April 22-25
Tuesday (04/22): Type final drafts for morality responses.
Wednesday (04/23): Morality responses revised and submitted by the end of the day.
Thursday (04/24): Introduction to synthesis questions and how to approach them.
Friday (04/25): Continue "unlocking" the SynQ with your introduction to AP Language for next year.
Wednesday (04/23): Morality responses revised and submitted by the end of the day.
Thursday (04/24): Introduction to synthesis questions and how to approach them.
Friday (04/25): Continue "unlocking" the SynQ with your introduction to AP Language for next year.
April 8-11
Weekly Objectives/ Standards:
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (04/08): After reading Scene 2 (pages 1032-1039), analyze how Creon's opinion of women affects Antigone's punishment in a complete paragraph.
Wednesday (04/09): After reading Scene 3 (pages 1041-1045), create a claim based on a difference between Haemon and Creon.
Thursday (04/10):
Friday (04/11):
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (04/08): After reading Scene 2 (pages 1032-1039), analyze how Creon's opinion of women affects Antigone's punishment in a complete paragraph.
Wednesday (04/09): After reading Scene 3 (pages 1041-1045), create a claim based on a difference between Haemon and Creon.
Thursday (04/10):
Friday (04/11):
March 25-28
Weekly Objectives/ Standards:
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (03/25): Philosophy on fate/ Introduction to Antigone.
Wednesday (03/26): Introduction to tragic hero, hubris. Begin reading Antigone (read through prologue).
Thursday (03/27): In a paragraph, examine one key difference in the characters of Ismene and Antigone. Why are these differences displayed immediately in the play? Complete reading of Scene 1.
Friday (03/28): Based on his speech from page 1027, how does Creon show his insecurities and hubris?
1. Evaluate the contribution to society made by traditional, classic, and contemporary works of literature that deal with similar topics and problems
2. Provide a response to text that expresses an insight (such as an author’s perspective or the nature of conflict) or use text-based information to solve a problem not identified in the text (for example, use information from a variety of sources to provide a response to text that expresses an insight)
Tuesday (03/25): Philosophy on fate/ Introduction to Antigone.
Wednesday (03/26): Introduction to tragic hero, hubris. Begin reading Antigone (read through prologue).
Thursday (03/27): In a paragraph, examine one key difference in the characters of Ismene and Antigone. Why are these differences displayed immediately in the play? Complete reading of Scene 1.
Friday (03/28): Based on his speech from page 1027, how does Creon show his insecurities and hubris?
March 11-14
Weekly Objectives:
1. Writing process review with focus on application for timed writing.
2. Focus on elements of narrative and comparative analysis.
Tuesday (03/11): Introduction to narrative writing, including samples and effectiveness.
Wednesday (03/12): Create narrative writing paragraphs, both actual and fictional.
Thursday (03/13): Introduction to comparative writing, including samples and effectiveness.
Friday (03/14): Create comparative paragraphs on multiple subjects
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
1. Writing process review with focus on application for timed writing.
2. Focus on elements of narrative and comparative analysis.
Tuesday (03/11): Introduction to narrative writing, including samples and effectiveness.
Wednesday (03/12): Create narrative writing paragraphs, both actual and fictional.
Thursday (03/13): Introduction to comparative writing, including samples and effectiveness.
Friday (03/14): Create comparative paragraphs on multiple subjects
Standards:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
February 25-28
Weekly Objectives:
1. Complete Othello Project
2. Timed Writing Technique workshop and Othello Final.
Standards:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
Make decisions about how to establish credibility and enhance appeal to the audience
Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/25): Complete Othello Project.
Wednesday (02/26): Othello Timed Writing Preperation: FINAL TOMORROW.
Thursday (02/27): Othello Timed Writing Final, come prepared with outline, claim and support.
Friday (02/28): Head to the library for independent reading novel. Read for remainder of period.
1. Complete Othello Project
2. Timed Writing Technique workshop and Othello Final.
Standards:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
Make decisions about how to establish credibility and enhance appeal to the audience
Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/25): Complete Othello Project.
