August 26

Honors 9th Lit Week 5 8/28 – 9/1

Honors 9th Lit. Week 5

IR=Independent Reading

SB= SpringBoard text

IAN=Interactive Notebook

Planning Your Week: 

Continue practicing vocabulary on the SpringBoard website through Zinc.

Complete independent reading, logging your books and planning a project for the end of the six weeks period; choose one from the menu Alternative Book Report.

Begin looking for a poet and poems you would like to study on Poetry Out Loud. You will need to print two poems from this website and bring them to class next Tuesday, September 5.

 

Monday, August 28

Opener: Poetry Out Loud – Watch videos from POL website to introduce the contest and quality performances.

Work Session:

  1. IAN: Review skills from Unit 1, moving vocabulary along the QHT chart and skills down the stoplight (complete vocabulary definitions in IAN).
  2. SB: Activity 4.1 Previewing the Unit
  3. IAN: Label QHT for new unit vocabulary p.284; complete a stoplight self-check for skills and knowledge in EA1 p.329-30 and EA2 p.355-6.

Closer: Preview independent reading project menu.

 

Tuesday, August 29

Opener: Label an index card with side A and side B. Select a quote from the chart p.287 and write it on side A of the card; close read and write an interpretation on side B. Participate in a poetry mixer, walking around and discussing your quote and interpretation with another student (10 min total). Debrief as a whole class: What is poetry?

Work Session:

  1. Read “When I Am Asked” or “Constantly Risking Absurdity” (differentiated for reading levels). Analyze speaker and voice (diction, syntax, imagery); identify anaphora and theme.

Closer: IR: Look through poetry anthologies for poets that appeal to you. List some choices in your reading log.

 

Wednesday, August 30

Opener: IAN: Write a poem using the template p.290.

Work Session:

  1. SB: Read Pablo Neruda’s “Poetry” p.288, marking the text for imagery, unknown words/phrases, and ideas that might be helpful to a new writer of poetry (small groups). Answer the text dependent questions.
  2. IAN: Revise your poem, adding imagery and repetition

Closer: IR – Begin considering project menu; fill in log.

 

Thursday, August 31

Opener: IAN – Examine e.e. cummings “l(a)” and write a response.

Work Session:

  1. SB: Read the excerpt from “Poemcrazy” marking unknown words and advice or methods you might find helpful when writing a poem.
  2. Review stanza form and rhyme on p.293; discuss the relationship between imagery and feelings in “gas, food, longing” section.
  3. SB: Complete “Working from the Text”: create a “wordpool” in small groups: brainstorm 10 or more sets of homonyms and an alphabet list of synonyms for “to walk or move”

Closer: Compose another poem, using imagery and repetition and experimenting with free verse.

 

Friday, September 1

Opener: Memory game

Work Session:

  1. View the Brain Games episode: “Patterns”; discuss how recognizing patterns in literature can aid your interpretation.
  2. SB: Mark QHT for literary devices in “Personal Poetry Glossary”; glue the chart into your IAN and complete definitions (small group).
  3. Create a visual representation for the vocabulary words assigned to your group.

Closer:

IR: Enjoy!

HOMEWORK: Locate two poems from the POL website and print them to bring to class Tuesday.

August 26

AP Literature 8/28 – 9/1

WEEK 5

Planning Your Week

BRING TEXTBOOK TO CLASS Tuesday and Wednesday; Bring research novel to class EVERYDAY.

M 8/28 (11:59 p.m.): Read the Pearson chapter “Meeting Poetry: An Overview” p.534-544 AND the two poems on  p. 552-555 “An Old Soldier Cleans His Rifle for the Last Time” and “Ogichidag”; consider the questions after each poem and respond to the Schoology prompt.

T 8/29: Bring your POL printed poems to class tomorrow. Annotate for unknown words, punctuation, categories of the nouns & verbs, structure & shifts, point of view/speaker, and thematic topics.

