January 7, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Finish anal
|
|
- Kimberly Cole
- 6 years ago
- Views:
Transcription
1 January 6, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Keep in your binder all papers related to TKMB, analysis protocol instructions, Socratic seminar instructions, and analysis sentence starter. All other materials can be left at home. Vocabulary packets and tests from last semester can be recycled. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. Journal: What does it mean to be persuasive? 1. Journal 2. Argumentation a. Page in Literature Book Elements of an Argument i. Motorcycle Helmet Law b. Page 596 in Literature Book The Craft of Persuasion
2 January 7, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Finish analysis protocol of Southern Women through green words for next class if not done today. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. Journal: Creating Your Own Beliefs practicing claim and counterclaim. 1. Journal 2. Write claim and counterclaim for your topic you wrote the bias essay on last quarter 3. Southern Women Speak Out Against Lynching i. Teacher read aloud ii. Complete analysis protocol through green words
3 January 8-9, Analysis protocol of Southern Women. 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Review the Applied Practice terms from the test questions we practiced last quarter. 3. Corrections for Emerging Theme due Monday. Type the draft on the template on the website and color code correctly. Journal: What stands out to you the most from yesterday s reading? Why? 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Journal 2. To Kill a Mockingbird a. Pass back emerging theme draft b. Show teacher model and allow students to make corrections 3. Southern Women Speak Out Against Lynching i. Analysis of statement for argumentation and persuasion techniques
4 ii. Overview of writing standard, sample prompt and thesis statement and definition of terms 1. Point of View- Consider the following when establishing the author s point of view a. What is the main idea? b. What point is he/she trying to make? c. What is his/her tone? d. What is the author s bias? e. How does the author s background or position impact the message? (Race, class, gender, age, region, occupation, values, motives) 2. Purpose- The specific reason a person has for writing: the goal of the writing. The main purposes for writing are: to make a personal connection by sharing experiences, sharing information, arguing for or against something, explaining a process or for entertainment. The reader also has to consider the motives of the writer. a. Also consider why the source was produced. 3. Rhetoric- techniques writers use to enhance their arguments and communicate more effectively. Rhetorical devices include analogy, parallelism, rhetorical questions and repetition.
5 January 12, Completed corrections on theme emergence analysis for To Kill a Mockingbird. 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Review the Applied Practice terms from the test questions we practiced last quarter. Quiz tomorrow! Journal: What improvements did you make in your theme analysis? 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Southern Women Speak Out Against Lynching a. Break down writing prompt b. Write thesis statement that addresses the requirements of the prompt. 2. Introduction of Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade.
6 i. Repetition and parallelism are rhetorical devices in which repeated words and patterns provide rhythm, enhance ideas, and organize complex passages. ii. Analogies are another rhetorical device used to introduce unfamiliar subjects by comparing them to ones their audiences already know and accept. 1. Example It s like riding a bike. b. Define Academic Vocabulary Repetition, Parallelism and Analogy on handout. 3. Teaching Repetition and Parallelism a. Review Steps 1 and 2 from Rhetorical Devices handout i. Example: a couplet from Shakespeare s Sonnet XVIII 1. So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. b. Partners Practice Analysis i. Direction 1: Underline evidence of Repetition. ii. Direction 2: Circle evidence of Parallelism. iii. Answer the questions from Here s How Steps 1 and 2 with your shoulder partner to analyze the effect of the repetition and parallelism.
7 January 13, Review the Applied Practice terms from the test questions we practiced last quarter 1. To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird applied practice quiz 2. Introduction of Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade.
8 3. Teaching Repetition and Parallelism a. Review Steps 1 and 2 from Rhetorical Devices handout i. Example: a couplet from Shakespeare s Sonnet XVIII 1. So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. b. Partners Practice Analysis i. Answer the questions from Here s How Steps 1 and 2 with your shoulder partner to analyze the effect of the repetition and parallelism on the sonnet. 4. Teaching Analogy a. Review Step 3 from Rhetorical Devices handout i. Example Gossip became like a poisonous haze that spread over the village. It obscured the truth about some residents, impeded the flow of life for others, soured everyone s mood, and caused friendships to wither and die. b. Partners Practice Analysis i. Question 1: What two things are compared in the analogy? ii. Question 2: In what ways are these subjects alike? iii. Question 3: In what ways are these subjects different? iv. Is the analogy s purpose explanation or persuasion? v. How effective is this analogy? Does it paint a clear picture?