Wednesday (02/26): Othello Timed Writing Preperation: FINAL TOMORROW.
Thursday (02/27): Othello Timed Writing Final, come prepared with outline, claim and support.
Friday (02/28): Head to the library for independent reading novel. Read for remainder of period.
February 18-21
Weekly Objectives:
1. Finalize, rehearse and present Othello Project.
Standards:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
Make decisions about how to establish credibility and enhance appeal to the audience
Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/18): Final Work Day: How to embed your preview via Mr. McWain.
Wednesday (02/19): Presentation Day 1 WOOHOO. All written work due regardless of presentation date.
Thursday (02/20): Presentation Day 2
Friday (02/21): Timed Writing Workshop
1. Finalize, rehearse and present Othello Project.
Standards:
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
Make decisions about how to establish credibility and enhance appeal to the audience
Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/18): Final Work Day: How to embed your preview via Mr. McWain.
Wednesday (02/19): Presentation Day 1 WOOHOO. All written work due regardless of presentation date.
Thursday (02/20): Presentation Day 2
Friday (02/21): Timed Writing Workshop
February 4-7
Weekly Objectives:
1. Complete Act 4 of Othello.
2. Present the three potential timed writing topics, introduce timed writing format and--guess what--do a timed writing!
Standards:
Explain the relationship between author’s style and literary effect.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/04): Intro to timed writing, structure, guidelines and rubric.
Wednesday (02/05): Timed Writing Samples and group grading.
Thursday (02/06): ACT 4, Scene 1, complete for homework.
Friday (02/07): TIMED WRITING!
1. Complete Act 4 of Othello.
2. Present the three potential timed writing topics, introduce timed writing format and--guess what--do a timed writing!
Standards:
Explain the relationship between author’s style and literary effect.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (02/04): Intro to timed writing, structure, guidelines and rubric.
Wednesday (02/05): Timed Writing Samples and group grading.
Thursday (02/06): ACT 4, Scene 1, complete for homework.
Friday (02/07): TIMED WRITING!
Semester 2, Week 3: January 21-24
Weekly Objectives:
1. Introduction to Othello project
2. Complete Scene Two with analysis of student recognized concepts.
Standards:
Explain the relationship between author’s style and literary effect.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (01/21): Othello Project introduction/ group work for brainstorming. Read Act 2, Scene 1 for homework.
Wednesday (01/22): Act 2, Scene 1 question and answer (this is a tough scene, let's discuss it).
Thursday (01/23): Complete reading of Act 2, Scene 3 as a class. Introduction to passage analysis.
Friday (01/24): Complete passage analysis revision, group work for Othello Project
1. Introduction to Othello project
2. Complete Scene Two with analysis of student recognized concepts.
Standards:
Explain the relationship between author’s style and literary effect.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
Tuesday (01/21): Othello Project introduction/ group work for brainstorming. Read Act 2, Scene 1 for homework.
Wednesday (01/22): Act 2, Scene 1 question and answer (this is a tough scene, let's discuss it).
Thursday (01/23): Complete reading of Act 2, Scene 3 as a class. Introduction to passage analysis.
Friday (01/24): Complete passage analysis revision, group work for Othello Project
Semester 2, Week 1: January 7-10
Weekly Objectives:
1. Galileo Testing, reading and writing.
2. Syllabus and Independent Reading Project assigned.
Tuesday (01/07): Begin Galileo Reading
Wednesday (01/08): Complete Galileo Reading, Begin Galileo Writing
Thursday (01/09): Complete Galileo Writing, give each other high fives.
Friday (01/10): Second Semester Syllabus, agenda, assign quarter three IRP.
1. Galileo Testing, reading and writing.
2. Syllabus and Independent Reading Project assigned.
Tuesday (01/07): Begin Galileo Reading
Wednesday (01/08): Complete Galileo Reading, Begin Galileo Writing
Thursday (01/09): Complete Galileo Writing, give each other high fives.
