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!

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