9 January 14, To Kill a Mockingbird Chapters (the trial) QQN and receipt are due Thursday, January 15th/Friday January 16th. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. Rhetorical Devices a. Writers use rhetorical devices to emphasize, explain and unify their ideas, and often to persuade. b. Teaching Model Rhetorical Devices: Repetition and Parallelism. i. Guided Practice -excerpt taken from Winston Churchill s speech to the British House of Commons on May 13, a. Partners Practice Analysis i. Give 1 paraphrase (pink) and 1 inference (yellow) for the passage.
10 ii. Underline all repeated words. 1. Questions: What effect does the repetition of words in this speech have on the audience? What is the speaker s point of view? iii. Circle parallel structures 1. Question: What is the speaker s intent? How does the use of parallel structure enhance the meaning of this speech for the audience? What is the speaker s purpose? iv. Repetition to create rhythm 1. Churchill uses the repetition of words and phrases (it is, to wage, war, all, our policy, victory) for emphasis and to add a decisive, strident rhythm. a. Decisive crucial, putting an end to a discussion b. Strident - harsh v. Question: Which sentences create the rhythm most effectively? 2. To Kill a Mockingbird a. Grade and review yesterday s quiz
11 January 15-16, To Kill a Mockingbird Chapters (the trial) QQN and receipt. 1. Finish analysis protocol through green words of Atticus closing arguments for Tuesday if you don t finish in class today. 2. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird a. Review yesterday s quiz with discussion about answers b. Reading quiz over chapters c. Analysis Protocol of Atticus closing arguments
12 January 20, Finished analysis protocol through green words of Atticus closing arguments. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. Journal 2. To Kill a Mockingbird a. Video of The Trial with comparison/contrast activity 3. DBQ Analysis a. Introduce academic terms i. Valid- based on evidence or sound reasoning ii. Relevant- relating to the matter under consideration iii. Sufficient- as much as needed; enough iv. Reasoning- good sense, an explanation of an act or idea, to be logical
13 January 21, Completed analysis of all documents for validity, relevancy, sufficiency and reasoning and a thesis statement from each student is due tomorrow for all classes. 2. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 3. Corrections for emerging theme analysis are due in correct format on Monday, January 26 th if you need to make them. This draft will be your final score for this assignment. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. DBQ Analysis a. Introduce academic terms i. Valid- based on evidence or sound reasoning ii. Relevant- relating to the matter under consideration iii. Sufficient- as much as needed; enough
14 iv. Reasoning- good sense, an explanation of an act or idea, to be logical b. Teacher model analysis of documents for the academic terms requirements i. Teacher model thesis statement The abuse of power, injustices suffered by the poor, and the deprivation of the commoners were the most important causes of the French Revolution. c. Students work in pairs to analyze all documents d. Each student will generate a thesis statement
15 January 22-23, 2015 Split Blocks 1. Completed analysis of all documents for validity, relevancy, sufficiency and reasoning and a thesis statement from each student is due for all classes. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, January 26th. 2. Corrections for emerging theme analysis are due in correct format on Monday, January 26 th if you need to make them. This draft will be your final score for this assignment. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 1. To Kill a Mockingbird a. Grade Chapters quiz b. Atticus Closing Arguments analysis i. Claim and evidence ii. Rhetorical devices
16 c. Socratic Seminar of Chapters 16-21
17 January 26, Corrections for emerging theme analysis are due in correct format if you needed to make them. This draft will be your final score for this assignment. 2. To Kill a Mockingbird Chapters QQN and receipt are due. 1. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 3. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. Journal: Complete the second reflection for the Theme Analysis goal and scale. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
18 1. Journal 2. To Kill a Mockingbird a. Chapters quiz b. Theme Analysis i. Shaping to adapt or mold ii. Find evidence of when your chosen theme is being shaped iii. Write your analysis paragraph with the same criteria as your emerging theme paragraph 1. Paraphrased evidence in your analysis with page number. 2. Inferences 3. Green/Theme word 4. Academic vocabulary for the section 5. Address the importance of the evidence to your theme
