Brit. Lit./Comp., Week 12, October 23rd-27th

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)

 

Brit. Lit./Comp., Week 11, October 16 – 20

Deadlines/Due Dates:

  • Vocabulary journal 3 is due on Tuesday, 10/24 (an extension because we have so much going on this week)
  • Analytical Essay (Feminist Criticism) due on Wednesday, 10/18 (after two lab days)
  • Research rough draft is due on Friday, 10/20 (after two lab days) read this before you write-2babpd9

Monday – Tuesday, 10/16-10/17:

  • Grammar Warmup
  • EA2 – Feminist Critical Perspective – Read “The Story of an Hour,” and “The Chaser” – Work in lab 113 to compose analytical essay – due on Wednesday!

Learning Goals and Standards:   Trace a series of ideas in a complex text in order to explain how an author develops an argument. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Wednesday, 10/18:

  • Grammar Warmup
  • Analytical Essay due today
  • Go over requirements for research literary analysis outline/rough draft
  • See the checklist and how points will be deducted

Thursday-Friday, 10/19-10/20:

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

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.

 

Brit. Lit./Comp., Week 10, 10/9-10/13

Deadlines/Due Dates:

  • Vocabulary journal 3 is due on Tuesday, 10/17
  • Analytical Essay (Feminist Criticism) due on Wednesday, 10/18

Monday, 10/9:

  • Ms. O is out today – Continue study of Feminist Criticism – Read and complete pages 147-153 in SpringBoard texts

Tuesday, 10/10:

  • Grammar Warmup
  • Continue study of Feminist Criticism – Read/analyze Chaucer’s “Wife of Bath’s Tale” from this perspective

Learning Goals and Standards:  Closely read and analyze Chaucer’s Medieval work from a feminist criticism perspective. Trace a series of ideas in a complex text in order to explain how an author develops an argument. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Wednesday, 10/11:

  • Senior Summit

Thursday, 10/12 – Early Release Day:

  • In lab 113 – Literary Analysis Research Paper – Works Cited Page

LG’s for Research: Compose works cited page for primary and secondary sources.  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.

Friday, 10/13: 

  • In lab 113 – Literary Analysis Research Paper – Lead Ins/Outs

Independent Reading – LG’s for Research: Develop lead ins/outs for primary and secondary sources. 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.

Brit. Lit./Comp., Week 9, 10/2 – 10/6

Deadlines/Due Dates:

  • 6 secondary source quote cards and 3 secondary source bib cards are due by the end of class on Tuesday, 10/3
  • Vocabulary journal 3 is due on Tuesday, 10/17

Monday-Tuesday, 10/2-10/3:

  • In the Media Center for secondary source research for literary analysis paper

Wednesday, 10/4:

  • Grammar Warmup
  • Springboard – Unit 2 Overview: Unpack Embedded Assessment 2
  • Discuss Feminist Criticism – pages 138 – 139
  • View Legally Blonde film clip – https://www.youtube.com/watch?v=yyv20R-k3aY
  • Answer questions on page 139 after first and second viewing of clip
  • Continue adding words to your vocabulary journal

Learning Goals and Standards:  Develop and apply an understanding of key concepts and vocabulary for the study of Feminist Criticism. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Thursday, 10/5:

  • Grammar Warmup
  • Springboard – pages 140-144 – Read “Cinderella, the Legend,” and complete all activities (marking Feminist Criticism, allusions, etc.)
  • Compare this to the previous film clip from Legally Blonde
  • Continue adding words to your vocabulary journal

Learning Goals and Standards:  Closely read and analyze a work of Feminist Criticism. Trace a series of ideas in a complex text in order to explain how an author develops an argument. ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Friday, 10/6: (Adjusted bell schedule for homecoming pep rally)

  • Grammar Warmup
  • Independent reading – novel for research
  • Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Brit. Lit./Comp., Week 8, 9/18-9/22

Deadlines/Due Dates:

Argumentative Photo Essay – due Wednesday, 9/20 (after 3 lab days) + rationales and reflection

4×6 Quote Cards + Bib Card due on Friday, 9/22 (by the end of reading time)

Monday – Wednesday, 9/18-9/20:

  • Work in lab 421 – Argumentative Photo Essay

LG: Create and present a photo essay expressing your perspective about an issue or topic of importance to you. Standards: ELAGSEW11-12.2 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. ELAGSEW11-12.2a Introduce a topic or thesis statement; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; including formatting, graphics, and multimedia when useful to aiding comprehension. ELAGSEL11-12.6 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.