W 8/30: Read “The Other Wife” (short story, pdf on Schoology); read the Pearson section “Writing an Explication of a Poem (Essay Length)”p.563-9 and write an explication for the POL poem you plan to recite, due Tues., 9/5 before class (Turnitin.com).

 

Monday, August 28

Opener: Read the quotations about poetry. Pick the one that best fits your beliefs about poetry. Ponder and respond as to how or why you aligned yourself with a particular quote.

Work Session:

  1. Review Edna St. Vincent Millay poem “Now Goes Under”;View ppt;
  2. Interpret the meaning of selected lines, considering the possible speaker, topic, situation, tone, etc.; contrast how meaning shifts when structure is considered.
  3. Read and annotate the poem in its entirety. Mark hard stops and words you do not know.  Identify nouns/verbs/adj./adv. that create tone and theme.
  4. Revisit MC responses from the half-length exam.
  5. Read/analyze “Sonnet V” (quick application of strategies: punctuation, categories of the nouns & verbs, structure & shifts, point of view, thematic connections).

Closer: Present poetry word wall posters.

*Homework: Read the Pearson chapter “Meeting Poetry: An Overview” p.534-544 AND the two poems on  p. 552-555 “An Old Soldier Cleans His Rifle for the Last Time” and “Ogichidag”; consider the questions after each poem and respond to the Schoology prompt.

Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value; continue increasing your poetry “tool box” and becoming more comfortable with analysis of poetry.

 

Tuesday, August 29

Opener: Present poetry word wall posters.

Work Session:

  1. Take the poetry multiple choice (pretest) for the poem “My Picture”; record responses on iRespond and on the paper.
  2. Read the Attack the Question This Way handout; consider new approaches and strategies to answer the MC questions on the AP exam.
  3. Retake the MC with the AQTW (post-test)
  4. Compare scores; justify a rationale for using certain strategies.

Closer: If time permits, independently read your research novel, taking note of emerging themes, characterization, plot events, setting details, and other literary devices.

*Homework: Bring your POL printed poems to class tomorrow. Annotate for unknown words, punctuation, categories of the nouns & verbs, structure & shifts, point of view/speaker, and thematic topics.

Learning Goal(s): Participate in thoughtful discussion of literature with peers; acquire new strategies for improving multiple choice performance.

 

Wednesday, August 30

Opener: View the clip from Memphis Belle of a ball turret gunner to build context.

Work Session:

  1. Read “The Man He Killed” p. 548-9 and  “The Death of the Ball Turret Gunner” p.550.
  2. Then read “Writing a Paraphrase . . .” p.561-3.
  3. Begin paraphrasing your POL poems.

Closer: If time permits, independently read your research novel, taking note of emerging themes, characterization, plot events, setting details, and other literary devices.

*Homework: Read “The Other Wife” (short story pdf in Schoology); Read Pearson textbook “Writing an Explication of a Poem (Essay Length)”p.563-9; write an explication for the POL poem you plan to recite, due Tues. in class (Turnitin.com).

Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.

 

Thursday, August 31

Opener: View “The Other Wife” pre-thinking and reading quiz/creative writing ppt. Respond to the stimulus.

Work Session:

  1. “The Other Wife” reading quiz
  2. Trios at a restaurant activity; (silent conversation in a cup)
  3. Write theme statements on index cards about the short story to practice
  4. Create a web of the texts we’ve read–how do they connect? Consider ITLOTW, ASND, “Now Goes Under” and “My Picture” in discussion
  5. Create posters for themes

Closer: Post a picture of your plate to Schoology; respond to and comment on someone else’s ideas/picture.

*Homework: Practice POL and write your explication using the model in the Pearson textbook.

Learning Goal(s): Write for a variety of purposes to enhance analysis of literature.