19 January 27, Finish the Atticus Closing Argument Repetition and Parallel Structure writing responses for tomorrow if you don t finish them in class today. 2. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 3. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 4. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 1. To Kill a Mockingbird a. Finish Atticus Closing Arguments analysis i. Rhetorical devices repetition and parallel structure 1. Mark written responses a. Red pen academic vocabulary b. Pink evidence c. Yellow- inference and answer to prompt
20 January 27, The Atticus Closing Argument Repetition and Parallel Structure writing responses. 1. Shaping theme analysis evidence and analysis paragraph is due Thursday/ Friday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Students can come after school Thursday for quiz question analysis for chapters to earn some points back on their quiz score. 3. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. Journal: What is your controlling topic sentence for your parallel structure response? Why is it a successful sentence for your paragraph? 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. To Kill a Mockingbird a. Grade Ch quiz and Socratic Seminar Ch 16-26
21 January 28-29, Shaping theme analysis evidence and analysis paragraph is due. 1. To Kill a Mockingbird Chapters QQN and receipt are due Monday, February 2nd. 2. Final draft of Shaping theme analysis evidence and analysis paragraph is due Tuesday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird/MLK s Detroit I have a Dream Speech a. Introduce writing assignment directions and rubric for Atticus Closing Argument and MLK s Detroit I Have a Dream Speech 1. Break down directions with red pen 2. Review allusions present in MLK speech 3. Students will complete analysis protocol of the speech through green word 2. Students conferences for shaping theme analysis
22 February 2, To Kill a Mockingbird Chapters QQN and receipt are due. 1. Final draft of Shaping theme analysis evidence and analysis paragraph is due Tuesday. Use the format on the website. Remember all criteria from the emerging theme and implement the same skills in the shaping theme analysis. 2. DBQ list, documents and outline will be handed back today. Use these to remind yourself of all the requirements needed in your Industrial Revolution DBQ. Also, remember all criteria you learned with the French Revolution DBQ and implement the same skills in the Industrial Revolution DBQ. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Chapters reading quiz b. Socratic Seminar c. Collect Chapters QQNs
23 February 3, Final draft of Shaping theme analysis evidence and analysis paragraph is due. 1. Finish Literary Graffiti for tomorrow if not done today. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Video of the end of the story with Venn diagram compare/contrast activity b. Literary Graffiti theme analysis i. Choose your evidence of when your theme is in its refined state for your graffiti ii. Definition of Refined in its purest form
24 February 4, Literary Graffiti 2. Final typed draft of the Refined theme analysis is due next Tuesday. Use the template on the website for the correct format. 3. TKMB books will be collected next Tuesday. Journal: Complete the final reflection on the theme analysis goal and scale sheet 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. To Kill a Mockingbird a. Literary Graffiti theme analysis i. Definition of Refined in its purest form ii. Present graffiti to the class b. Answer the Essential Question in the context of the novel c. Grade Chapters quiz and discuss chapters
25 February 5-6, 2015 Split Blocks 1. Typed rough draft of Atticus/MLK informative essay is due Monday. 2. Final typed draft of the Refined theme analysis is due next Tuesday. Use the template on the website for the correct format. 3. TKMB books will be collected next Tuesday. 4. We will be blocking next Wednesday and Thursday. Make sure you know your computer log in. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Informative essay a. Teacher model of informative response to rhetoric question. b. Discuss format options and number of paragraphs 1. Introduction a. Orient the reader to the topic b. Controlling thesis grounded in the prompt/directions
26 2. Body a. Topic sentences b. Paraphrased evidence with citation c. Inferences and answer the prompt d. Use of academic vocabulary from the prompt 3. Conclusion a. Discuss why this matters and what effect it has. c. Give students time to compose their essay
27 February 9, Typed rough draft of Atticus/MLK informative essay. The hand written draft will be collected today. 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. Get your progress report signed for tomorrow. 3. Final typed draft of the Refined theme analysis is due tomorrow. Use the template on the website for the correct format. 4. TKMB books will be collected tomorrow. 5. We will be blocking Wednesday and Thursday. Make sure you know your computer log in. 2. Determine a theme or central idea of the text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details. 3. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 4. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Informative essay a. Color code typed rough draft b. Edit and revise using the Informative Essay Rubric