 

Thursday, 9/21:

  • Grammar warm up
  • Photo essay presentations

LG: Present photo essays. Standards: ELAGSEW11-12.2 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. ELAGSEW11-12.2a Introduce a topic or thesis statement; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; including formatting, graphics, and multimedia when useful to aiding comprehension. ELAGSEL11-12.6 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.

Friday , 9/22:

  • Grammar warm up
  • Independent reading – novel for research – 8 quote cards due today

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Brit. Lit./Comp. – Week 7 – 9/11-9/15

Deadlines/Due Dates:

Vocabulary journal #2 – Wednesday, 9/13 – changed due to Irma

Monday – Tuesday, 9/11-9/12:

  • Schools closed due to tropical storm Irma

Wednesday, 9/13:

  • Grammar warm up
  • Continue with activity 1.11 to prepare students for EA1 argumentative photo essay
  • Review EA 1 – Photo essay that writes your perspective through a visual text

LGs: Analyze a visual text using the OPTIC strategy, incorporating the precise language of photographic images. Write an analytical interpretation of the composition of an image. Standards: ELAGSEW11-12.2 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. ELAGSEW11-12.2a Introduce a topic or thesis statement; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; including formatting, graphics, and multimedia when useful to aiding comprehension. ELAGSEL11-12.6 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.

Thursday, 9/14:

  • Grammar warm up
  • Finish activities preparing for Photo Essay assignment

LGs: Write an analytical interpretation of the composition of an image. Standards: ELAGSEW11-12.2 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. ELAGSEW11-12.2a Introduce a topic or thesis statement; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; including formatting, graphics, and multimedia when useful to aiding comprehension. ELAGSEL11-12.6 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.

Friday , 9/15:

  • Grammar warm up
  • Independent reading – novel for research – 8 quote cards due next Friday, 9/22

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Brit. Lit./Comp., Week 6, 9/5-9/8

Deadlines/Due Dates:

Thesis/claim statements due after Media Center time – Wednesday, 9/6

Vocabulary journal #2 – Tuesday, 9/12

Tuesday – Wednesday, 9/5-9/6:

  • In the Media Center to research and formulate thesis/claim statements – due Wednesday

Independent Reading and LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Thursday, 9/7:

  • Grammar warm up
  • “Different Ways of Seeing the World” – Activities 1.6 and 1.7
  • Review EA 1 – Photo essay that writes your perspective through a visual text

LGs: Analyze a visual text using the OPTIC strategy, incorporating the precise language of photographic images. Write an analytical interpretation of the composition of an image. Standards: ELAGSEW11-12.2 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. ELAGSEW11-12.2a Introduce a topic or thesis statement; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; including formatting, graphics, and multimedia when useful to aiding comprehension. ELAGSEL11-12.6 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.

Friday, 9/8:

  • Grammar warm up
  • Independent reading time (novel for research or choice text)

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

 

 

 

Brit. Lit./Comp. Week 5, 8/28-9/1

Deadlines/Due Dates:

  • Grendel Narratives – Monday, 8/28
  • Vocabulary Journal Check – Wednesday, 8/30
  • Research Novel – Wednesday, 8/30 and Friday, 9/1

Agenda Monday, 8/28:

  1. Grammar Warm up
  2. Share Grendel Narratives
  3. Vocabulary Journal Time

LG:  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.

Agenda Tuesday, 8/29:

  1. Grammar Warm up
  2. Finish sharing Grendel Narratives
  3. Read from “Grendel” – How does Grendel’s personal account compare to the ones you wrote from his perspective??

LG:  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.

Agenda Wednesday, 8/30: Early Release Day

  1. Complete bib card for research novel
  2. Independent reading time
  3. Turn in vocabulary journal at the end of class

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Agenda Thursday, 8/31:

  1. Grammar warm up
  2. Read “Unferth’s Challenge” – discuss this third and final perspective
  3. Re-visit EA1 – Photo activity including narrative – group activity

LG:  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.

Agenda Friday, 9/1:

  1. Grammar warm up
  2. Independent reading time – novel for research

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

 

Brit. Lit./Comp., Week 4, August 21 – 25

Deadlines/Due Dates:

Tuesday, 8/22 – Final Essay due – hard copy and through TurnItIn

Friday, 8/25 – Have research novels in class today! +25 points 🙂

Tuesday, 8/29 – Vocabulary Journal Check #1

Agenda Monday, 8/21: – Solar Eclipse Day

  1. In lab 113 to finish drafts and TurnItIn

LG: After completing WW #1, produce a well-developed, polished essay.
Standards: ELAGSE11-12W4: 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.) ELAGSE11-12W5: 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 11-12.) ELAGSE11-12W10: 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. ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE11-12L6: 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 Tuesday, 8/22:

  1. Grammar warm up
  2. Read “The Wrath of Grendel” and “The Coming of Beowulf” – identifying kenning, alliteration, biblical allusion, pagan and christian elements
  3. Intro the research paper process – novels due in class on Friday

LG:  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.

