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.

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