosines.

Opening: 15 minutes

  • Warm up problem from Law of Sines
  • Create KWL on board
  • Draw a triangle labeled for the Law of Sines and compare it with one from the Law of Cosines.
  • Have students determine the difference of the two triangles
  • Discuss when to use the Law, SSS, SAS “ask why”

Working session: 65 minutes

  • Display Law of Cosine formulas
  • Model problem 2,6 and 10  with think aloud
  • Guided practice with elbow buddy on problems 1,3,5,7,9 and 11
  • Check for understanding with walk through
  • Any collaborative pairs that need feedback, provide immediately, if not remedied, move pair to front row for extra support.
  • Practice individually, problems: 4,8 and 12.
  • Extension: 3 word problems on back

Closing: 10 minutes

  • TOTD

Differentiation: Environment, process

Homework

Finish unanswered questions from 1-4

Standards
MAMDMA2
Students will use a variety of network models to organize data in quantitative situations, make informed decisions, and solve problems.

Monday

Lesson

Essential Question: What are the basic trig ratios and how are they derived?

Objectives:

  • Students will explore trig ratios
  • Derive trig ratios
  • Understanding how to apply in the real world

Opening Session:

  • Brain activator
  • KWL
  • Summarize KWL
  • Introduce the unit circle
  • Introduce the basic trig ratios: sine, cosine, tangent
  • Review special right triangles 30-60-90 and 45-45-90
  • Guided practice

Working Session:

  • Think pair share on SOH CAH TOA
  • Practice DOK 1-3
  • Guided practice as necessary
  • Collaborative pairs by levels

Differentiation: assignment of leveled questions, collaborative pairs

Homework

Finish assigned problems from group

Notes

Model unit circle and explain trig ratios based on visuals of the circle

Ticket out the door formative assessment:  Have each group complete one assigned problem and present to class via multiple white board.

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.

Tuesday

Lesson

Essential Question: How are basic trig ratios used in the real world?

Objectives:

  • Explore usage of trig ratios
  • Investigate properties
  • Apply properties

Opening Session:

  • Review SOH CAH TOA
  • Think pair share
  • KWL
  • Review area of triangle
  • Introduce area of triangle through trig
  • Guided practice
  • Summarize
  • Practice DOK 1-3

Working session: 45 minutes

  • Collaborative pairs on assigned rigor
  • Check for understanding to move students to next DOK level
  • Complete problems 1-20
  • Flexible grouping with guided practice.  DOK Levels of math concepts.

Closing:

  • Error analysis (find my mistake)

Differentiation: Flexible grouping based on TOTD, leveled questions

Homework

Group A and A prime attempt station 4 and 5 problems: choose any 2

Group 1: create own word problem to share with class (increased rigor)

Notes

Group 1 will start at station 4 and complete all problems.  When completed and checked for mastery, proceed to station 5.

Group A will start at station 3 and complete all problems.  When completed and checked for mastery, proceed to station 4.

Group A Prime will begin at station 1 and complete all problems. When completed and checked for mastery, proceed to station 2 or higher based on formative assessment and feedback session with teacher.

Standards

MAMDMN1.a

Use proportional reasoning to solve problems involving ratios.

MM1P1

Students will solve problems (using appropriate technology).

MM1P1.c

Apply and adapt a variety of appropriate strategies to solve problems.

MM1P1.b

Solve problems that arise in mathematics and in other contexts.

Attachments

Trigwordproblemnotes.pdf

PracticeTrigRatiosandSolvingtheRightTriangle.pdf

Wednesday

Lesson

Essential Question: What are the basic trig ratios and how are they utilized?

Objectives:

  • Students will explore trig ratios
  • Derive trig ratios
  • Understanding how to apply in the real world

Opening: 15 minutes

  • Brain Activator
  • Discuss expectations: Learning Check #1 (about 10 problems),  Whole group Check, Students will then transition to appropriate station for remediation/review or enrichment.  Enrichment group (students that score an 80-100) will work on trig word problems.  Remediation group (students who scored below and 80) will work in the stations of the areas they missed the most problems in.
  • KWL for summary on all ratios
  • Model if necessary

Working session: 55 minutes

  • Individual learn and check (immediate feedback through I-Respond)
  • Based on data, assign students to appropriate station for remediation.  Once efficiency is shown, student will be assigned other stations if needed.
  • Once mastery is displayed, students will do an extension exercise involving word problems involving trig.