 

Friday, September 1

Opener: Go over group recorder forms and individual documentation; Brainstorm a list of what makes us feel valued/successful while working with partners and collaborating; establish group norms

Work Session:

  1. First EPCOT novel group meeting (45 minutes); establish timeline for reading the book, determine roles, set action items for next week’s meeting, agree to group social contract and norms
  2. Finish web of texts.
  3. Rehearse POLin trios; offer feedback on performances and suggestions for interpretation

Closer: Read your research novel

*Homework: Practice POL and write your explication using the model in the Pearson textbook.

Learning Goal(s): The student produces writing that focuses on the critical analysis of literature and includes expository, analytical, and argumentative essays.

August 18

Honors 9th Literature Week 4 Aug. 21-25

Honors 9th Lit. Week 4

IR=Independent Reading

SB= SpringBoard text

IAN=Interactive Notebook

Planning Your Week: 

Continue practicing vocabulary on the SpringBoard website through Zinc.

Sun. 8/20 (before the start of class Monday) – submit narrative transcript and narrative interview (all in one document) to Turnitin.com. Print a hard copy and complete your EA1 Interview Narrative Editing to turn in during class (Monday or Tuesday if you are absent for the eclipse).

Thurs. 8/24 – PTSA Open House

 

 

Monday, August 21

Opener: Turn in EA1 Narrative Interview hard copy (electronic copy on Turnitin.com); Read informational text on solar eclipses in folklore and literature.

Work Session:

  1. View Moana, analyzing the way her culture explains the sun and natural phenomena (Maui’s character).
  2. Illustrate a sun-shadow character mandala.
  3. Compose a narrative based on the real experience.

Closer: Reflect on the experience of anticipating and viewing the solar eclipse.

 

Tuesday, August 22

Opener: Turn in EA1 Narrative Interview hard copy (students absent yesterday).

Work Session:

  1. Participate in orientation to the learning commons (Sanford & Charrette) and USA Test Prep (Walter lab 113).
  2. Demonstrate Q1 skills with Touchstone assessment.

Closer: Practice vocabulary skills, acquiring new words via Zinc.

 

Wednesday, August 23

Opener: Review prompt and rubric from “Marigolds” EOC responses.

Work Session:

  1. Evolve a response to the “Marigolds” prompt.

Closer: IR– Begin considering project menu; fill in log.

 

Thursday, August 24–PTSA Open House

Opener: IAN: Create grammar basics foldables (parts of speech 8 page book, nouns waterfall, parallelism French door)

Work Session:

  1. Review grammar skills (bootcamp)
  2. View the ppt notes for nouns and parts of speech
  3. Take notes on the grammar review lecture
  4. Complete the EOC grammar pre-assessment and apply background knowledge to examples

Closer: IR: Find an interesting example of one of the grammar topics covered today as it appears in your book. Log it and then enjoy the remainder of your reading.!

 

Friday, August 25

Opener:

POL: Watch videos from POL website to introduce the contest and quality performances.

Work Session:

  1. IAN: Review skills from Unit 1, moving vocabulary along the QHT chart and skills down the stoplight.
  2. IAN: Label QHT for new unit vocabulary p.284; complete a stoplight self-check for skills and knowledge in EA1 and EA2
  3. SB: Activity 4.1 Previewing the Unit

Closer:

IR: Enjoy!

HOMEWORK: Locate two poems from the POL website and print them to bring to class Monday.

 

August 18

AP Literature 8/21-8/25

WEEK 4

Planning Your Week

M 8/21: Solar Eclipse! Be prepared to revisit “An Occurrence at Owl Creek Bridge” (comparing/contrasting text to film) on Tuesday.

W 8/23: Complete research novel interest survey (follow-up from classwork)

Th 8/24: Post your word wall entry to Schoology (follow-up from classwork) PTSA OPEN HOUSE

 

Monday, August 21–Solar Eclipse

View the eclipse!

*Homework: Review “An Occurrence at Owl Creek Bridge” (see Schoology for links) for film/text comparison.

Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value.