28 February 10, Final typed draft of the Refined theme analysis. All papers related to the assignment will be collected. 2. TKMB books will be collected 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. We will be blocking Wednesday and Thursday. Make sure you know your computer log in. 2. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 3. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. To Kill a Mockingbird a. Portfolio Reflection b. Theme Analysis write final thesis statement c. Answer the Essential Question in the context of the novel d. Collect all books
29 February 11-12, 2015 Block Schedule 1. Typed final draft of Atticus/MLK informative essay is due Wednesday for Day 1 and Thursday for Day 2. Bring all related papers and turnitin.com receipt. 2. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance a point of view or purpose. 3. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Atticus/MLK Informative Essay a. Portfolio Reflection b. Collection of all papers 2. The Artist s Toolkit teaches skill of art analysis
30 February 13, Vocabulary Unit 7 packet due Wednesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Analysis of DBQ documents a. Do analysis protocol and HIPPO for all documents b. Write thesis statement 2. Vocabulary Unit 7 packet
31 February 17, Vocabulary Unit 7 packet due Wednesday. Journal: What are your thoughts on war? Why do you feel this way? 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Number the stanzas of the poem. c. Student independent reading with two focus questions. i. Describe the men in stanzas one and two. ii. What else do you notice about the piece? d. Student processing- give a short written response to the two focus questions and share with your shoulder partner. 3. Simple Sentences a. Give handout and review the sentence structure
32 February 18, Vocabulary Unit 7 packet 2. The Vocabulary Unit 7 test will be next Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Journal 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Number the stanzas of the poem. c. Student independent reading with two focus questions. i. Describe the men in stanzas one and two. ii. What else do you notice about the piece? d. Teacher modeling for questions. e. Listen to an audio recording of the poem. f. Student independent reading with one focus question. i. How does the use of simile advance the speaker s purpose? 1. Highlight all similes in the poem in pink highlighter. g. Student processing- give a short written response to the focus question and share with your shoulder partner.
33 February 19-20, The Vocabulary Unit 7 test will be next Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. You can make corrections on your refined theme analysis and the scores will be averaged together. Corrected assignments are due next Tuesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Teacher modeling for questions. i. What else do you notice about the piece? c. Listen to an audio recording of the poem. d. Student independent reading with one focus question. ii. How does the use of simile advance the speaker s purpose? 1. Highlight all similes in the poem in pink highlighter. e. Student processing- give a short written response to the focus question and share with your shoulder partner. f. Student independent reading with one focus question. i. Who is the speaker addressing in the poem? How do you know?
34 2. Review Simple Sentences 3. Paper pass back
35 February 23, The Vocabulary Unit 7 test will be Tuesday with a section that tests simple sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. You can make corrections on your refined theme analysis and the scores will be averaged together. Corrected assignments are due Tuesday. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions. iii. What effect does the switch from the use of I to you have? iv. What words and phrases are used to evoke strong images about the reality of war? 1. Highlight all imagery with yellow highlighter c. Student processing- give a short written response to the focus question and share with your shoulder partner. 2. Review Simple Sentences
36 February 24, The Vocabulary Unit 7 packet will be collected today. 2. Corrections on your refined theme analysis are due. 1. The Vocabulary Unit 8 packet is due Thursday for day 1 and Friday for day 2. The test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Vocabulary Unit 7 Test with simple sentences and reading passage 2. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions wrap up from yesterday if needed. v. What effect does the switch from the use of I to you have? vi. What words and phrases are used to evoke strong images about the reality of war? 1. Highlight all imagery with yellow highlighter c. Student processing- give a short written response to the focus question and share with your shoulder partner.
