Post date: Apr 13, 2015 1:20:33 AM
Monday (4.13)
Learning Target:
When I leave Mr. Reynolds' room, I will completed and turned in my final paper on The Dip. I will also begin drafting my persuasive paper based off the sample ACT prompts shared last week. I will also begin reading Ernest Hemingway's "The Short Happy Life of Francis Macomber." I will take a side regarding Macomber's fate.
Classroom Tasks:
Students will take their final notes on their next theme, persuasive paper. Then they will have time to read "The Short Happy Life of Francis Macomber."
Homework:
Students will finish reading "Macomber" and have a quiz on Tuesday.
Evidence:
Students will take a quiz on the short story and be graded based on their discussion of the plot elements.
Tuesday (4.14)
Learning Target:
When I leave Mr. Reynolds' room, I will have taken a quiz on "The Short Happy Life of Francis Macomber" as well as discussing it in full detail. I will then have written a short one page literary analysis regarding Macomber's fate. I will also have been assigned "A Rose for Emily" to read for Wednesday.
Classroom Tasks:
Students will discuss "Macomber" and begin drafting a persuasive essay based on it. Then students will have time to begin drafting their persuasive essay or read "Emily."
Homework:
Read "Emily" and begin working on their persuasive essay, due Friday.
Evidence:
"Macomber" quiz and class discussion. Students will turn in tomorrow their persuasive paper related to the story. Students will also take a quiz on "Emily."
Wednesday (4.15)
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 question to work on.
Homework:
Continue drafting their persuasive paper. A rough draft is due on Thursday.
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 (4.16)
Learning Target:
When I leave Mr. Reynolds' room, I have worked in small groups to revise my persuasive essay, which will be due tomorrow.
Classroom Tasks:
Revision time for persuasive essay.
Homework:
Finish writing their persuasive essay for Friday.
Evidence:
Students will produce a rough draft for peer revision and a final draft tomorrow.
Friday (4.17)
Learning Target:
When I leave Mr. Reynolds' room, I will have turned in my persuasive essay, begun reading "The Yellow Wallpaper" for Monday.
Classroom Tasks:
Introduction to Gothic lit elements and begin reading "The Yellow Wallpaper."
Homework:
Finish reading "The Yellow Wallpaper." Quiz on Monday.
Evidence:
Students will take a quiz on Monday. We will also listen to the story a second time and students will answer individual questions as we listen to it.
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