 

Tuesday, August 22

Opener: View Hitchcock montage and interview; discuss the significance of “assembly” and the parallel with composing narratives (like “Owl Creek”) (3 types of montages; elements that repeat)

Work Session:

  1. Review Twilight Zone episode of “An Occurrence at Owl Creek Bridge” through Nearpod
  2. Compare and contrast the film with the text.
  3. Evaluate the director’s choices.

Closer: Review reading quizzes and “Owl Creek” storyboards with film notes.

*Homework:

Learning Goal(s): Participate in thoughtful discussion of literature with peers.

 

Wednesday, August 23

Opener: Overview of EPCOT research project.

Work Session:

  1. Book tasting: read excerpts from research novel choices.
  2. Evaluate content, possible themes, and style to rank and record choices on a dinner plate. Which book do you want on your plate to teach the class? Why?
  3. Show student samples to help visualize project elements

Closer: Introduce presentation component of Poetry Out Loud with videos from the POL website to illustrate quality performances.

*Homework: Complete research novel interest survey for EPCOT project.

Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.

 

Thursday, August 24 – PTSA OPEN HOUSE

Opener: Review TPCASST elements and poetry terms from SN; draw a slip with a poetry term to create a word wall of poetic elements (term, an example, visual memory aid)

Work Session:

  1. Analyze POL poems using TPCASST
  2. Begin planning recitation.
  3. Rehearse POL
  4. Review “Old Soldier” and “Dulce et Decorum Est”; analyze structure, point of view, and imagery.

Closer: Organize thematic connections and potential approaches for poetry analysis essay.

*Homework: Create POL word wall; post your word wall “brick”to Schoology (11:59 pm); practice POL.

Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.

 

Friday, August 25

Opener: Examine horse and cart metaphor for AP essay writing; discuss the quality of theme statements

Work Session:

  1. Revisit “Dulce” paragraphs and compose an introduction that responds to the prompt comparing and contrasting both poems.
  2. Extend the response, composing an essay to answer the FRQ comparing and contrasting two thematically related poems.

Closer: Complete poetry handout in SN for chosen poem.

*Homework: Practice POL.

Learning Goal(s): The student produces writing that focuses on the critical analysis of literature and includes expository, analytical, and argumentative essays.

August 11

Honors 9th Literature Week 3 8/14-8/18

Honors 9th Lit. Week 3

IR=Independent Reading

SB= SpringBoard text

IAN=Interactive Notebook

Planning Your Week: 

Sun. 8/13 – Finish Tech Menu-H9L F17 (sign up for Schoology, Turnitin.com, and SpringBoard); type and submit “Marigolds” EOC prompt to Turnitin.com by 11:59 p.m.

ASAP – Plan and conduct your interview; create a transcript of questions you ask and answers your interviewee provides.

Mon. 8/21 – Narrative interview final draft due Monday to Turnitin.com.

 

Monday, August 14

Opener:

SB Online: Introduce SpringBoard online resources and Zinc features and assignments.

Work Session:

  1. SB: Activity 1.8 Read the two versions of Luis J. Rodriguez’s story; participate in teacher-led discussion of text dependent questions; groups complete graphic organizer p.43 on chart paper, then share with class.
  2. SB: Interview with a partner p.45; complete the EOC style narrative prompt from the RAFT strategy.

Closer:

IR: Look for three examples of parallel structure.

 

Tuesday, August 15

Opener:

SB: Predict the focus and tone of the article p.46. What do you know about the source (Men’s Fitness)?

Work Session:

  1. SB: Activity 1.9 Read aloud while students mark narrative elements and STEAL; focus on direct and indirect quotations and the use of 2nd person; participate in teacher-led discussion of text dependent questions; groups work to complete SOAPSTone graphic organizer

Closer:

IR: Look for narrative elements and STEAL characterization.

 

Wednesday, August 16

Opener:

IAN/SB: Read the opening paragraph of the interview transcript p.51; evaluate whether the paragraph is effective and compare with the opening paragraph p.46.