Friday (01/10): Second Semester Syllabus, agenda, assign quarter three IRP.
December 10-13
Weekly Objectives:
1. Introduction to the rhetorical timed writing structure and format (specifically geared towards your final)
2. Complete review of major semester one rhetorical concepts.
3. Independent reading project due by Friday (but don't be afraid to turn it in early, especially if you need for the study hall early release!)
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
5. Presentinformation,findings,andsupportingevidenceclearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
6. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
7. Make decisions about how to establish credibility and enhance appeal to the audience
8. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise e. Use feedback to evaluate and revise the presentation
Tuesday (12/10): Timed Writing techniques/ tips and, most importantly, things to avoid!
Wednesday (12/11): Sample prompt with analysis of approach (remember the Queen Elizabeth prompt? Like that, but not as tedious).
Thursday (12/12): Independent work on either IRP or final prompts annotation.
Friday (12/13): Independent Reading Project due! Group Finals Guide Workshop.
1. Introduction to the rhetorical timed writing structure and format (specifically geared towards your final)
2. Complete review of major semester one rhetorical concepts.
3. Independent reading project due by Friday (but don't be afraid to turn it in early, especially if you need for the study hall early release!)
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
5. Presentinformation,findings,andsupportingevidenceclearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
6. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
7. Make decisions about how to establish credibility and enhance appeal to the audience
8. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise e. Use feedback to evaluate and revise the presentation
Tuesday (12/10): Timed Writing techniques/ tips and, most importantly, things to avoid!
Wednesday (12/11): Sample prompt with analysis of approach (remember the Queen Elizabeth prompt? Like that, but not as tedious).
Thursday (12/12): Independent work on either IRP or final prompts annotation.
Friday (12/13): Independent Reading Project due! Group Finals Guide Workshop.
Of Mice and Men Full Text
omm.pdf | |
File Size: | 420 kb |
File Type: |
Week 14: November 12-15
Weekly Objectives:
1. Focus on refining rhetorical analysis and structure.
2. Independent Reading Project assigned.
3. Introduction to Of Mice and Men group project, including paper structure and PechaKucha format.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
5. Presentinformation,findings,andsupportingevidenceclearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
6. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
7. Make decisions about how to establish credibility and enhance appeal to the audience
8. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise e. Use feedback to evaluate and revise the presentation
Agenda:
Tuesday (11/12): OMM Chapter 2 & 3.
Wednesday (11/13): Independent Reading Project Workshop/ Question and Answer
Thursday (11/14): OMM Chapter 4 group analysis, PechaKucha/ Significant Character Project assigned (DUE 11/21).
Friday (11/15): Group project work. No time to waste!
1. Focus on refining rhetorical analysis and structure.
2. Independent Reading Project assigned.
3. Introduction to Of Mice and Men group project, including paper structure and PechaKucha format.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
5. Presentinformation,findings,andsupportingevidenceclearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
6. Select organizational patterns and structures and choose precise vocabulary and rhetorical devices
7. Make decisions about how to establish credibility and enhance appeal to the audience
8. Rehearse the presentation to gain fluency, to adjust tone and modulate volume for emphasis, and to develop poise e. Use feedback to evaluate and revise the presentation
Agenda:
Tuesday (11/12): OMM Chapter 2 & 3.
Wednesday (11/13): Independent Reading Project Workshop/ Question and Answer
Thursday (11/14): OMM Chapter 4 group analysis, PechaKucha/ Significant Character Project assigned (DUE 11/21).
Friday (11/15): Group project work. No time to waste!
Week 12: October 29-November 1
Weekly Objectives:
1. Focus on refining rhetorical analysis and structure.
2. Independent Reading Project assigned.
3. Introduction to Of Mice and Men.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/29): Rhetorical analysis workshop on how to include textual support efficiently and effectively. Completed rough draft due tomorrow.
Wednesday (10/30): Peer revision of content and ideas for speech analysis, then begin typing. Due tomorrow.