37 February 25, The Vocabulary Unit 8 packet is due Thursday for day 1 and Friday for day 2. The test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Finish poetry questions 7 and 8 if you don t finish them in class today. They will be collected the next class period. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Dulce Et Decorum Est a. Dulce et decorum est pro patria mori is a Latin phrase that means it is sweet and right to die for your country". b. Student independent reading with focus questions vii. How is the subject of war being represented in this poem? viii. Does this poem cause you as a reader to have a strong opinion about the realities of war? Why? c. Student processing- give a short written response to the focus question and share with your shoulder partner. 2. Grade Vocabulary Unit 7 test
38 February 26-27, Poetry questions 7 and Vocabulary Unit 8 packet 1. The Vocabulary Unit 8 test will be next Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What are the men wearing over their eyes? b. What else do you notice about the piece? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences 3. Check Vocabulary Unit 8 packet
39 March 2, Finish Art Analysis Question 1 for tomorrow if you don t finish it today. It will be collected tomorrow. 2. The Vocabulary Unit 8 test will be Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 3. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What visual elements are present in the piece? How does the use of these advance the artist s purpose? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences
40 March 3, Art Analysis Question 1 1. Finish Art Analysis Question 2 for tomorrow if you don t finish it today. It will be collected tomorrow. 2. The Vocabulary Unit 8 test will be Wednesday with a section that tests compound sentences. We will not do accents, but you will have a reading passage related to the vocabulary with questions. 3. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. What visual principles are present in the piece? b. How are they created? c. How does the use of these advance the artist s purpose? i. Student processing- give a written response to the focus question and share with your shoulder partner. ii. Teacher modeling for questions. 2. Review of Compound Sentences
41 March 4, Art Analysis Question 2 2. Vocabulary Unit 8 packet 1. Finish Art Analysis Question 3 for tomorrow if you don t finish it today. It will be collected tomorrow for all classes. 2. Have your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Gassed by John Singer Sargent a. Does this piece of art cause you as viewer to have a strong opinion about the realities of war? Why? Give evidence from the art with documentation to support your response. 2. Vocabulary Unit 8 test
42 March 5-6, Art Analysis Question 3 2. Your final draft of the Atticus/MLK essay on google drive or your flash drive, so you can make corrections during the block day and re submit them for grading. 1. Have a wonderful spring break!! 2. Analyze the representation of a subject in two different texts, including what is emphasized or absent in each treatment. 1. Grade the Vocabulary Unit 8 test 2. Make corrections on the MLK/Atticus essay and submit it to turnitin.com by the end of the class period.
Highlighting and Annotation Tips Foundation Lesson
English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD LANGUAGE ARTS Length of Course: Elective/Required: School: Term Required High Schools Student Eligibility: Grades 9-12 Credit
More informationLTHS Summer Reading Study Packet
LTHS Summer Reading Study Packet English I Pre-AP 2017/18 To Kill a Mockingbird by Harper Lee; ISBN: 0-446-31078-6 Please read this packet in its entirety (by doing so you may save yourself some work in
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More information2006 Mississippi Language Arts Framework-Revised Grade 12
A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature
More informationTap vs. Bottled Water
Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:
More information5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels
5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson
More informationOakland Unified School District English/ Language Arts Course Syllabus
Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationComprehension Recognize plot features of fairy tales, folk tales, fables, and myths.
4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts
More informationPre-AP English 1-2. Mrs. Kimberly Cloud Career Tech & Global Studies Room N-201
Pre-AP English 1-2 Mrs. Kimberly Cloud cloud.k@monet.k12.ca.us Career Tech & Global Studies Room N-201 Course Description: This pre-university course is designed for highly motivated students performing
More informationRuggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman.
