November 18-21
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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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
5. Content that is gathered carefully and organized well successfully influences an audience.
Objectives:
1. Use context to decipher the language gaps in Shakespeare.
2. Analyze character motivations and relationship dynamics in Othello.
3. Modernize/ adapt Othello into a profitable motion picture.
Agenda:
Tuesday: Act 3, Scene 4 of Othello.
Wednesday: Act 4, Scene 1 of Othello.
Thursday: Act 4, Scene 1-2 of Othello.
Friday: Work day for project. COMPLETE OTHELLO OVER THANKSGIVING BREAK.
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
5. Content that is gathered carefully and organized well successfully influences an audience.
Objectives:
1. Use context to decipher the language gaps in Shakespeare.
2. Analyze character motivations and relationship dynamics in Othello.
3. Modernize/ adapt Othello into a profitable motion picture.
Agenda:
Tuesday: Act 3, Scene 4 of Othello.
Wednesday: Act 4, Scene 1 of Othello.
Thursday: Act 4, Scene 1-2 of Othello.
Friday: Work day for project. COMPLETE OTHELLO OVER THANKSGIVING BREAK.
November 4-7
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Use context to decipher the language gaps in Shakespeare.
2. Analyze character motivations and relationship dynamics in Othello.
Agenda:
Tuesday: Continue Act I, Scene 1. Analyze how Iago's power is established immediately... and where is Othello?
Wednesday: Act 1, Scene 2. Consider Othello's perception vs. the reality of his character. Is he the "savage" he's been portrayed as?
Thursday: Act 1, Scene 3. Where is Desdemona's character in regards to gender stereotypes? You will finish this scene for homework, so be prepared for some reading.
Friday: Act 1 general analysis: let's make some character observations!
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Use context to decipher the language gaps in Shakespeare.
2. Analyze character motivations and relationship dynamics in Othello.
Agenda:
Tuesday: Continue Act I, Scene 1. Analyze how Iago's power is established immediately... and where is Othello?
Wednesday: Act 1, Scene 2. Consider Othello's perception vs. the reality of his character. Is he the "savage" he's been portrayed as?
Thursday: Act 1, Scene 3. Where is Desdemona's character in regards to gender stereotypes? You will finish this scene for homework, so be prepared for some reading.
Friday: Act 1 general analysis: let's make some character observations!
October 21-24
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Comparative analysis of anecdotes, articles, plays and novels.
Agenda:
Tuesday: Continue Act II through the reveal of The Woman tale.
Wednesday: How do multiple sources contribute to the tangibility of the American Dream?
Thursday: Let's finish Death of a Salesman, continue annotating for motif and Miller's views of the American Dream.
Friday: Timed Writing Conferencing, work on final DOAS paper!
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Comparative analysis of anecdotes, articles, plays and novels.
Agenda:
Tuesday: Continue Act II through the reveal of The Woman tale.
Wednesday: How do multiple sources contribute to the tangibility of the American Dream?
Thursday: Let's finish Death of a Salesman, continue annotating for motif and Miller's views of the American Dream.
Friday: Timed Writing Conferencing, work on final DOAS paper!
October 14-17
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Comparative analysis of film vs. play.
2. Write a complete analysis in a timed setting.
Agenda:
Tuesday: Discussion of Act II thus far. In a 15 minute analysis, discuss the insight given regarding Biff and/or Happy during their time in the restaurant.
Wednesday: Film analysis. Are the discrepancies between the film and play advantageous?
Thursday: Film analysis. Are the discrepancies between the film and play advantageous?
Friday: Argumentative timed writing. Remember, the creativity classes!?
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Comparative analysis of film vs. play.
2. Write a complete analysis in a timed setting.
Agenda:
Tuesday: Discussion of Act II thus far. In a 15 minute analysis, discuss the insight given regarding Biff and/or Happy during their time in the restaurant.
Wednesday: Film analysis. Are the discrepancies between the film and play advantageous?
Thursday: Film analysis. Are the discrepancies between the film and play advantageous?
Friday: Argumentative timed writing. Remember, the creativity classes!?
September 30-October 3
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Through discussion, establish a thought process for analysis.