Thursday (10/31): Rhetorical Speech Analysis DUE! Independent Reading Project assigned, annotate text for artifacts.
Friday (11/01): Introduction to Of Mice and Men, Chapter 1 assigned for homework.
1. Focus on refining rhetorical analysis and structure.
2. Independent Reading Project assigned.
3. Introduction to Of Mice and Men.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/29): Rhetorical analysis workshop on how to include textual support efficiently and effectively. Completed rough draft due tomorrow.
Wednesday (10/30): Peer revision of content and ideas for speech analysis, then begin typing. Due tomorrow.
Thursday (10/31): Rhetorical Speech Analysis DUE! Independent Reading Project assigned, annotate text for artifacts.
Friday (11/01): Introduction to Of Mice and Men, Chapter 1 assigned for homework.
Week 11: October 22-25
Weekly Objectives:
1. Find independent reading novel for project (assignment to be determined).
2. Students are assigned unique speech to analyze rhetorically.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/22): Get your own independent fiction novel. In class reading, novel should be completed by winter break with a project to be determined.
Wednesday (10/23): Establish a claim which addresses the following prompt:
How does the "speech giver" rhetorically achieve his/her purpose.
Claim due Thursday
Thursday (10/24): Claim analysis workshop. Is your claim specific enough to create a focused paper? If not, what needs to be more specific?
Friday (10/25): Begin analysis. How much should be summative versus analytical and what does analytical look like?
1. Find independent reading novel for project (assignment to be determined).
2. Students are assigned unique speech to analyze rhetorically.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/22): Get your own independent fiction novel. In class reading, novel should be completed by winter break with a project to be determined.
Wednesday (10/23): Establish a claim which addresses the following prompt:
How does the "speech giver" rhetorically achieve his/her purpose.
Claim due Thursday
Thursday (10/24): Claim analysis workshop. Is your claim specific enough to create a focused paper? If not, what needs to be more specific?
Friday (10/25): Begin analysis. How much should be summative versus analytical and what does analytical look like?
Week 10: October 15-18
Weekly Objectives:
1. Workshop areas of opportunity for Act II essay.
2. Introduction to AP rubric/ rhetorical essay section.
3. Review "dead words" to improve diction.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/15): Troubleshoot rhetorical device homework from 10/11 (which is due today), then close read the Gettysburg Address as a class to analyze rhetorical function.
Wednesday (10/16): Queen Elizabeth I prompt!! Woohoo!! Due tomorrow.
Thursday (10/17): QE Essay: Write the introduction and first paragraph based on the guidelines presented in the questionnaire packet.
Friday (10/18): COMPLETE QE ESSAY, due by the end of the period! Revise for clarity of ideas and assure that all ideas relate to the thesis you've created.
1. Workshop areas of opportunity for Act II essay.
2. Introduction to AP rubric/ rhetorical essay section.
3. Review "dead words" to improve diction.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Analyze how literary components effect meaning.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/15): Troubleshoot rhetorical device homework from 10/11 (which is due today), then close read the Gettysburg Address as a class to analyze rhetorical function.
Wednesday (10/16): Queen Elizabeth I prompt!! Woohoo!! Due tomorrow.
Thursday (10/17): QE Essay: Write the introduction and first paragraph based on the guidelines presented in the questionnaire packet.
Friday (10/18): COMPLETE QE ESSAY, due by the end of the period! Revise for clarity of ideas and assure that all ideas relate to the thesis you've created.
Dead Words--Save to your Desktop!
dead_words.doc | |
File Size: | 11 kb |
File Type: | doc |
Week 9: October 8-11
Weekly Objectives:
1. Workshop areas of opportunity for Act II essay.
2. Introduction to AP rubric/ rhetorical essay section.
3. Review "dead words" to improve diction.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Revise texts using feedback to enhance the effect on the reader.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/08): Workshop of DOAS Act II essay, modified based on 9 point rubric and dead word list.
