American Lit. 4th Period w/ Ms. Wynn

WEEK OF 8/13-8/17
Monday, August 13
LG:  Practice close reading for information, gathering evidence, and making inferences.
Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
Agenda:

  1. Daily Journal: Write about your town.  Where is it located? What are its attributes?  What benefits/drawbacks are there for living there?  Explain.
  2. Magic Lens Grammar
  3. EOC/SAT/ACT warm up
  4. Complete Colonialism Era
    1. Read and analyze “Sinners in the Hands of an Angry God,” “The Trial of Martha Carrier,” and “Lessons of Salem” in the Springboard text (pgs. 110-118).
    2. Answer text-dependent questions in pairs, groups, and complete Jigsaw activity
  5. History Channel background video on the Salem Witch Trials and complete viewing guide
  6. Scenario Based Debate

Tuesday, August 14
LG:  Practice close reading for information, gathering evidence, and making inferences.
Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
Agenda:

  1. Daily Journal
  2. Magic Lens Grammar
  3. EOC/SAT/ACT warm up
  4. Scenario Work Continued
  5. The Crucible Anticipation Guide
  6. Read background information on Arthur Miller in orange textbook (p.118-121)
  7. Complete introductory questions for The Crucible, beginning on page 1126


Wednesday, August 15

LG:  Practice close reading for information, gathering evidence, and making inferences.
Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Daily Journal
  2. EOC/SAT/ACT warm up
  3. Magic Lens Grammar
  4. Responsibility Chalk Talk
  5. Begin and complete reading Act I of The Crucible (beginning on p.1129 in the orange textbook)
  6. Answer text-dependent questions


Thursday, August 16

LG:  Practice close reading for information, gathering evidence, and making inferences.
Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. EOC/SAT/ACT warm up
  2. Character Tree: Keeping the Characters in order activity
  3. Begin and complete reading Act II of The Crucible (beginning on p.1161 in the orange textbook)
  4. Answer text-dependent questions

Friday, August 17
LG:  Practice close reading for information, gathering evidence, and making inferences based on characterization present in plays.
Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Agenda:

  1. Daily Journal
  2. Magic Lens Grammar
  3. EOC/SAT/ACT warm up
  4. Red Card Black Card
  5. Complete reading Act II of The Crucible (beginning on p.1161 in the orange textbook)
  6. Answer text-dependent questions
~All plans are subject to change~
Planning your week:
Monday, Aug. 6 – Return signed syllabus (ASAP) and $10 for Sadlier Vocabulary Workbook
Wednesday, Aug. 8 – Supplies due (bring to class)Monday, August 6
LG: Determine the definition of the American Dream through a variety of lenses.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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. ELAGSE11-12SL1: 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 persuasivelyAgenda:

  1. Daily Journal: Personality Inventory
  2. EOC practice question
  3. American Dream Vision Board
  4. Introduction to Native American Myths
  5. Read Native American myths to understand the values of the culture – Reading #1: The Earth on Turtle’s Back (p.20), When Grizzlies Walked Upright (p.24), and from The Navajo Origin Legend (p.27) – Read as a class and independently answer “Critical Reading” questions and “Literary Analysis” questions
  6. Read “Cutting My Long Hair” –  highlight elements of losing who you are/being stripped of your culture
  7. Begin “Native American Close Reading Assimilation” assignment with organizer

Homework: Bring materials by Wednesday, August 8th, American Dream Vision Board due by

Tuesday, August 7
LG: Determine the definition of the American Dream through a variety of lenses.

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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. ELAGSE11-12SL1: 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

Agenda:

  1. Daily Journal
  2. EOC practice question
  3. Complete reading of “Cutting My Long Hair” –  highlight elements of losing who you are/being stripped of your culture
  4. Read “Kill the Indian, and Save the Man
  5. Continue completing “Native American Close Reading Assimilation” assignment withorganizer applying elements found of assimilation in all texts we have read

Homework: Bring in materials by Wednesday, August 8th

Wednesday, August 8
LG: Practice close reading for information, gathering evidence, and making inferences.

Standards: 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). ELAGSE11-12RL4: 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. ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Agenda:

  1. Daily Journal
  2. EOC practice question
  3. Journal and Binder set up day
  4. Magic Lens Level 1 Notes and Practice section
  5. Complete “Native American Close Reading Assimilation” assignment with organizerapplying elements found of assimilation in all texts we have read
  6. Intro to Colonialism Workshop
  7. Begin Colonialism Era
  1. Read and analyze “Sinners in the Hands of an Angry God,” “The Trial of Martha Carrier,” and “Lessons of Salem” in the Springboard text (pgs. 110-118).
  2. Answer text-dependent questions in pairs, groups, and complete Jigsaw activity

Homework: TBD

Thursday, August 9
LG: Familiarize ourselves with technology to be utilized in this course: blogs, SpringBoard digital, TurnItIn.com, Khan Academy, USA Test Prep, Remind, Collegeboard, Sadlier Connect. Determine the definition of the American Dream through a variety of lenses.

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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. ELAGSE11-12SL1: 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

Agenda:

  1. Daily Journal
  2. EOC practice question
  3. Continue Colonialism Era
    1. Read and analyze “Sinners in the Hands of an Angry God,” “The Trial of Martha Carrier,” and “Lessons of Salem” in the Springboard text (pgs. 110-118).
    2. Answer text-dependent questions in pairs, groups, and complete Jigsaw activity
  1. Lab TBD- Set up all online accounts following the technology instructions sheet

Google Docs instructions
TurnItIn.com instructions

Homework: TBD

Friday, August 10
LG: Begin semester-long assignment in preparation for EOC.

Standards: ALL ELAGSE11-12.
Agenda:

  1. Daily Journal
  2. USA Test Prep diagnostic assignment in Lab TBD – must complete the ENTIRE test
Welcome Back! I look forward to working with Ms. Wynn and Mrs. Crandall to get you through American Literature. If you have any questions along the way, I can be reached at [email protected]
Mr. Lenahan
Here are Ms. Wynn and Mrs. Crandall’s blogs for your convenience:
3rd Period: Mrs. Crandall      Room 9124       http://hoyacrandall.weebly.com/
4th Period: Ms. Wynn       https://hoyawynn.weebly.com/