2. Create claims independently which are rooted in creative inferences.
Agenda:
Tuesday: Continue Act 1; annotate for any and all inferences you can draw, regardless of how meaningless they may seem.
Wednesday: Can we finish Act 1? Maybe? If so, you have a one night only paper, creating an original claim which is focused on a secondary character.
Thursday: Analyze your own analysis, identifying summary vs. analysis and points which require clarifying. Edit your writing, due Friday.
Friday: Begin Act 2! Annotate any all motifs, with their significance.
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
4. Demonstrate understanding of word relationships, figurative language and nuances of word meanings.
Objectives:
1. Through discussion, establish a thought process for analysis.
2. Create claims independently which are rooted in creative inferences.
Agenda:
Tuesday: Continue Act 1; annotate for any and all inferences you can draw, regardless of how meaningless they may seem.
Wednesday: Can we finish Act 1? Maybe? If so, you have a one night only paper, creating an original claim which is focused on a secondary character.
Thursday: Analyze your own analysis, identifying summary vs. analysis and points which require clarifying. Edit your writing, due Friday.
Friday: Begin Act 2! Annotate any all motifs, with their significance.
Week 7: September 22-26
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Introduction to Death of a Salesman. Establish what concepts we should read for via preface. Analyze introductory scene setting.
T: ALLUSIONS 6-7 DUE. Three column analysis to create predictive claim from introduction. Begin reading Death of a Salesmen.
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. Explain the relationship between author’s style, personal history and literary effect.
3. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Introduction to Death of a Salesman. Establish what concepts we should read for via preface. Analyze introductory scene setting.
T: ALLUSIONS 6-7 DUE. Three column analysis to create predictive claim from introduction. Begin reading Death of a Salesmen.
Week 6: September 15-19
death_of_a_salesman.pdf | |
File Size: | 1347 kb |
File Type: |
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. Analyze how literary components (ALLUSIONS) affect meaning.
3. Explain the relationship between author’s style, personal history and literary effect.
4. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Introduction to Death of a Salesman. Establish what concepts we should read for via preface. Analyze introductory scene setting.
T: ALLUSIONS 6-7 DUE. Three column analysis to create predictive claim from introduction. Begin reading Death of a Salesmen.
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. Analyze how literary components (ALLUSIONS) affect meaning.
3. Explain the relationship between author’s style, personal history and literary effect.
4. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Introduction to Death of a Salesman. Establish what concepts we should read for via preface. Analyze introductory scene setting.
T: ALLUSIONS 6-7 DUE. Three column analysis to create predictive claim from introduction. Begin reading Death of a Salesmen.
Week 5: September 8-12
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. Analyze how literary components (ALLUSIONS) affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Allusion workshop. Pay very close attention to the given format and structure of the sample. The initial primary source information is a summary, while the effect of the allusion is an analysis.
T: In-class allusion work
W: ALLUSIONS 1-2 DUE. Also, Practice PARCC
Th: Practice PARCC
F: ALLUSIONS 3-5 DUE.
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. Analyze how literary components (ALLUSIONS) affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Clarify the differences between summary and analysis and establish the expectations for each.
2. Analyze how allusions work within a text in various forms of media.
3. Take a PARCC practice exam critically to establish potential strengths and areas of improvement.
Agenda:
M: Allusion workshop. Pay very close attention to the given format and structure of the sample. The initial primary source information is a summary, while the effect of the allusion is an analysis.
T: In-class allusion work
W: ALLUSIONS 1-2 DUE. Also, Practice PARCC
Th: Practice PARCC
F: ALLUSIONS 3-5 DUE.
Week 4: September 2-5
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Analyze without summary.
3. Complete the Of Mice and Men and annotate for key, specific concepts.
4. Collaborate to create a persuasive essay/ presentation.
Agenda:
T: Writing and allusion workshop. Create clear claims and support which proves, not just summarizes.
W: Final presentation/ paper work day.
Th: PRESENTATIONS, ALL PAPERS DUE!
F: Complete presentations.
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Analyze without summary.
3. Complete the Of Mice and Men and annotate for key, specific concepts.
4. Collaborate to create a persuasive essay/ presentation.
Agenda:
T: Writing and allusion workshop. Create clear claims and support which proves, not just summarizes.
