Week at a Glance

Vocabulary Journals – Due on Tuesday, 2/6

Monday, 1/29 – Tuesday, 1/30:

  • Work in the Media Center to develop thesis/claim statements for research. – Due by end of class on Tuesday, 1/30.

Wednesday, 1/31:

  • Continue with SB activities – Perspective
  • Review requirements for EA 1
  • Read/analyze from Beowulf  “The Wrath of Grendel” – track literary devices as we read

Learning Goals:  Consider perspectives and how personal experiences create interpretations of events in a text. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-12 text complexity band independently and proficiently.

Thursday, 2/1:

  • Continue reading/anlayzing Beowulf – track literary devices as we read
  • Intro “Perspective” narrative – Grendel’s point of view

Friday, 2/2:

  • Reading Day – novel for research
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Week at a Glance

Deadlines/Due Dates:

You must have your novel in class by Wednesday, 1/24 in order to receive your reading points!

Writing Workshop – Narrative – Due on Wednesday, 1/24 after two lab days

Vocabulary Journals – Due on Tuesday, 2/6

Monday, 1/22:

  • Go over requirements for Vocabulary Journals
  • Review and continue with writing lessons from last week 🙂
  • Brainstorm/pre-write with your partner for the narrative
  • Learning Goals: What makes good writing?Analyze model pieces of narrative writing recognizes/noting literary devices, language, and conventions used by the authors.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Tuesday-Wednesday, 1/23-1/24:

  • Work in the computer lab to draft your first writing piece.
  • Summative Assessment – Compose a narrative – partners optional – fiction or nonfiction employing literary techniques reviewed/discussed from model pieces
  • Learning Goals: What makes good writing?Apply literary devices, language, and conventions used by the authors of model pieces.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Thursday, 1/25:

  • Unpack standards for Embedded Assessment 1 – SB
  • “It’s all about ‘Perspective’” – Background to Anglo-Saxons and Beowulf
  • Track literary elements as we read/analyze “The Wrath of Grendel”

Friday, 1/26:

  • Reading Day 1
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Week at a glance

Tuesday, 1/16: 

  • Pre-writing, drafting, editing, revising, publishing [or turning in for a grade ;)]
  • Read some examples of “Good Writing” and discuss literary devices and techniques used by the authors of  (1) Shooting Stops (2) Sensible Shoes
  • “Respond and reflect” via 3×5 cards – What did you like or dislike? What works or doesn’t work? What are some ways you would like to improve your writing whether it be for pleasure, an assignment or a college or scholarship essay?
  • Showing not Telling exercises/practice
  • Learning Goals: What makes good writing?Analyze model pieces of narrative writing recognizes/noting literary devices, language, and conventions used by the authors.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Wednesday, 1/17:

  • Continue with writing lessons from yesterday
  • Learning Goals: What makes good writing?Analyze model pieces of narrative writing recognizes/noting literary devices, language, and conventions used by the authors.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Thursday, 1/18:

  • Work with your partner to draft your first writing piece.
  • Summative Assessment – Compose a narrative – partners optional – fiction or nonfiction employing literary techniques reviewed/discussed from model pieces
  • Learning Goals: What makes good writing?Apply literary devices, language, and conventions used by the authors of model pieces.  ELAGSE12W1, 2, 4, 5, 8; ELAGSE12W2; ELAGSE12L1, 2

Friday, 1/19:

  • Go over requirements for vocabulary journals and DGP (Daily Grammar Practice warmups)
  • British novel check in class + primary source notecard (3×5)
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the argument for my paper. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Welcome back and Happy 2018!!

Week at a Glance for American Lit:
01/08/2018
American Literature
Abundance of
Caution Day!
World Literature
Tuesday
01/09/2018
American Literature
Native American
Literature
1. DGP Monday
2. Characteristics of
Native American
Literature
*powerpoint
(attached)
3. Modern Native
American Literature:
Sherman Alexie’s
Indian Education
*short answer writing
responses
Attachments
IndianEducationPDF.pdf
NativeAmericanLiterature.ppt
indianeducationfollowup.docx
World Literature
PSAT Day
1. DGP Monday
2. PSAT Review
*Assignment
3. Baseline Writing
Wednesday
01/10/2018
American Literature
Colonial Era
Literature
1. DGP Tuesday
2. Springboard Books
3. Colonial Era Lit:
review characteristics
4. Read Edwards
World Literature
EOC Testing Day
State field test for
selected 10th graders
across the state…we
are the lucky ones!
Thursday
01/11/2018
American Literature
Colonial
1. DGP Wednesday
and Thursday
2. Colonial Literature:
Bradford, Bradstreet
3. Intro to The
Crucible
World Literature
EOC Testing Day
State field test for
selected 10th graders
across the state…we
are the lucky ones!
Friday
01/12/2018
American Literature
DGP/Colonial
1. DGP Friday
*Quiz Review
2. DGP Quiz
3. Native American
Culture Quiz
4. Begin reading/
discussing The
Crucible
World Literature
Hero’s Journey
1. DGP Tuesday
2. Pre-test REVIEWS
*review Grammar
pretest from day 1 of
class
*keys to writing a
constructed
response/review of
writing baseline
assessment (from
Tuesday)
3. Begin The Hero’s
Journey (Unit 1)
2