Differentiation: Classroom set up and leveled questions

Homework

Study for quiz on Monday

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.

Thursday

Lesson

Learning Target:  I can solve special right triangles by knowing their properties.

Objectives: Students will review trig properties

Opening: 30 minutes

  • Brain activator: write down 3 facts about special right triangles
  • KWL- special right triangles
  • Summarize KWL (ask for volunteers)
  • Based on summary, investigate properties in depth linking prior knowledge of Pythagorean theorem.
  • Draw 45-45-90 and 30-60-90 with proportions
  • Model each with missing sides
  • Guided practice for 2 of each triangles side by side to investigate properties
  • Individual practice for both triangles, check for understanding, provide appropriate feedback.

Working Session: 45 minutes

  • Students grouped in ability level based on last TOTD
  • Each collaborative pair will work on leveled questions
  • Once questions are completed, the students will move up to the next leveled question
  • When students are experiencing difficulty appropriate feedback will be given to aid in upward movement.
  • Once students proceed through each DOK level, utilize appropriate folder color exercise for enrichment.

Closing: 15 minutes

  • students will summarize finding of special right triangles and share with partner
  • Random students will be called to present findings to ensure accountabilityfinish assigned problems

Differentiation: Grouping by similar level ability, use note cards for seating

Homework

finish assigned problems

Notes

Based on formative assessment review and extend as necessary.  Have students work on ratios in the media.

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMG2
Students will solve geometric problems involving inaccessible distances using basic trigonometric principles, including the Law of Sines and the Law of Cosines.

Friday

Lesson

Learning Target:  I will solve rt triangle trig scenarios in the real world.

Opening ( 10 min)

  • Review basic ratios
  • Answer specific questions
  • Discuss common errors.

Working session (70 min)

  • Model if necessary
  • Students work individually or in collaboration
  • Provide necessary feedback

Closing: (10 min)

  • Error Analysis problem

Differentiation: process, product, environment

Homework

Study for quiz

Standards
MA3P1
Students will solve problems (using appropriate technology).
MA3P1.a
Build new mathematical knowledge through problem solving.
MA3P1.b
Solve problems that arise in mathematics and in other contexts.
MA3P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MA3P1.d
Monitor and reflect on the process of mathematical problem solving.

Week of September 16-20

AMDM Syllabus and Standards

AMDM Syllabus Fall 2019

 AMDM Standards

To stay abreast with the pace and rigor, please visit Hodo’s lesson plans:)

Monday

Lesson

Learning Target: I will present my finance to the class.

Differentiation: Product, Process, Environment, Content

Homework

Apply feedback from presentation to your project

Notes

Grading according to project rubric.

Have students write a summary of each presentation to include:

Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.

Standards
MM1P5.b
Select, apply, and translate among mathematical representations to solve problems.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.

 Tuesday

Lesson

Learning Target: I will present my finance to the class.

Differentiation: Product, Process, Environment, Content

Homework

Apply feedback from presentation to your project

Notes

Grading according to project rubric.

Have students write a summary of each presentation to include:

Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.

Standards
MM1P5.b
Select, apply, and translate among mathematical representations to solve problems.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.
Attachments

Wednesday

Lesson

Learning Target: I will present my finance to the class.

Differentiation: Product, Process, Environment, Content

Homework

Apply feedback from presentation to your project

Notes

Grading according to project rubric.

Have students write a summary of each presentation to include:

Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.

Standards
MM1P5.b
Select, apply, and translate among mathematical representations to solve problems.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.

Thursday

Lesson

Essential Question: What are the basic trig ratios and how are they derived?

Objectives:

  • Students will explore trig ratios
  • Derive trig ratios
  • Understanding how to apply in the real world

Opening Session:

  • Brain activator
  • KWL
  • Summarize KWL
  • Introduce the unit circle
  • Introduce the basic trig ratios: sine, cosine, tangent
  • Review special right triangles 30-60-90 and 45-45-90
  • Guided practice

Working Session:

  • Think pair share on SOH CAH TOA
  • Practice DOK 1-3
  • Guided practice as necessary
  • Collaborative pairs by levels

Differentiation: assignment of leveled questions, collaborative pairs

Homework

Finish assigned problems from group

Notes

Model unit circle and explain trig ratios based on visuals of the circle

Ticket out the door formative assessment:  Have each group complete one assigned problem and present to class via multiple white board.

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.