W: Final presentation/ paper work day.
Th: PRESENTATIONS, ALL PAPERS DUE!
F: Complete presentations.
omm.pdf | |
File Size: | 420 kb |
File Type: |
Week 3: August 25-29
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Learn to analyze without summary.
3. Complete the Of Mice and Men and annotate for key, specific concepts.
Agenda:
M: Chapter 3 POP QUIZ OH YOU BETTER HAVE READ. Begin Chapter 4 in class, annotate for the progressive treatment of racial equality. Complete chapter 4 for homework.
T: Chapter 4 operates as a novel within a novel. In two separate responses in two individual paragraphs, analyze the various purposes of this paragraph. Due by the end of the class period. Read chapter five and six for homework.
W: Group PechaKucha/ essay assigned for character significance. Discuss chapter five and whether Lennie's actions were preventable. QUIZ!
Th: In class discussion about the morality of the conclusion, both by our own standards and by Steinbecks. Use remainder of the class period for group work.
F: List of 10 allusions due! Final day for in class group work.
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Learn to analyze without summary.
3. Complete the Of Mice and Men and annotate for key, specific concepts.
Agenda:
M: Chapter 3 POP QUIZ OH YOU BETTER HAVE READ. Begin Chapter 4 in class, annotate for the progressive treatment of racial equality. Complete chapter 4 for homework.
T: Chapter 4 operates as a novel within a novel. In two separate responses in two individual paragraphs, analyze the various purposes of this paragraph. Due by the end of the class period. Read chapter five and six for homework.
W: Group PechaKucha/ essay assigned for character significance. Discuss chapter five and whether Lennie's actions were preventable. QUIZ!
Th: In class discussion about the morality of the conclusion, both by our own standards and by Steinbecks. Use remainder of the class period for group work.
F: List of 10 allusions due! Final day for in class group work.
Week 2: August 18-22
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Learn to analyze without summary.
3. Complete the first third of Of Mice and Men and annotate for key, specific concepts.
Agenda:
M: Introduction to John Steinbeck and Of Mice and Men.
T: Download and begin Of Mice and Men with a focus on the symbolic impact of imagery. Complete section 1 as homework with annotations for critical imagery.
W: Analysis of imagery as it affects the characterization of the protagonists in Of Mice and Men, George and Lennie. Complete written response due Thursday. Read section 2 for homework and annotate for social and racial classes.
TH: Analysis of social/ racial classes.
F: Introduction to Allusion Notebook, section 3 of Of Mice and Men assigned for the weekend. Annotate freely with the intention of establishing an isolated, independent claim.
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. Analyze how literary components affect meaning.
3. Explain the relationship between author’s style and literary effect.
Objectives:
1. Introduce John Steinbeck, the Great Depression, and the major role players in Of Mice and Men.
2. Learn to analyze without summary.
3. Complete the first third of Of Mice and Men and annotate for key, specific concepts.
Agenda:
M: Introduction to John Steinbeck and Of Mice and Men.
T: Download and begin Of Mice and Men with a focus on the symbolic impact of imagery. Complete section 1 as homework with annotations for critical imagery.
W: Analysis of imagery as it affects the characterization of the protagonists in Of Mice and Men, George and Lennie. Complete written response due Thursday. Read section 2 for homework and annotate for social and racial classes.
TH: Analysis of social/ racial classes.
F: Introduction to Allusion Notebook, section 3 of Of Mice and Men assigned for the weekend. Annotate freely with the intention of establishing an isolated, independent claim.
Week 1: August 11-15
Agenda:
Monday (08/11): Introduction to Pre-AP.
Tuesday (08/12): Introduction and preliminary analysis of the SynQ. Due Wednesday: Create a claim for the SynQ and organize at least three sources into a maximum of two paragraphs.
Wednesday (08/13): Paragraphs, source, difficulty and questions.
Monday (08/11): Introduction to Pre-AP.
Tuesday (08/12): Introduction and preliminary analysis of the SynQ. Due Wednesday: Create a claim for the SynQ and organize at least three sources into a maximum of two paragraphs.
Wednesday (08/13): Paragraphs, source, difficulty and questions.