Wednesday (10/09): Sample rhetorical AP essay overview annotation, grade and assess three sample essays and justify the score for homework.
Thursday (10/10): Review as a group, then as a class, and discuss scores for essays 2A, 2B, 2C. Discuss and demonstrate close reading strategies.
Friday (10/11): Introduction to rhetorical devices, complete your own examples and justify purpose for each, due Tuesday.
1. Workshop areas of opportunity for Act II essay.
2. Introduction to AP rubric/ rhetorical essay section.
3. Review "dead words" to improve diction.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
3. Revise texts using feedback to enhance the effect on the reader.
4. Use precise language and domain specific vocabulary to manage the complexity of the topic.
Agenda:
Tuesday (10/08): Workshop of DOAS Act II essay, modified based on 9 point rubric and dead word list.
Wednesday (10/09): Sample rhetorical AP essay overview annotation, grade and assess three sample essays and justify the score for homework.
Thursday (10/10): Review as a group, then as a class, and discuss scores for essays 2A, 2B, 2C. Discuss and demonstrate close reading strategies.
Friday (10/11): Introduction to rhetorical devices, complete your own examples and justify purpose for each, due Tuesday.
Week 8: October 1-4, 2013
Weekly Objectives:
1. Workshop areas of opportunity for Act I essay.
2. Revisit quote inclusion specifications and standards.
3. Introduction to AP rubric/ rhetorical essay section.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Tuesday (10/01): Rough draft of DOAS Act II essay due, introduce 9 point rubric, workshop Act I essay and apply revisions to Act II essay.
Wednesday (10/02): DOAS Film Study
Thursday (10/03): DOAS Film Study
Friday (10/04): Final DOAS paper due, complete film study
1. Workshop areas of opportunity for Act I essay.
2. Revisit quote inclusion specifications and standards.
3. Introduction to AP rubric/ rhetorical essay section.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Tuesday (10/01): Rough draft of DOAS Act II essay due, introduce 9 point rubric, workshop Act I essay and apply revisions to Act II essay.
Wednesday (10/02): DOAS Film Study
Thursday (10/03): DOAS Film Study
Friday (10/04): Final DOAS paper due, complete film study
Week 7: September 23-27
Weekly Objectives:
1. Finish of Death of a Salesman.
2. Analyze significance of motifs/ symbolism.
3. Create and support original claims.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/23): Complete pages 73-80 of DOAS. Answer the following analysis question:
What statement can be made about Happy based on his behavior in pages 73-80?
Tuesday (09/24): Complete DOAS! Wahooo!
Wednesday (09/25): Motif Analysis Paper assigned.
Thursday (09/26): Motif claim and rough draft work. Discuss ACT I essays.
Friday (09/27): Make up work.
1. Finish of Death of a Salesman.
2. Analyze significance of motifs/ symbolism.
3. Create and support original claims.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/23): Complete pages 73-80 of DOAS. Answer the following analysis question:
What statement can be made about Happy based on his behavior in pages 73-80?
Tuesday (09/24): Complete DOAS! Wahooo!
Wednesday (09/25): Motif Analysis Paper assigned.
Thursday (09/26): Motif claim and rough draft work. Discuss ACT I essays.
Friday (09/27): Make up work.
Week 6: September 18-20
Weekly Objectives:
1. Continue Act II of Death of a Salesman.
2. Introduce and work through a modified AP writing process.
3. Complete allusion project.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/16): NO SCHOOL
Tuesday (09/17): NO SCHOOL AGAIN
Wednesday (09/18): Continue Reading ACT II
Thursday (09/19): Answer the following prompt in a thorough and thoughtful response:
What does Howard represent to Willy Loman in the grand scheme of Death of a Salesman?
Friday (09/20): Read pages 63-73 and annotate accordingly.
1. Continue Act II of Death of a Salesman.
2. Introduce and work through a modified AP writing process.
3. Complete allusion project.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/16): NO SCHOOL
Tuesday (09/17): NO SCHOOL AGAIN
Wednesday (09/18): Continue Reading ACT II
Thursday (09/19): Answer the following prompt in a thorough and thoughtful response:
What does Howard represent to Willy Loman in the grand scheme of Death of a Salesman?