Friday

rig ratios in real world scenarios

Lesson

Essential Question: How are basic trig ratios used in the real world?

Objectives:

  • Explore usage of trig ratios
  • Investigate properties
  • Apply properties

Opening Session:

  • Review SOH CAH TOA
  • Think pair share
  • KWL
  • Review area of triangle
  • Introduce area of triangle through trig
  • Guided practice
  • Summarize
  • Practice DOK 1-3

Working session: 45 minutes

  • Collaborative pairs on assigned rigor
  • Check for understanding to move students to next DOK level
  • Complete problems 1-20
  • Flexible grouping with guided practice.  DOK Levels of math concepts.

Closing:

  • Error analysis (find my mistake)

Differentiation: Flexible grouping based on TOTD, leveled questions

Homework

Group A and A prime attempt station 4 and 5 problems: choose any 2

Group 1: create own word problem to share with class (increased rigor)

Notes

Group 1 will start at station 4 and complete all problems.  When completed and checked for mastery, proceed to station 5.

Group A will start at station 3 and complete all problems.  When completed and checked for mastery, proceed to station 4.

Group A Prime will begin at station 1 and complete all problems. When completed and checked for mastery, proceed to station 2 or higher based on formative assessment and feedback session with teacher.

Standards

MAMDMN1.a

Use proportional reasoning to solve problems involving ratios.

MM1P1

Students will solve problems (using appropriate technology).

MM1P1.c

Apply and adapt a variety of appropriate strategies to solve problems.

MM1P1.b

Solve problems that arise in mathematics and in other contexts.

Attachments

Trigwordproblemnotes.pdf

PracticeTrigRatiosandSolvingtheRigh

Week of September 3-6

Monday

Which job offer is best?
Lesson

Learning Target: I will determine which job offer is best through a logical analysis.

Opening session: 10 minutes

  • review homework
  • Answer specific questions from whole group
  • Which job will you choose?

Working session: 70 minutes

  • Model thought process with graphic organizer.
  • try one

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
Homework

Finish class work

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Tuesday

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Wednesday

roject work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Thursday

Project work day
Lesson

Students will be provided the class period to work with their partner and teachers to calculate the expectations from the rubric.

Notes

Computers in room 421 will be available to aid in their presentations.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
MM1P3.c
Analyze and evaluate the mathematical thinking and strategies of others.
MM1P3.d
Use the language of mathematics to express mathematical ideas precisely.
MM1P4
Students will make connections among mathematical ideas and to other disciplines.
MM1P4.a
Recognize and use connections among mathematical ideas.
MM1P4.b
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Friday

Presentation Day
Lesson

Learning Target: I will present my finance to the class.

Differentiation: Product, Process, Environment, Content

Homework

Apply feedback from presentation to your project

Notes

Grading according to project rubric.

Have students write a summary of each presentation to include:

Presenters name, occupation, net salary, is budget realistic, what the presenter reflected on.

Standards
MM1P5.b
Select, apply, and translate among mathematical representations to solve problems.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.

Tuesday

Making and Understanding a budget
Lesson

Learning Target:  I can create a monthly budget to live in the real world.

Opening session: 10 minutes

  • review homework
  • Create a KWL on White board (class participation)
  • Introduce budgetary steps with video clip https://www.consumer.gov/articles/1002-making-budget
  • Discuss use of the budget sheet and model
  • Have students write in pencil their numbers for each line item in budget

Working session: 70 minutes

  • Computer lab research activity room 421 ( have students research realistic costs for budget line items)
  • Work individually

Closing session: 10 minutes

  • Based on formative assessment through feedback sessions build into review for tomorrow.
  • Have students provide a 3-2-1
  • Write down 3 facts about a budget, 2 questions about budgets and 1 estimated income to support their budget.

Differentiation: Extra time if needed  

Homework

Finish budget line items and complete a 3-2-1

Notes

Acceleration of students: Have them research actual utility, mortgages, rent, car loans and insurance rates to incorporate real numbers into their budget.

Standards
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
MM1P3.a
Organize and consolidate their mathematical thinking through communication.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Wednesday

Introduction to Time Value of Money “TVM”
Lesson

Learning Target: I can utilize the TVM app to determine any missing component of money invested.

Opening session: 15 minutes

  • review homework
  • Introduce TVM app on calculator by showing app on Smartboard.
  • Analyze each component: N, I, PV, PMT, FV, PY, CY, and Begin
  • Discuss compound periods for interest.  Make a list on the board.
  • Have students create their own graphic organizer for each component.