Work Session:

  1. SB: Activity 1.10 Read the interview transcript; participate in teacher-led discussion of text dependent questions.
  2. SB: Groups will complete “Working from the Text” p.54, ranking, revising, and rearranging the interview questions.

Closer:

SB: Complete the reflection in “Check Your Understanding” p. 56.

 

Thursday, August 17

Opener:

IAN: Review personal pronouns and speaker tags

Work Session:

  1. SB: Activity 1.11 Pairs should read the two excerpts and complete “Working from the Text” and “Check Your Understanding.”
  2. SB: Draft the EA1 (your narrative interview)

Closer:

IR: Enjoy!

HOMEWORK: Narrative interview final draft due Monday to Turnitin.com.

 

Friday, August 18

Opener:

POL: Watch videos from POL website to introduce the contest and quality performances.

Work Session:

  1. IAN: Review skills from Unit 1, moving vocabulary along the QHT chart and skills down the stoplight.
  2. IAN: Label QHT for new unit vocabulary p.284; complete a stoplight self-check for skills and knowledge in EA1 and EA2
  3. SB: Activity 4.1 Previewing the Unit

Closer:

IR: Enjoy!

HOMEWORK: Narrative interview final draft due Monday to Turnitin.com.

 

 

 

August 11

AP Literature 8/14-8/18

WEEK 3

Planning Your Week

M 8/14: Streetcar discussion question follow-up due to Turnitin.com

T 8/15: Pop-up museum presentations for In the Lake of the Woods

W 8/16: Post to Schoology (follow-up from classwork)

Th 8/17: Read “An Occurrence at Owl Creek Bridge” and create a storyboard to post to Schoology.

F 8/18: Two printed poems from Poetry Out Loud website. Complete interest survey for research novel choices.

 

Monday, August 14

Opener: Place poetry handout in SN; small groups complete QHT for poetic devices.

Work Session:

  1. Review “Old Soldier” with poetry handout.
  2. View war film clips.
  3. Read “Dulce et Decorum Est” aloud with war sounds; analyze structure, point of view, and imagery.

Closer: Introduce Poetry Out Loud with videos from the POL website to illustrate quality performances; present textual lineage.

*Homework: Choose two poems from POL website, and print them to turn in Friday.

Learning Goal(s): Engage in close reading, making careful observations of textual detail and inferences leading to interpretation of the work’s meaning and value.

 

Tuesday, August 15

Opener: Set up presentations and review the peer evaluation form.

Work Session:

  1. Present In the Lake of the Woods pop up museums.

Closer: Organize thematic connections and potential approaches for Thursday’s assessment.

*Homework: Choose two poems from POL website, and print them to turn in Friday.

Learning Goal(s): Participate in thoughtful discussion of literature with peers.

 

Wednesday, August 16

Opener: Examine horse and cart metaphor for AP essay writing; revisit “Dulce” and compose an introduction.

Work Session:

  1. Microlab: Read section from How to Read Literature Like a Professor (summarize, connect to In the Lake and Streetcar; gallery walk to share).

Closer: Take a picture of the poster that speaks to you; prepare discussion post for Schoology; present textual lineage.

*Homework: Post to Schoology; choose two poems from POL website, and print them to turn in Friday.

Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.

 

Thursday, August 17

Opener: Draw the novel and prompt for the summative assessment.

Work Session:

  1. Summative Assessment: Compose an essay response to the selected AP prompt and novel (In the Lake or Streetcar).
  2. Evaluate research novel choices.

Closer: Complete group interest survey and/or begin reading “An Occurrence at Owl Creek Bridge.”

*Homework: Complete group interest survey for research; read “An Occurrence at Owl Creek Bridge” and create a storyboard, uploaded to Schoology tonight; choose two poems from the POL website and print them to turn in Friday. 

Learning Goal(s): Make careful observations of textual detail, establishing connections and developing inferences leading to an interpretative conclusion about the text’s meaning and value.

 

Friday, August 18

Opener: Complete reading quiz for “An Occurrence at Owl Creek Bridge.”

