Post date: Apr 02, 2015 7:52:18 PM
Monday (4.7)
Learning Target:
When I leave Mr. Reynolds' room, I will have discussed how Sarah Lewis' "Embrace the Near Win" is an excellent strategy for surviving the Dip. I will also have finished reading The Dip and have taken a final quiz on it. I will also share my person and the dip they conquered. I will also partake in a final discussion of The Dip.
Classroom Tasks:
Take the final quiz on The Dip. Share person and the dip they conquered. Partake in a final discussion of The Dip. Linkto class notes and discussion topics
Homework:
Students will be emailed one resource related to The Dip. Students will read it and write a short paragraph summary (to be shared with me via Drive). In class on Tuesday, they will share their summary and explain how it relates to the Dip (quit early, how to conquer the "dark night of the soul," how to lean into the Dip, dealing with failure, how to find another Dip . . .).
Evidence:
Students will share their summaries of their articles with me as well as discuss how to "Embrace the Near Win" and take a final quiz on The Dip.
Tuesday (4.8)
Learning Target:
When I leave Mr. Reynolds' room, I will have summarized my article and have explained how it relates to the Dip. Then I will have been introduced to the final Dip paper (due on Monday).
Classroom Tasks:
Share summaries and connections to The Dip. Introduce final Dip paper.
Homework:
Assign "A Rose for Emily" to be read for Wednesday. Begin working on final paper for The Dip (two citations necessary).
Evidence:
Listen and grade students' summaries of their articles and how they connect to The Dip. There will be a quiz on "A Rose for Emily" on Wednesday.
Wednesday (4.9)
Learning Target:
When I leave Mr. Reynolds' room, I will have read Faulkner's "A Rose for Emily," taken a quiz on it, and had a full class discussion related to the story. Key questions to answer -
What happened to Homer?
How do the events actually occur in order?
How is Emily a symbol of the "old South"?
Why does the druggiest write "for rats" on the poison?
What the *(&^ happens at the end?
Classroom Tasks:
Discussion and analysis of "A Rose for Emily." Each student will have an individual
Homework:
Assign "The Yellow Wallpaper" for Thursday. Complete Reader Response Starters for it. Quiz in class at the start of the hour.
Evidence:
Students will be evaluated based on their quizzes and their answers to the individual questions related to "A Rose for Emily." They will also earn discussion points via a large class discussion of the story.
Thursday (4.10)
Learning Target:
When I leave Mr. Reynolds' room, I have read "The Yellow Wallpaper," taken a quiz on it, listened to an audio-version of it and kept track of all the new textual discoveries I saw upon the second reading.
Classroom Tasks:
Listen to "The Yellow Wallpaper" and answer individual questions.
Homework:
Write a one paragraph analysis of a theme of their choice in "The Yellow Wallpaper."
Evidence:
Students will illustrate their understanding of the story via a quiz. They will also chronicle their reactions to it via reader response starters. Finally, students will earn discussion points based on the re-reading of the text.
Friday (4.11)
Learning Target:
When I leave Mr. Reynolds' room, I will have used class time to work on finishing my final The Dip paper. Rough draft peer editing.
Classroom Tasks:
Work on their final Dip paper, due Monday.
Homework:
Final Dip paper due on Monday.
Evidence:
Students will produce a peer edit sheet and turn in their final paper on Monday.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++