Objective: I can understand classroom expectations and course guidelines in order to be successful and comfortable in this class.
Essential Question: What risks will you need to take in order to be successful in this class?
Objective: I can use my new reading poetry strategies to engage with "The Road Not Taken".
Essential Question: How comfortable are you with embracing ambiguity in poem reading?
Objective: I can identify universal ideas in poetry by discussing "Do not go gentle into that good night"
Essential Question: How do the poems reveal humans' agency over their lives (or lack thereof)?
Overview of the day: We discussed "The Road Not Taken" and began discussing "Do not go gently into that good night".
Objective: I can examine the universal ideas of poetry by comparing and contrasting our poems.
Essential Question: Which universal theme from the poems stands out to you the most clearly?
Overview of the day: We discussed how big universal themes like freedom, hope, and agency play our in the three poems we've discussed so far.
Objective: I can prepare for class discussion by completing Socratic Seminar preparation
Essential Question: What's something that is easy for you when it comes to Socratic Seminars? What is challenging for you?
Overview of class: We practiced annotating poems and using sentences stems to make good sentences about literature. After, students had time to work on preparation for Monday's Socratic seminar. Any student who was absent on Friday can complete Socratic seminar preparation over the weekend and participate on Monday, or they will receive an alternate assignment in class on Monday.
DUE: Paragraph 1, handwritten or typed and printed.
Prompt: Choose one of the poems we've read so far and identify one THEME that you see in it. Explain how the poem expresses the theme.
Poetry Slides (for the whole week)
Students had a Socratic Seminar to discuss last week's poems.
Make up: Complete Socratic seminar questions from slides on a separate piece of paper and submit to late/absent work bin.
Students read author biographies and understood how historical and cultural context impacts poems.
Make up: Answer questions about author, extra copies in file folder and linked here.
Students learned about rhyme scheme and identified slant rhymes and true rhymes in pop music
Homework: due thursday. Choose one song and identify slant rhymes and true rhymes in one verse and one chorus.
Students learned about figurative language and worked together to identify interpretations in all five of the poems we have read so far.
Homework: Paragraph 2 due Friday. Prompt: Identify one use of figurative language in any of the poems we have read so far. Write a paragraph that shows your interpretation of that symbol or metaphor, using textual evidence to back up your claim. Due Friday, typed and printed or handwritten.
MLK Day, no school.
Short Story Slides: These will be all of the slides for the next two weeks. Please reference these first.
Short story packet: This has all short stories for the unit. If you lose this and we are out of extra copies in class, it is your responsibility to print them out.
Objective: I can demonstrate my engagement with and understanding of the poems we've been reading by discussing them with my classmates.
Essential Question: What unique insight did you bring to class discussion?
Make up work: If you missed Socratic Seminar, you need to submit your Socratic Seminar preparation and respond to at least 4 of the questions (thoughtfully!!) from our discussion.
Homework: Finish "5 Finger Summary" for short story. Found at the end of this link!
Objective: I can identify the various types of narration and analyze the narrator of "A Tell-Tale Heart" by discussing with my classmates.
Essential Question: Why do some people take responsibility for their actions and some do not?
Objective: I can gain skills to understand more vocabulary words in order to understand literature better.
Essential Question: What do you usually do when you are reading and come across a word that you don't know?
Today, we worked in small groups to use context clues and outside resources to learn new words from Poe's "Tell-Tale Heart". To make this up, you'll need to do the vocabulary activity from the slides.
Objective: I can compare the use of narration by analyzing two short stories.
Essential Question: Why might the author of "Samuel" chosen this type of narration?
Today, we read and summarized the short story "Samuel". We had a discussion about the use of the omniscient third person narrator. Additionally, we worked on Socratic Seminar Prep, which is due on Monday.
OBJ: I can demonstrate my understanding of two short stories by using textual evidence to discuss them in a Socratic Seminar.
EQ: In what ways does using textual evidence improve our Socratic Seminars?
Today, we had a Socratic Seminar where we discussed "Samuel" and "Tell-Tale Heart". Anyone who was absent needs to hand in socratic seminar prep and answer 5 questions from the Socratic Seminar slides to make up participation points.
OBJ: I can consider the idea of an "unlikable" narrator by reading "A&P"
EQ: What's the difference between a "likable" narrator and a "reliable" narrator?
Today, we read John Updike's short story "A&P". To make up, please read the story on your own. Keep in mind- you might not like the narrator. See if you can identify WHY you have strong feelings about him.
OBJ: I can identify how point of view impacts a story by rewriting "A&P" from a different P.O.V.
EQ: How does your point of view impact the way you see things?
Students worked on an in class assignment. No make up required.
Homework (Due Friday)
Weekly paragraph prompt- do you think Sammy, the narrator of "A&P" is an admirable character? Explain why or why not.
OBJ: I can check my ability to understand ocmplext texts by completing a Kahoot quiz
EQ: What part of the story became clearer after our discussion today?
Today we reviewed Araby and began working in small groups on movie posters. Absent students will need to review Kahoot quiz and make up movie poster assignment. Socratic Seminar Prep due on Monday.