Work Session:

  1. Review “An Occurrence at Owl Creek Bridge” storyboards on Schoology.
  2. View The Twilight Zone episode; compare/contrast with storyboards.
  3. Analyze POL poems and begin planning recitation.

Closer: Complete poetry handout in SN for chosen poem.

*Homework: Practice POL.

Learning Goal(s): Analyze how meaning is embodied in literary form.

August 5

Honors 9th Literature Week 2 8/7 – 8/11

Honors 9th Lit. Week 2

IR=Independent Reading

SB= SpringBoard text

IAN=Interactive Notebook

Planning Your Week: 

Choose an adult you wish to interview about his or her post-secondary experience; you will need to conduct this interview in the next week or two, and we will prepare questions in class.

 

Monday, August 7

Opener:

IR: List the title and author of the book you read Friday on your reading log. List bullet points to identify tone and elements of voice (diction, syntax, & imagery).

Work Session:

  1. IR: Book pass sampler; read for 3-4 min. and complete the log; rotate through the group, then discuss and create a sticky note for each book in your group.
  2. SB: Reorient students to the EA1, skills, and academic vocabulary for the unit.
  3. SB: Review the pizza prompt: work through the samples and complete the graphic organizer with inferences.

Closer:

IR: Revisit and add to bullet points with better understanding of diction, syntax, and imagery for tone and voice.

 

Tuesday, August 8

Opener:

SB: Read the excerpt from Speak p.10-11; reread and answer questions 1-4 p. 11. Note Vocabulary p.10, Word Connections p.11, Roots & Affixes p.6

Work Session:

  1. SB: Lesson 1.3 Read aloud while students mark diction, imagery, and syntax to determine voice and tone; focus on dashes and how a 38 year old author creates an authentic teen voice *Check Your Understanding* question (relate to EA1 where they will do the reverse)
  2. SB: Lesson 1.4 Parallel Structure: TEACH using ppt with Grammar & Usage section–compound sentences p.13 (clauses, gerunds, nouns, pronouns, adjectives, adverbs, prepositions) *formative assessment* Check Your Understanding p.15

Closer:

IR: Look for three examples of parallel structure.

 

Wednesday, August 9

Opener: 

IAN: Draw a line with childhood on one end and old age on the other; identify on the line where coming of age happens (when does the process start and end?) How old do you have to be to write your own coming of age story?

Work Session:

  1. SB: Lesson 1.5 Review imagery and voice; read “Marigolds,” marking ! for interesting imagery, highlighting voice; circling unknown words and phrases.
  2. SB: Reread the story; answer the text-dependent questions.

Closer:

IR: Look for three examples each of imagery and voice.

 

Thursday, August 10

Opener: 

SB: Revisit “Marigold”; complic graphic organizer p.26

Work Session: 

  1. SB: Revisit “Marigold”; complete graphic organizer p.26.
  2. SB: Compose paragraph response, EOC style p.27.
  3. SB: Teach Language Check 1.5: verb voice and mood. Assign EOC paragraph revision to be submitted to Turnitin.com. *formative assessment*

Closer:

IR: Identify mood and provide two pieces of evidence with reasoning/interpretation to support your claim about mood.

 

Friday, August 11

Opener: 

IAN: Create vocab flashcards

Work Session:

  1. SB: Lesson 1.6 Write questions and interview a partner; write a script for introducing your partner to the class: highlight direct and indirect quotations and parallel structure, explaining why you used them.
  2. SB: Lesson 1.12 Plan Your Interview and Lesson 1.10 The Art of Questioning

Closer:

IR: Enjoy!

HOMEWORK: Set up your interview and begin planning questions.

 

August 5

AP Literature 8/7-8/11

WEEK 2

Planning Your Week

M 8/7: Streetcar Socratic discussion (bring annotated article, typed precis, reread guide [4 paragraphs or sticky notes], book)

T 8/8: Read p.1566-1588 in the textbook, filling out graphic organizer and applying literary lenses to Streetcar. 