Working session: 65 minutes

  • Model problems 1,6,11,and 16
  • Guided practice on 2,7,12, and 17 (use whiteboards to check for understanding)
  • Individual effort on rest of problems, have students utilize their graphic organizer.
  • Acceleration: peer tutor or make a poster with all components of TVM for concept wall.

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
  • Have students write a step by step instructions to complete TVM
  • Call on individuals to share out to class

Differentiation: Graphic organizers, product of showing results or filling in components of TVM.

Homework

finish problems 1-20

Notes

Each student needs a TI-83 or 84 for this exercise.

Standards
MAMDMA3.a
Use exponential functions to model change in a variety of financial situations.
MAMDMA3.b
Determine, represent, and analyze mathematical models for income, expenditures, and various types of loans and investments.
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Thursday

Practice with TVM
Lesson

Learning Target: I can use the TVM app on my calculator to help me understand money.

Objectives:

  • Students will explore technology and finance

Opening session: 10 minutes

  • What are the main components of the TVM app?
  • Write answers on smartboard to discuss.

Working session: 45 minutes

  • Model TVM with Camera
  • Guided Practice with TVM DOK 1-3 Level
  • Students work individually on DOK 1-2
  • Flexible grouping for DOK 3-4
  • Extension problem at station
  • Have students in their groups create a DOK 4 problem for the rest of the class to solve

Closing session: 15 minutes

  • Based on formative assessment build into review for tomorrow
  • Choose a DOK 4 question from class generation and have class solve

Differentiation: DOK 1-4 assigned and flexible grouping

Homework

finish assigned problems

Notes

check out TI-84 from library

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.

Friday

VM Assessment
Lesson

Learning target:  I will show

Monday

Intro to solving matrix equations
Lesson

Learning Target:  I will extend my knowledge with matrices operations.

Opening Session: 10 minutes

  • Brain activator: Ticket in the Door
  • Explain station set up and rotation.
  • Model as necessary

Working Session: 65 minutes

  • Guided practice as necessary
  • Collaborative pairs by levels
  • Rotate through stations to extend knowledge

Differentiation: assignment of leveled questions, collaborative pairs

Homework

Finish assigned problems from group

Notes

Model unit circle and explain trig ratios based on visuals of the circle

Ticket out the door formative assessment:  Have each group complete one assigned problem and present to class via multiple white board.

Standards
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MM1P1.a
Build new mathematical knowledge through problem solving.
Practice solving matrix equations

Tuesday

Lesson

Learning Target:  I will extend my knowledge with matrices operations.

Opening Session: 10 minutes

  • Brain activator: Ticket in the Door
  • Explain station set up and rotation.
  • Model as necessary

Working Session: 65 minutes

  • Guided practice as necessary
  • Collaborative pairs by levels
  • Rotate through stations to extend knowledge

Differentiation: assignment of leveled questions, collaborative pairs

Homework

Finish assigned problems from group

Notes

Model unit circle and explain trig ratios based on visuals of the circle

Ticket out the door formative assessment:  Have each group complete one assigned problem and present to class via multiple white board.

Standards
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MM1P1.a
Build new mathematical knowledge through problem solving.

Wednesday

Intro to matrices applications
Lesson

Learning Target:  I can apply matrices to solve systems of equations.

Opening session: 15 minutes

  • quiz results
  • Brain activator on board (systems of equations, 2 variable)
  • Solicit input on what we know about systems.
  • Summarize input

Working session:65 minutes

  • Model rational equations based on summary
  • Guided practice 2 equations simultaneously
  • Check for understanding
  • Individual work on DOK 1-3
  • Extension: station

Closing session: 15 minutes

  • Based on formative assessment build into review for tomorrow
  • Write steps to perform different algorithms with matrices.

Differentiation: Leveled questions

Homework

finish class room assignment

Standards
MM1P1
Students will solve problems (using appropriate technology).
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
Lesson

Learning Target: I can calculate the weighted averages in real world situations.

Opening: 30 minutes

  • What are weighted averages?
  • Let’s look at our grading policy?
  • What is it?

Working Session: 50 minutes

  • Assigned station work
  • Provide immediate feedback

Closing Session: 10 minutes

  • answer any specific questions

Differentiation: stations for practice

Homework

finish assigned problems from class

Standards
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.

