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.

Brit. Lit. Week 2 – 8/7-8/11

Week at a Glance:

Monday, Aug. 7 – Bring in signed syllabus
Wednesday, Aug. 9 – bring in something to read independently – book, magazine, etc. MUST be print/e-reader (not on your phone!!)
Thursday, Aug. 10 – Printed copy of partner essay due in class

Monday, August 7
LG: Explore our textual lineage. Bring a book/magazine for independent reading on Wednesday, 8/9. Practice the writing process by brainstorming and drafting.
Standards: 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. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Agenda:

  1. Grammar concepts practice with sentence #2
  2. Complete the reading inventory graphic organizer; discuss your “reading life” in small groups and whole class
  3. (Writing Workshop 1, Exercise 2) Decide on a genre in which to write, and begin drafting. We will be in the computer lab tomorrow to begin typing your piece in Google Drive.

Tuesday, August 8
LG: Set up digital systems for online class participation; begin working in Google Drive to collaborate with a partner in drafting your piece.
Standards: ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 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.)

Agenda:

  1. Meet in computer lab 113 to set up the following:
    1. TurnItIn.com
    2. Access and comment on the blog
    3. Google Drive – shared folder with [email protected]
    4. SpringBoard online
    5. CollegeBoard
  2. In your Google Drive folder that you’ve shared with [email protected] create a NEW document. Share this document with your partner. Begin working on typing your drafted essay. (These are due in class on THURSDAY.)

Wednesday, August 9
LG: Celebrate Book Lover’s Day with independent reading time
Standards: . ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELAGSE11-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Agenda:

  1. Grammar concepts practice with sentence #3
  2. Meet with your essay partner to gather thoughts/make a plan  for getting the work done by tomorrow – you need FIVE copies of your paper tomorrow.
  3. Independent reading time!

Thursday, August 10
LG: Create norms for sharing and responding to peers’ work. Conduct first peer review via round robin activity. Reflect on the revision process.
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.) ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Agenda:

  1. Grammar concepts practice with sentence #4
  2. With your essay partner, work through #13 in your packet. Which areas need further development? Where do you want feedback from another group?
  3. Respond to the Moore quote (#14) in whole-class discussion.
  4. As a class, decide on “norms” for sharing and responding in a writing group (#15) – post norms on the wall.
  5. In small groups, one partner from each group reads paper aloud. All group members complete the graphic organizer, and discuss each element. Be specific, encouraging, and constructive.
  6. Return completed graphic organizer to the writers – these WILL be submitted when the paper is turned in.
  7. Ticket out the door: complete #17 on an index card & submit to Ms. O
  8. Sign out SpringBoard books! 🙂 Pick these up on your way in tomorrow.

Friday, August 11
LG: Consider the role of cultural perspective in our lives. Continue to practice identifying parts of speech.
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.) ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Agenda:

  1. Grammar concepts practice with sentence #5
  2. Previewing the Unit, Activity 1.1.
    1. How does perspective influence perception?
    2. Have you ever felt like an outsider? Describe your experience.
    3. What do you do when you disagree with someone’s perspective?
    4. How would you describe your cultural perspective?
  3. Introduce Anglo-Saxon culture and Beowulf
  4. Spend some time with your essay partner, deciding on revisions for your piece. Remember that you will need to turn in your notes for revision. This will need to be done outside of school, so plan a meeting time online!