T 8/14: Pop-up museum presentations for In the Lake of the Woods

 

Monday, August 7

  1. Opener: Present some textual lineage quilt squares for the class tapestry.
  2. Prepare for seminar with individual questions
  3. SLWS (Student-led Work Session): Participate in Socratic discussion of Streetcar.
  4. Closer: review your outlined response; reflect on new perspectives and insights offered in the seminar; compose a brief response in light of new evidence. How has your stance shifted or strengthened as a result of the discussion?

*Homework:  Review In the Lake of the Woods. Post seminar reflection due Monday, August 14 for Skinny Notebook.

Learning Goal(s): Use verbal interaction and collaboration with peers enhance your understanding of a literary text; refine your verbal collaboration skills.

Standards Addressed: ELACC11-12SL1 Participate in collaborative discussions, propelling the conversation and responding thoughtfully to others.

 

Tuesday, August 8–COMPLETE THE GOOGLE FORM INTEREST SURVEY–CLICK HERE

  1. Opener: Present some textual lineage quilt squares for the class tapestry.
  2. SLWS: Review literary lenses (ppt); discuss “Young Goodman Brown” in light of various literary theories. (Identify a point in the text that “fits” one of the lenses and write a short explication for Skinny Notebook (SN))
  3. Review film terminology and film as text; craft a quick storyboard for “Young Goodman Brown.” Select a scene and sketch out 3-4 “frames” of text, sampling some of the film terms to add interest and emphasis.
  4. Analyze style with Burton, Hitchcock, and Shyamalan and relate to written text with the opening scene of Poe’s “The Black Cat”
  5. Analyze opening scene of A Streetcar Named Desire; compare and contrast directors’ choices with the text. (Glossary of Film Terms)
  6. Assign 30 seconds of Streetcar shot analysis project.
  7. Intro pop-up museum for In the Lake of the Woods
  8. Closer: take the interest survey to determine group placement

*Homework: In the Lake of the Woods presentations due Aug. 15.

Learning Goal(s): Understand how directors, interpretations of a source text affect an audience’s response and interpretation.

Standards Addressed: ELACC12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.)

 

Wednesday, August 9

  1. Learning Commons Visit: complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Aug. 15).
  2. Consider the other group topics for presentations; compose questions to help guide their research path and address audience interest and needs; submit questions to the shared Google doc.

*Homework: Review In the Lake of the Woods

Learning Goal(s): Use further research to enhance your understanding of a literary text; develop effective presentation skills.

Standards Addressed: ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.

 

Thursday, August 10

  1. Opener: Present remaining textual lineage quilt squares
  2. Theme Thursday prompt
  3. Read aloud “Dulce Et Decorum Est”; introduce “horse” and “cart” metaphor for AP essays; compose theme statement using template; share within the group and combine into one quality statement for the group.
  4. Complete TPFASTT chart/organizer together for “Dulce Et Decorum Est”
  5. Compose an introduction and body paragraph in response to the poetry prompt.

 

*Homework: In the Lake of the Woods presentations due Tues. Aug.  15.

Learning Goal(s): Cite evidence to support analysis of a poem, relating themes across works.

Standards Addressed: 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.

 

Friday, August 11

  1. Learning Commons Visit: Complete pop-up museum research for In the Lake of the Woods; collaborate and create a presentation of findings (present Aug. 15).
  2. Meet with pop-up museum groups to plan Tuesday’s presentations.
  3. Research, using student-generated questions for guidance.

*Homework: In the Lake of the Woods artifacts/pop-up museum presentations due Tuesday.

Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties. Use further research to enhance your understanding of a literary text; develop effective presentation skills.

Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties. ELACC11-12W7-9 Conduct research projects, gathering relevant information, citing properly, and drawing evidence to support analysis, reflection, and research. ELACC11-12RI7 Integrate and evaluate multiple sources of information in different formats in order to address a question.