Thursday

Word problems and matrices
Lesson

Learning Target:  I can solve real world problems with matrices.

opening: 15 minutes

  • Review homework
  • See where we are.

Working session: 65 minutes

  • Model thought process: start with dimensional analysis
  • Collaborative pairs
  • Once finished and feedback provided proceed with leveled and accelerated problems
  • Extension: start solving equations with matrices

Closing: 10 minutes

  • TOTD

Differentiation: Collaborative pairs

Homework

Finish classwork assignment

Standards
MAMDMA1.b
Represent geometric transformations and solve problems using matrices in fields such as computer animations.
MAMDMA2
Students will use a variety of network models to organize data in quantitative situations, make informed decisions, and solve problems.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MM1P1.a
Build new mathematical knowledge through problem solving.
Attachments
Lesson

Friday

Summative Assessment
Lesson

Learning Target:  I will extend my knowledge with matrices operations.

Opening Session: 10 minutes

  • Brain activator: Ticket in the Door
  • Explain station set up and rotation.
  • Model as necessary

Working Session: 65 minutes

  • Guided practice as necessary
  • Collaborative pairs by levels
  • Rotate through stations to extend knowledge

Differentiation: assignment of leveled questions, collaborative pairs

Homework

Finish assigned problems from group

Notes

Model unit circle and explain trig ratios based on visuals of the circle

Ticket out the door formative assessment:  Have each group complete one assigned problem and present to class via multiple white board.

Standards
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.
MM1P1.a
Build new mathematical knowledge through problem solving.

Learning Target:  I can solve real world situations with the counting principle.

Opening session: 10 minutes

  • What is the counting principle?
  • Write answers on board
  • When do you apply it?
  • Write answers on board

Working session: 70 minutes

  • Display real world problem, and have students attempt it.
  • Model DOK 1-3
  • Guided Practice
  • Check for understanding with hand held boards
  • Individual or elbow buddy collaboration on assigned rigor

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
  • TOTD

Differentiation: leveled questions 

Homework

Finish class work not completed

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.
MM1P1.c
Apply and adapt a variety of appropriate strategies to solve problems.
MM1P1.d
Monitor and reflect on the process of mathematical problem solving.

Wednesday

Lesson

Learning Target:  I can calculate the readability level for all published material.  

Opening session: 10 minutes

  • Solicit input on Who’s Fermi?
  • Write answers on board
  • Give an example Fermi Question
  • Why?

Working session: 70 minutes

  • Display real world problem, and have students attempt it.
  • Model DOK 1-3
  • Guided Practice
  • Check for understanding with hand held boards
  • Individual or elbow buddy collaboration on assigned rigor

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
  • TOTD

Differentiation: leveled questions 

Homework

Finish class work not completed

Standards
MM1P4.c
Recognize and apply mathematics in contexts outside of mathematics.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.

Thursday

Lesson

Learning Target:  I will master the skills necessary for unit 1.

Opening session: 5 minutes

  • Answer specific questions

Working Session: 75 minutes

  • Model concepts from homework
  • Discuss expectations
  • Begin review with collaborative partner

Closing: 10 minutes

  • Discuss common errors

Differentiation:  Process, Content, Environment, Product

Homework

Study for test

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMN1.b
Understand and use averages, weighted averages, and indices.
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.
MAMDMN1.d
Understand how identification numbers, such as UPCs, are created and verified.

Friday

Lesson

Learning Target:  I can verify UPC’s through a proven mathematical approach.

Opening session: 10 minutes

  • Review as necessary

Working session: 70 minutes

  • Administer Test

Closing session: 10 minutes

  • Collect remaining tests

Differentiation: Product 

Standards
MAMDMG1
Students will create and use two- and three-dimensional representations of authentic situations.
MM1P4.c
Recognize and apply mathematics in contexts outside of mathematics.
MM1P5
Students will represent mathematics in multiple ways.
MM1P3
Students will communicate mathematically.
MM1P1.a
Build new mathematical knowledge through problem solving.
MM1P1.b
Solve problems that arise in mathematics and in other contexts.

Monday

Lesson

Learning Target:  I can solve rational equations to apply to real world scenarios.