BSL 4080, Creative Thinking and Problem Solving Course Syllabus Course Description An in-depth study of creative thinking and problem solving techniques that are essential for organizational leaders. Causal,
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationModern Fantasy CTY Course Syllabus
Modern Fantasy CTY Course Syllabus Week 1 The Fantastic Story Date Objectives/Information Activities DAY 1 Lesson Course overview & expectations Establish rules for three week session Define fantasy and
More informationNight by Elie Wiesel. Standards Link:
Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific
More informationThe Short Essay: Week 6
The Minnesota Literacy Council created this curriculum. We invite you to adapt it for your own classrooms. Advanced Level (CASAS reading scores of 221-235) The Short Essay: Week 6 Unit Overview This is
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationTeaching Task Rewrite. Teaching Task: Rewrite the Teaching Task: What is the theme of the poem Mother to Son?
Teaching Task Rewrite Student Support - Task Re-Write Day 1 Copyright R-Coaching Name Date Teaching Task: Rewrite the Teaching Task: In the left column of the table below, the teaching task/prompt has
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationFlorida Reading for College Success
Core provides an English curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness in reading. This single semester elective aligns to Florida's Postsecondary
More informationPublic Speaking Rubric
Public Speaking Rubric Speaker s Name or ID: Coder ID: Competency: Uses verbal and nonverbal communication for clear expression of ideas 1. Provides clear central ideas NOTES: 2. Uses organizational patterns
More informationGeorgia Department of Education Dr. John D. Barge, State School Superintendent May 3, 2012 * Page 1 All Rights Reserved
May 3, 2012 * Page 1 GRADE 8 ELA CCGPS UNIT PLAN: 2nd 9 WEEKS 2. We have read a poem by Georgia author Alice Walker and her short story Everyday Use. Using words and phrases from the texts show how Walker
More informationGrade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of If
Grade 6: Module 2A: Unit 2: Lesson 8 Mid-Unit 3 Assessment: Analyzing Structure and This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationEnglish 2, Grade 10 Regular, Honors Curriculum Map
The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org. The main resource for the support
More informationTASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT
NADERER TPA TASK 1, PAGE 1 TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT Part A: Context for Learning Information About the School Where You Are Teaching 1. In what type of school do you teach? Urban
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More information5th Grade English Language Arts Learning Goals for the 2nd 9 weeks
5th Grade English Language Arts Learning Goals for the 2nd 9 weeks Skills students should demonstrate at the end of the 2nd 9 weeks of school: Unit 2A Power of Persuasion * Learning Goal: The student will,
More informationClassroom Assessment Techniques (CATs; Angelo & Cross, 1993)
Classroom Assessment Techniques (CATs; Angelo & Cross, 1993) From: http://warrington.ufl.edu/itsp/docs/instructor/assessmenttechniques.pdf Assessing Prior Knowledge, Recall, and Understanding 1. Background
More informationEpping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
More informationLesson Plan. Preparation
General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationHolt McDougal Literature, Grade 11. Write Source, Grade 11
, Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal
More informationPearson Longman Keystone Book F 2013
A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationCurriculum Map - ELA Grade 11 - Author: Susan Kelly
Page 1 of 14 Map: ELA Grade 11 Grade Level: 11 District: Island Trees Created: 11/09/2007 Last Updated: 11/09/2007 Essential Questions Content Skills Assessments Standards/PIs Resources/Notes UNIT 1 ORIGINS
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationRhetoric and the Social Construction of Monsters ACWR Academic Writing Fall Semester 2013
Rhetoric and the Social Construction of Monsters ACWR 101 - Academic Writing Fall Semester 2013 Instructor: Dr. Lisa Lenker Office: SOS 107 Phone: 1325 Email: llenker@ku.edu.tr Office Hours: T/TH 8:15-9:20
More information5 th Grade Language Arts Curriculum Map
5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationCourse Description. Student Learning Outcomes