Friday (09/20): Read pages 63-73 and annotate accordingly.
Week 5: September 9-13, 2013
Weekly Objectives:
1. Begin Act II of Death of a Salesman.
2. Introduce and work through a modified AP writing process.
3. Complete allusion project.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/09): Check body paragraphs, introduce introductory and conclusion paragraphs:
Introductions should introduce your topic rather than preview the content of the paper. In no more than three than three sentences, transition from the introduction of your topic to the thesis you previously created.
The conclusion should begin with a heavily reworded version of your thesis, then move on to explain what can be learned as a result of your thesis being correct (in no more than three total sentences).
The entire paper should be hand written for Tuesday.
Tuesday (09/10): Begin typing final draft. Shortened period.
Wednesday (09/11): Edit final paper with classmates, paying strict attention not only to basic grammar/ spelling errors, but to content and ideas. Final paper and rough draft are due tomorrow.
Thursday (09/12): Final paper submitted, begin reading Act II.
Friday (09/13):
1. Begin Act II of Death of a Salesman.
2. Introduce and work through a modified AP writing process.
3. Complete allusion project.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (09/09): Check body paragraphs, introduce introductory and conclusion paragraphs:
Introductions should introduce your topic rather than preview the content of the paper. In no more than three than three sentences, transition from the introduction of your topic to the thesis you previously created.
The conclusion should begin with a heavily reworded version of your thesis, then move on to explain what can be learned as a result of your thesis being correct (in no more than three total sentences).
The entire paper should be hand written for Tuesday.
Tuesday (09/10): Begin typing final draft. Shortened period.
Wednesday (09/11): Edit final paper with classmates, paying strict attention not only to basic grammar/ spelling errors, but to content and ideas. Final paper and rough draft are due tomorrow.
Thursday (09/12): Final paper submitted, begin reading Act II.
Friday (09/13):
Act I Activity: Stream of Consciousness
death_of_a_salesman_stream_of_consciousness_activity.doc | |
File Size: | 70 kb |
File Type: | doc |
Week 4: September 3-6
Weekly Objectives:
1. Complete Act I of Death of a Salesman.
2. Introduce independent thesis creation and appropriately incorporating textual support.
3. Introduce and work through a modified AP writing process.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Tuesday (09/03): Introduce independent thesis creation for Stream of consciousness assignment. Prompt:
Your job is to create a thesis (main idea) which uses Death of a Salesman as its primary source. The only requirement is that your thesis--in some way--incorporates the stream of consciousness style of writing employed by Arthur Miller. Topics can be thematic/ symbolic/ interpretative. The goal of this paper is to create an independent thesis and support it in an argumentative essay between 600-1000 words in length.
Thesis due Wednesday.
Wednesday (09/04): Create an outline for your Death of a Salesman paper. Organize annotations and textual support in order to create topics for discussion, then organize into paragraphs.
Thursday (09/05): Complete written outlines and organize into paragraphs.
Friday (09/06): Begin handwriting rough draft, introduce speaker/ situation/ significance. Body paragraphs due Monday.
1. Complete Act I of Death of a Salesman.
2. Introduce independent thesis creation and appropriately incorporating textual support.
3. Introduce and work through a modified AP writing process.
Standards:
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. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Tuesday (09/03): Introduce independent thesis creation for Stream of consciousness assignment. Prompt:
Your job is to create a thesis (main idea) which uses Death of a Salesman as its primary source. The only requirement is that your thesis--in some way--incorporates the stream of consciousness style of writing employed by Arthur Miller. Topics can be thematic/ symbolic/ interpretative. The goal of this paper is to create an independent thesis and support it in an argumentative essay between 600-1000 words in length.
Thesis due Wednesday.