Opening session: 10 minutes

  • Solicit input on “What are rational equations?”
  • Write answers on board
  • How would you solve one?
  • Write answers on board

Working session: 70 minutes

  • Display real world problem, and have students attempt it.
  • Model DOK 1-3
  • Guided Practice
  • Check for understanding with hand held boards
  • Individual or elbow buddy collaboration on assigned rigor

Closing session: 10 minutes

  • Based on formative assessment build into review for tomorrow
  • TOTD

Differentiation: leveled questions 

Homework

Finish class work not completed

Standards
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.
MAMDMG1
Students will create and use two- and three-dimensional representations of authentic situations.

Tuesday

Lesson

Learning Target:  I can use my ratio knowledge to solve real world work related problems?

 

 

Opening session: 10 minutes

  • Display sample problem on board
  • Have students discuss with elbow partner on how to solve
  • Share thoughts with class
  • Write responses on board

 

Working session: 60 minutes

  • Ask for volunteer to solve the problem.
  • Provide feedback, solicit response from class
  • If correct, applaud if no idea model thought process
  • Model varying complexity
  • Make graphic organizer with class to help organize thoughts
  • Guided practice with graphic organizer
  • Check for understanding
  • Work with elbow partner
  • Acceleration:  Have students make up own work problem

 

 

Closing session: 15 minutes

  • Based on formative assessment build into review for tomorrow
  • Student generated TOTD

 

Differentiation:Product, process, content, environment

Homework

Finish Summer packet

Finish assigned problems from class

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMN1.b
Understand and use averages, weighted averages, and indices.
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.

Wednesday

Lesson

Learning Target:  I can solve mixture ratios in the real world.

Opening session: 10 minutes

  • Ask whole group, What is a mixture?  How much will you have when you mix 2 mixtures together?
  • Write responses on board

Working session: 70 minutes 

  • Model with manipulatives
  • Model with drawings on board
  • Model real world problem with both methods
  • Ask students another way to solve?
  • Guided practice
  • Check for understanding
  • Practice with manipulative table or at desk

Closing session: 15 minutes

  • Based on formative assessment build into review for Monday.
  • Answer any specific questions.
  • Have students at each level present their findings

Differentiation: Content, manipulatives, product, process, environment

Homework

Finish assigned problems

Notes

Provide a manipulatives table with blocks, coins etc

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.

Thursday

Lesson

Learning Target:  I can solve mixture ratios in the real world.

Opening session: 10 minutes

  • Ask whole group, What is a mixture?  How much will you have when you mix 2 mixtures together?
  • Write responses on board

Working session: 70 minutes 

  • Model with manipulatives
  • Model with drawings on board
  • Model real world problem with both methods
  • Ask students another way to solve?
  • Guided practice
  • Check for understanding
  • Practice with manipulative table or at desk

Closing session: 15 minutes

  • Based on formative assessment build into review for Monday.
  • Answer any specific questions.
  • Have students at each level present their findings

Differentiation: Content, manipulatives, product, process, environment

Homework

Finish assigned problems

Notes

Provide a manipulatives table with blocks, coins etc

Standards
MAMDMN1
Students will extend the understanding of proportional reasoning, ratios, rates, and percents by applying them to various settings to include business, media, and consumerism.
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.
MAMDMA4.b
Apply various ranking algorithms to determine an appropriate method for a given situation.

Friday

Lesson

Learning Target: I know the prerequisite skills to be successful in AMDM.

Opening: 30 minutes

  • Warm up questions taken from Summer Packet
  • Assess strengths and weaknesses
  • Assign station activities based on formative assessment

Working Session: 50 minutes

  • Assigned station work
  • Provide immediate feedback

Closing Session: 10 minutes

  • answer any specific questions

Differentiation: stations for practice

Homework

Study for Summer Packet assessment

Standards
MCC9-12.A.APR.1
Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
MCC9-12.A.APR.7
Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
MCC9-12.A.REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
MCC9-12.A.REI.2
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
MCC9-12.A.REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Thursday

Lesson

Learning Target: I know the expectations for this class and I will be successful.

Objectives: Introduction to course and expectations.

Agenda:

  • Seating assignment/phones
  • Pass up transcripts
  • Introduction exercise
  • Class rules/ Course expectations/ Syllabus
  • Learning Inventory
  • O

Differentiation: Introductions can be verbally presented or written on paper.

Homework:  Review syllabus with parents and return signed copy.

Standards
MM1P3
Students will communicate mathematically.
MM1P3.b
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Friday

Lesson

Learning Target: I can apply simple ratio reasoning to larger abstract thinking.