Instructor Nancy Lay, Office #2796 Instructor s Campus Phone (760) 355-5707; email = nancy.lay@imperial.edu Office Hours = Mondays and Wednesdays = 10:00-11:00 Tuesdays and Thursdays = 9:45-10:45 N. Lay
More informationWelcome to WRT 104 Writing to Inform and Explain Tues 11:00 12:15 and ONLINE Swan 305
Associate Professor Libby Miles, PhD Office = Roosevelt 336 lmiles@uri.edu (questions only, no submissions) Office hours this spring = Tuesdays 12:30 2:00 and Wednesdays 10:30 11:30 Department of Writing
More informationCommon Core Curriculum- Draft
Arkansas English Language Arts Curriculum s Grade 11 Strand: Oral and Visual Communication Standard 1: Speaking Students shall demonstrate effective oral communication skills to express ideas and to present
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationCRITICAL THINKING AND WRITING: ENG 200H-D01 - Spring 2017 TR 10:45-12:15 p.m., HH 205
CRITICAL THINKING AND WRITING: ENG 200H-D01 - Spring 2017 TR 10:45-12:15 p.m., HH 205 Instructor: Dr. Elinor Cubbage Office Hours: Tues. and Thurs. by appointment Email: ecubbage@worwic.edu Phone: 410-334-2999
More informationTEACH 3: Engage Students at All Levels in Rigorous Work
TEACH 3: Engage Students at All Levels in Rigorous Work 825 North Capitol Street, NE Washington, DC 20002 T 202.442.5885 F 202.442.5026 www.k12.dc.us Essential Question How will engaging students at all
More informationExemplar Grade 9 Reading Test Questions
Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains
More informationTeaching Literacy Through Videos
Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,
More informationGreeley/Evans School District 6
Content Area English Language Arts Grade Level 6 Course Name/Course Code English 6 Purpose Priority Standards Reading Literature (RL) Reading Informational (RI) Language (L) Writing (W) Common Core State
More informationModern Day Sonnets: A Poetry Lesson for Today s High School Student. By: Terri Lynn Talbot. October 16 th 2012
Modern Day Sonnets: A Poetry Lesson for Today s High School Student By: Terri Lynn Talbot October 16 th 2012 Grade level: 12 (twelve) Approximate number of 60-minute classes required: 3. (Three) If the
More informationTutoring First-Year Writing Students at UNM
Tutoring First-Year Writing Students at UNM A Guide for Students, Mentors, Family, Friends, and Others Written by Ashley Carlson, Rachel Liberatore, and Rachel Harmon Contents Introduction: For Students
More informationPearson Longman Keystone Book D 2013
A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document
More informationKENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE
GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationAdolescence and Young Adulthood / English Language Arts. Component 1: Content Knowledge SAMPLE ITEMS AND SCORING RUBRICS
Adolescence and Young Adulthood / English Language Arts Component 1: Content Knowledge SAMPLE ITEMS AND SCORING RUBRICS Prepared by Pearson for submission under contract with the National Board for Professional
More informationPopular Music and Youth Culture DBQ
Pop Culture Shen Name: Popular Music and Youth Culture DBQ Essay Assignment: Using information from the documents provided, the material covered in class, and your knowledge of U.S. history, write a well-organized
More information9.2.2 Lesson 5. Introduction. Standards D R A F T
9.2.2 Lesson 5 Introduction In this lesson, students will begin their exploration of Oedipus s confrontation with the blind prophet Teiresias in Oedipus the King. Students will read from Teiresias, you
More informationSTEP 1: DESIRED RESULTS
GRADE 11, UNIT #1 AUTHORS: N. Battista, R. Gold, V. Larsen, M. Vacchio Revised by: S. Chan, M. Contino, P. Liebowitz, G. Milos, C. Vittiglio A.Whitney, P. Duffy, G. Changa, P. Liebowitz, H. Chan, S. Brosnihan,
More informationBCMA Instructional Agenda January 18-22, 2016
January 18-22, 2016 Important Dates in January Parent / Teacher Communication Communication between Parents and Teachers is highly encouraged at BCMA. In order to facilitate this process, I am providing
More informationCommon Core Exemplar for English Language Arts and Social Studies: GRADE 1
The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules
More informationWriting for the AP U.S. History Exam
Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing
More informationInformational Writing Graphic Organizer For Kids
Informational Writing For Kids Free PDF ebook Download: Informational Writing For Kids Download or Read Online ebook informational writing graphic organizer for kids in PDF Format From The Best User Guide