Wednesday (09/04): Create an outline for your Death of a Salesman paper. Organize annotations and textual support in order to create topics for discussion, then organize into paragraphs.
Thursday (09/05): Complete written outlines and organize into paragraphs.
Friday (09/06): Begin handwriting rough draft, introduce speaker/ situation/ significance. Body paragraphs due Monday.
Week 3: August 26-30
Weekly Objectives:
1. Revise and clarify allusion project.
2. Reintroduce Death of Salesman.
3. Present stream of consciousness assignment for Act I
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/26): Allusion #1 revision, completion and submission.
Tuesday (08/27): Introduction to Stream of Consciousness and activity. Reintroduce Death of a Salesman and continue reading Act I.
Wednesday (08/28): Death Of A Salesman, pages 12-24.
Thursday (08/29): Death Of A Salesman, pages 25-~30. Response for homework:
Why is The Woman simply called The Woman?
Friday (08/30): Allusions #2, #3, #4 due.
1. Revise and clarify allusion project.
2. Reintroduce Death of Salesman.
3. Present stream of consciousness assignment for Act I
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/26): Allusion #1 revision, completion and submission.
Tuesday (08/27): Introduction to Stream of Consciousness and activity. Reintroduce Death of a Salesman and continue reading Act I.
Wednesday (08/28): Death Of A Salesman, pages 12-24.
Thursday (08/29): Death Of A Salesman, pages 25-~30. Response for homework:
Why is The Woman simply called The Woman?
Friday (08/30): Allusions #2, #3, #4 due.
Week 2: August 19-23, 2013
Weekly Objectives:
1. Complete reading, writing & Bradbury preassessments to establish data-related goals.
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/19): Galileo Reading Part #1
Tuesday (08/20): Galileo Reading Part #2, Allusions due.
Wednesday (08/21): Galileo Writing Part #1
Thursday (08/22): Galileo Writing Part #2
Friday (08/23): Continue D.O.A.S., annotation/ stream of conciousness intro..
1. Complete reading, writing & Bradbury preassessments to establish data-related goals.
Standards:
1. Literary and historical influences determine the meaning of traditional and contemporary literary texts
2. The development of new ideas and concepts within informational and persuasive manuscripts
Agenda:
Monday (08/19): Galileo Reading Part #1
Tuesday (08/20): Galileo Reading Part #2, Allusions due.
Wednesday (08/21): Galileo Writing Part #1
Thursday (08/22): Galileo Writing Part #2
Friday (08/23): Continue D.O.A.S., annotation/ stream of conciousness intro..
Death Of A Salesman -- Full text
death_of_a_salesman.pdf | |
File Size: | 1347 kb |
File Type: |
Week 1: August 12-16, 2013
Weekly Objectives:
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I don't know you."
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart
Wednesday (08/14): Introduction to literary terminology (see attachment below), clarify group questions, intro. to Allusion Notebook
Thursday (08/15): Clarify Allusion questions, Introduction to Death of a Salesman
Friday (08/16): Introduction to Death of a Salesman, spiral notebooks DUE.
1. Review syllabus to clarify expectations.
2. Establish baseline literary terminology.
3. Define baseline literary terminology.
4. Recognize and create examples of baseline literary terminology.
Standards:
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
Agenda:
Note: Agenda is subject to change depending on availability of laptops/ frequency of schedule changes.
Monday (08/12): "Welcome to class, I don't know you."
Tuesday (08/13): Syllabus (see attachment below) discussion, seating chart
Wednesday (08/14): Introduction to literary terminology (see attachment below), clarify group questions, intro. to Allusion Notebook
Thursday (08/15): Clarify Allusion questions, Introduction to Death of a Salesman
Friday (08/16): Introduction to Death of a Salesman, spiral notebooks DUE.
lit_terms_preap_2013.odt | |
File Size: | 10 kb |
File Type: | odt |
syllabus_preap_2013.doc | |
File Size: | 336 kb |
File Type: | doc |
allusion_notebook.doc | |
File Size: | 46 kb |
File Type: | doc |