Objectives: Students will review pre-requisite skills for course

Opening session: 15 minutes

  • Collect homework
  • Summer packet expectations
  • Model rigor DOK 1-3 on Smart board
  • Guided practice on a pair of similar problems on Smart Board

Working session: 60 minutes

  • Individually complete assigned problems
  • Students can choose from a group of problems to complete
  • Students will be graded for accuracy

Closing session: 15 minutes

  • Based on formative assessment build into review for tomorrow
  • TOTD

Differentiation: Collaborative pairs and choice of rigorous problems 

Homework

Finish Fall packet

Answer following question?  How many tennis balls can you fit in the 400 hallway stacked floor to ceiling?

Standards
MAMDMN1.a
Use proportional reasoning to solve problems involving ratios.
MAMDMN1.b
Understand and use averages, weighted averages, and indices.
MAMDMN1.c
Solve problems involving large quantities that are not easily measured.
Lesson

Learning Target:

Opening Session: 5 minutes

Working Session: 75 minutes

Closing Session: 10 minutes

Differentiation: Process, Product, Environment, Content

Homework

Complete assignment from class and homework sheet from today

 

Tutoring Schedule

Tutoring Schedule

I AM AVAILABLE FOR TUTORING: (Room 9321)

Tuesday 3:45-4:15 p.m.
Wednesday 3:45-4:15 p.m.
Thursday 3:45-4:15 p.m.

If you need additional tutoring outside of this schedule, please email me at:
carol.burrows@cobbk12.org or set up an appointment with me prior to the date.

(Links/Pictures/Videos found online & posted for your use as study material. This is used for educational purposes only)

Resources

Resoures

Helpful Resource for Students

Getting ready for testing
 https://www.georgiastandards.org/resources/Pages/Tools/TestingResources.aspx
 http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
 https://www.usu.edu/asc/studysmart/pdf/TestTakingTips.pdf
 https://www.educationcorner.com/test-taking-strategies.html
 https://www.khanacademy.org/test-prep/sat/new-sat-tips-planning/new-sat-how-to-prep/a/tips-for-test-day

Math Make Ups and Tutoring Schedule

Spring Math Make Up Schedule:  Make-Up Schedule Spring 2020

Math Tutoring Schedule (department): Math Dept Extra Help Schedule Spring 2020

SAT and ACT information

SAT  2019 and ACT  2019

3 SAT Tips

ACT Tips

Khan Academy

College readiness sample questions

Success-1600-overflow-spring-2017-flyer-Harrison-HS

Students will create their own account after logging in with the following info:

Account ID:   harrisonga

Student ActivitionCode:  newton91

If you would like additional training or information you can check out their numerous training sessions.  Here are a few with hyperlinks to open:

USATestprep 101: Getting Started

Watch Session 101

Live Session 101 Options

USATestprep 201: Creating Activities and Assessments

Watch Session 201

Live Session 201 Options

USATestprep 301:  Viewing Student Progress

Watch Session 301

Live Session 301 Options

https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-End-of-Course-Assessment-Guides.aspx

AP Exam: 

http://gaexperienceonline.com/

·        http://www.gavirtualschool.org/courseinfo/endofcoursetestinformation.aspx

·        https://apstudent.collegeboard.org/takingtheexam/preparing-for-exams

Fall Schedule

Welcome Back To School!!!

 I hope everyone had a great summer and is ready for an amazing school year.
My name is Carol Burrows and I will be co-teaching this semester:

2nd period: World Lit with Tucker (108)

3rd period:  AMDM with Mr. Hodorowski (415)

4th period: World Lit with Van Bohemen (114)

Advisement: 11th Grade (9315)

Feel free to contact me for any classroom related information, or any questions regarding the special education aspects of the course and/or support services.

Please refer to the course links to find helpful information to assist with daily work, reminders, test preparation, and/or remediation.

Also just click the link for either Tucker’s, Van Bohemen’s or Hodorowski’s blog to find out what we did in class each day and for the weekly plan.

I am always here to help!!! Educating each and every student is my goal!

Quote of the Week: ‘A hundred years from now it will  not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…but the world may be different because I was important in the life of a child’ ~Unknown~

BURROWS FALL SCHEDULE

1st Period  –  Planningback-to-school-913074_960_720

2nd Period – World Lit – 108

3rd Period  – AMDM – 415

4th Period  – World Lit – 114

Positive words of the day.

Nothing is a waste of time if you use the experience wisely!