More informationInstructor: Khaled Kassem (Mr. K) Classroom: C Use the message tool within UNM LEARN, or
University of New Mexico- Valencia Campus Department of Science & Mathematics Math 193- Sec. 503- CRN # 53634 Teaching Critical Thinking for Mathematics Fall 2015 Instructor: Khaled Kassem (Mr. K) Classroom:
More informationwriting good objectives lesson plans writing plan objective. lesson. writings good. plan plan good lesson writing writing. plan plan objective
Writing good objectives lesson plans. Write only what you think, writing good objectives lesson plans. Become lesson to our custom essay good writing and plan Free Samples to check the quality of papers
More informationEnglish Policy Statement and Syllabus Fall 2017 MW 10:00 12:00 TT 12:15 1:00 F 9:00 11:00
English 0302.203 Policy Statement and Syllabus Fall 2017 Instructor: Patti Thompson Phone: (806) 716-2438 Email addresses: pthompson@southplainscollege.edu or pattit22@att.net (home) Office Hours: RC307B
More informationFifth Grade. (Questions based on Harry Potter and the Sorcerer s Stone by J.K. Rowling. paired with
Teaching Toward the Demands of the CCSS 1 Fifth Grade City/State Focused Standards: Reading Literature, Grade 5 What the Standards Say 5.1 Quote accurately from a text when explaining what the text says
More informationCommunication Studies 151 & LAB Class # & Fall 2014 Thursdays 4:00-6:45
Communication Studies 151 & LAB Class # 10941 & 10942 Fall 2014 Thursdays 4:00-6:45 Instructor: Bridget Sampson Websites: BridgetSampson.com / SampsonCommunicationConsulting.com Classroom: MZ111 Box for
More informationHonors 7 th Grade Language Arts Curriculum
Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,
More informationUnit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4
Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationBiome I Can Statements
Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce
More information#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story?
#MySHX400 in Your Classroom TEACHING MODULE What s your Shakespeare story? WHY ARE WE DOING THIS? Context: 2016 marks the 400 th anniversary of Shakespeare s death. The world is commemorating his legacy
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationCite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. IBET. The IBET reading strategy helps students understand
More informationSlam Poetry-Theater Lesson. 4/19/2012 dfghjklzxcvbnmqwertyuiopasdfghjklzx. Lindsay Jag Jagodowski
qwertyuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwertyuiopas Slam Poetry-Theater Lesson 4/19/2012
More informationGTPS Curriculum English Language Arts-Grade 7
Unit 1 5 weeks Big Idea: What makes a story unforgettable? Topic: Plot, Conflict, and Setting Standards Reading Lit xxrl.7.1. Cite several pieces of textual evidence to support analysis of what the text
More informationProject Based Learning Debriefing Form Elementary School
Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth
More informationMiscommunication: Then and Now
Miscommunication: Then and Now A Pride and Prejudice Inspired Unit Hayley Miller 11/10/2010 *Picture borrowed from Pemberly.com, citation in bibliography Miscommunication: Then and Now 2 Table of Contents
More informationTimeline. Recommendations
Introduction Advanced Placement Course Credit Alignment Recommendations In 2007, the State of Ohio Legislature passed legislation mandating the Board of Regents to recommend and the Chancellor to adopt
More informationFears and Phobias Unit Plan
Fears and Phobias Unit Plan A. What will students produce? Students will ultimately write an argumentative essay in which they analyze the pros and cons of fear. They will use evidence from several texts
More informationThe Multi-genre Research Project
The Multi-genre Research Project [Multi-genre papers] recognize that there are many ways to see the world, many ways to show others what we see. ~Tom Romano, teacher, author, and founder of the multi-genre
More informationMBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
More informationPAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s)) MINNESOTA ACADEMIC STANDARDS FOR LANGUAGE ARTS GRADES 9 12
GRADES 9 12 1. Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing. Because Minnesota
More informationReading Project. Happy reading and have an excellent summer!
Reading Project In order to prepare for seventh grade, you are required to read at least one book from the District 54 Summer Reading List. The list contains both fiction and non-fiction books at different
More information