Agenda Wednesday, 8/23:

  1. Grammar warm up
  2. Read “The Battle with Grendel” – identifying kenning, alliteration, biblical allusion, pagan and christian elements
  3. Complete a multiple perspectives graphic organizer between Beowulf, Grendel, and the on-lookers.

LG:  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.

Agenda Thursday, 8/24:

  1. Grammar warm up
  2. Based on your graphic organizer from yesterday, compose a draft retelling the incident from Grendel’s perspective (group activity and share with the class)
  3. If time permits, begin reading from Grendel

LG:  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.

Agenda Friday, 8/25:

  1. Grammar warm up
  2. Independent reading time (novel for research or choice text)

Independent Reading – LG’s for Research: Read/analyze to incorporate primary source quotes and begin to develop support for the thesis in my research 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.

Brit. Lit./Comp., Week 3, 8/14-8/18

Deadlines/Due Dates:
Thursday, 8/17 – Meet in Computer Lab 9234 to take SLO pre-assessment
Tuesday, 8/22 – Writing Workshop 1 essay due in class and in TurnItIn.com.

Monday, August 14
HOYA Pride Week: Pajama Day

LG: Examine model sentences to learn methods of style and diction to become more sophisticated writers. Examine the concept of perception as it applies to literary analysis.
Standards: ELAGSE11-12W4: 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.) ELAGSE11-12W5: 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 11-12.) ELAGSE11-12W10: 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. ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE11-12L6: 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. Grammar warm up
  2. Writing groups complete activity in #20 of Writing Workshop 1 – complete the graphic organizer in your packets. Consider adding these elements to your own writing. (You will need to LABEL these in your final paper.)
  3. Discuss and provide examples of the different sentence types.
  4. Meet in writing groups to develop rhetorical devices in your drafts. (see pages 9-10 in WW #1)
  5. Introduce Unit 1 Perspectives – Including Literary Theories

Tuesday, August 15
HOYA Pride Week: Kindergarten Day

LG: Examine model sentences to learn methods of style and diction to become more sophisticated writers. Examine the concept of perception as it applies to literary analysis.
Standards:ELAGSE11-12W4: 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.) ELAGSE11-12W5: 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 11-12.) ELAGSE11-12W10: 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. ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE11-12L6: 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. Grammar warm up
  2. In writing groups, work through numbers 23 & 24 in WW #1 packet.
  3. Practice distinguishing the use of semicolons and colons and dashes in writing
  4. Unit 1 Perspectives – Finish activity 1.2

Wednesday, August 16
HOYA Pride Week: Hoyas are Rock Solid (favorite band T-shirt)

LG: Examine model sentences to learn methods of style and diction to become more sophisticated writers. Examine the concept of perception as it applies to literary analysis.
Standards: ELAGSE11-12W4: 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.) ELAGSE11-12W5: 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 11-12.) ELAGSE11-12W10: 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. ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. ELAGSE11-12L6: 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. Gramma warm up
  2. Unit 1 Perspectives – Activity 1.3 + Reader Response Criticism 1.4
  3. Introduce Anglo Saxon culture and literature; view Stowa video
  4. Read “The Wrath of Grendel”: identify kennings, Biblical allusions, alliteration, pagan and christian imagery

Thursday, August 17
HOYA Pride Week: Get Your Game On (wear a jersey)

LG: Demonstrate baseline knowledge on critical reading skills.
Standards: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 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. ELAGSE11-12RI2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. ELAGSE11-12RL10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently.

Agenda:

  1. Take the SLO pre-assessment in lab 9234
  2. Work with your partners to revise your WW #1 drafts – due on Tuesday, 8/22

Friday, August 18
HOYA Pride Week: Class Colors!

LG:  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-CCR text complexity band independently and proficiently.

Agenda:

  1. Grammar warm up
  2. Complete the “Different Ways of Seeing the World” (activity 1.6, page 21 in our SpringBoard text).
  3. Read “The Battle with Grendel” – complete a multiple perspectives graphic organizer between Beowulf and Grendel.
  4. Continue your independent reading time; complete the next section of your reading log.