 

 

Week 17 and 18

Deadlines/Due Dates:

  • In class activities with our study of Brave New World
  • Student Learning Objectives exam on December 18th
  • Vocabulary Journal (last one) due on Thursday, December 14th

Tuesday, 12/12-Friday, 12/15:

  • Continue reading/analyzing BNW
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Brit. Lit./Comp., Week 17, December 4 – 8

Deadlines/Due Dates:

  • In class activities with our study of Brave New World
  • Student Learning Objectives exam on December 18th
  • Vocabulary Journal (last one) due on Tuesday, December 12th

Monday, 12/4:

  • Go over Chaps 1-3 study guide
  • Continue reading/analyzing BNW

Tuesday, 12/5-Friday, 12/8:

  • Continue reading/analyzing BNW
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Welcome back! Week at a Glance

Deadlines/Due Dates:

  • In class activities with our study of Brave New World
  • Student Learning Objectives exam on December 18th
  • Vocabulary Journal (last one) due on Tuesday, December 12th

Monday, 11/27:

  • Continue introductory activities for our reading and analysis of Huxley’s Brave New World
  • Complete/discuss Anticipation Guide
  • Introductory PowerPoint

Tuesday, 11/28:

  • Finish intro PowerPoint
  • Discuss Satire with examples
  • Begin reading/analyzing BNW

Wednesday, 11/29-Friday, 12/1:

  • Continue reading/analyzing BNW
  • Learning Goals: Brave New World: Identify evidence of literary techniques and structures as a basis for interpreting the literature. Evaluate Huxley’s futuristic community of England. Synthesize thoughts about individual freedoms and beliefs connecting to themes in the dystopian novel Brave New World. Evaluate Huxley’s message to the reader through the use of the literary element of satire. (ELAGSE12RL1, 2, 7, 10; ELAGSE12SL2; ELAGSE12RI7, 10)

Almost Break Time!

Deadlines/Due Dates:

  • In class activities with our study of Macbeth
  • Macbeth partner test of analysis on Wednesday, 11/15

Monday – Tuesday, 11/13-11/14:

  • Finish reading/analyzing The Tragedy of Macbeth
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)
  • Review for partner test of analysis
  • Find an article NOT about The Tragedy of Macbeth to make connections to themes, etc. to use on the partner test

Wednesday, 11/15:

  • Meet in the Media Center for partner test of analysis

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Thursday – Friday, 11/16-11/17:

  • Preparation, introductory activities and film clips to begin our reading and analysis of Huxley’s Brave New World

HAPPY THANKSGIVING BREAK!!! 🙂

Weekly Glance

Deadlines/Due Dates:

  • In class activities with our study of Macbeth

Monday – Friday, 11/6-11/10:

  • Continue reading/analyzing The Tragedy of Macbeth
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Week at a glance

Deadlines/Due Dates:

  • In class activities with our study of Macbeth

Monday – Thursday, 10/29-11/2:

  • Continue reading/analyzing The Tragedy of Macbeth
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Friday, 11/3:

  • How is The Tragedy of Macbeth relevant to our lives today?
  • After reading/viewing King Duncan’s murder at the hands of Macbeth – Guilt activities (artwork, song lyrics, informational texts = relevance)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)

Week at a glance

Deadline/Due Dates:

  • Rough draft of research paper due on Monday, 10/23
  • Vocabulary journal due on Tuesday, 10/24

Monday, 10/23:

  • In lab 113 – Literary Analysis Research Paper Outline/Rough Draft – due by end of lab time today!

LG’s for Research: Compose outline/rough draft including both primary and secondary quotes with effective lead-ins/outs. Identify evidence of literary techniques and structures as a basis for interpreting my research novel: CEI = Claim, Evidence, Interpretation. Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL10: Read and comprehend literature, including stories, dramas, and poems, independently and proficiently.

Tuesday, 10/24:

  • Introduce Archetypal Criticism (SBoard + activities)
  • Introduce Elizabethan England, Drama and Shakespeare
  • Go over all handouts and summative assessment (partner test of analysis)

Wednesday, 10/25:

  • Let’s get on our feet! Act 1, Scene 1 🙂
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Thursday-Friday, 10/26-10/27:

  • Continue reading/analyzing The Tragedy of Macbeth
  • Gather textual evidence for Macbeth as tragic hero, archetypes, motifs and imagery as we read (quadrants)

Learning Goals: The Tragedy of Macbeth: Analyze the behaviors and values of the Elizabethan time period. Identify evidence of literary techniques and structures to interpret the literature. Evaluate the community of Elizabethan England and compare/contrast with the Anglo-Saxon and Medieval communities. Analyze the historical connection to King James. Recognize and identify archetypes and motifs. Provide textual evidence for Macbeth as a tragic hero. (ELAGSE12RL1; ELAGSE12RL2;ELAGSE12RL3; ELAGSE12RL4; ELAGSE12RL5; ELAGSE12RL6)