OBJ: I can demonstrate my understanding of one short story by working with my group to complete a movie poster.
EQ: Which group's poster do you think best captures the short story?
Today groups got to finish their movie posters and we talked about which ones we liked best. We also began brainstorming ideas for the upcoming paper. To get caught up, look at the slides, find the four prompts, and think about which you'd like to write about. Write 6 sentences in response to one of them.
OBJ: I can select good textual evidence for my essay.
EQ: Which literary text do you think you'll focus on for your essay?
We practiced selecting good textual evidence by looking ant examples and practicing in small groups. Students who were absent need to look over the slides and select three pieces of textual evidence from one literary text.
OBJ: I can confirm my subtopics by discussing with peers.
EQ: How confident do you feel in the progression of your essay?
We worked in small groups to confirm that our subtopics make sense and are backed up by solid evidence. Use the essay planning document to ensure you're meeting expectations.
OBJ: I can organize my ideas for my essay by beginning an outline.
EQ: How are you making sure your evidence is strong and relevant?
Students worked on a digital outline by filling out the body paragraphs of this template.
OBJ: I can finish incorporating evidence into my outline.
EQ: Which type of evidence are you using most effectively: literary, nonfiction, or anecdotal?
We discussed the use of anecodtes in class as evidence- both personal and general anecdotes. Students had the remainder of class time to finish outlining the essay. Any student who did not finish outlining the body paragraphs needs to do that over the weekend. Remember, all body paragraphs must have two pieces of evidence and the overall essay must include at least ONE of all three of the following: literary (short story or poem), nonfiction (ted talk or article), and anecdotal (personal or general).
Essay One Slides (continuation from last week)
OBJ: I can properly use literary texts to explore, not just exemplify, big ideas.
EQ: Which text what we've read so far has helped you explore a big idea? Which big idea?
Today we discussed the value of using literary texts to explore big, universal human ideas. We reminded ourselves that exemplifying murderers is bad (duh) and practiced using our not-so-virtuous literary characters to explore our ideas about the universal topics we're discussing in our essays.
If you were absent, you need to look over the slides from today on exploration vs. exemplification. There is no make up assignment. If your outline is not done, you absolutely need to finish that.
OBJ: I can make progress on my essay by finishing my outline and getting feedback.
EQ: What will you need to work on outside of class in order to finish your essay by
Today we independently worked on our essays. If students were done with their outlines, they conferenced with me or Ms. Abra and got it signed off. Students who do not have a completed outline tomorrow will have their assignment marked as missing.
OBJ: I can develop the literary analysis in my paragraphs by looking at models.
EQ: What is the difference between analyzing literature and analyzing nonfiction?
Today we looked at some models of paragraphs. We worked together to revise them and deepen the analysis of the work of our peers. If you were absent today, please look over the slides and notice the two model paragraphs. Think about how you would revise them. If you have not finished an outline and AT LEAST one body paragraph, that is homework.
OBJ: I can show the progression of my ideas by turning my outline into paragraphs.
EQ: How many body paragraphs do you have completed?
Today we worked on our papers, and students who had completed body paragraphs conferenced with me or Ms. Abra. Any student who was absent needs to set up a time to conference with a teacher or a tutor to get feedback.
OBJ: I can explore my personally help ideas about universal themes in R&J by discussing with my classmates.
EQ: Which big theme that we discussed today feels most applicable to your life.
Today we discussed the big themes in Romeo and Juliet. Our goal today was to tackle the misconception that Shakespeare is irrelevant. If you missed class today, make sure you look over the slides and see what some of the universal themes are.
OBJ: I can feel more comfortable with Shakespeare's language by coming up with insults and looking at the prologue together.
EQ: Besides insults, what are some aspects of language that are universal?
Today we tried to compile the best possible insults from Shakespeare's language, and we read over the prologue together, learning about iambic pentameter and rhyme scheme. If you missed today, please look over the slides!
OBJ: I can evaluate the Friar and the Nurse from the play by reading, watching, and discussing scenes.
EQ: What responsibilities do adults have to help teenagers make decisions?
OBJ: I can use the historical context of Romeo and Juliet in order to think more deeply about the play.
EQ: How can thinking about adolescents of history influence the way you understand your life?
Today, Dr. Matthews came in and helped us understand the historical context of the play we're reading. No make up work is required.
OBJ: I can understand how 3.1 adds tension to the play by reading a translation of the scene with my classmates.
EQ: How can reading lines aloud help develop textual understanding?
We read through, watched, and discussed the No Fear Shakespeare version of Act 3, scene 1. If you were absent, please read through that on your own and make sure you understand what happened.
OBJ: I can comprehend the key events of Act 3 by discussing 3.2, 3.3, and 3.4 with classmates and reading 3.5.
EQ: To what extent do Romeo and Juliet have control over what is happening in the story?
Today we covered the rest of Act 3 in a wide variety of ways, and we discussed how the idea of Fate plays a role in the story. If you were absent today, you need review Act 3 independently.
Act 3 comprehension questions due tomorrow.
Act 3 comprehension questions due today.
OBJ: I can show my understanding of acts 1-3 by working on socratic seminar preparation.
OBJ: I can demonstate understanding of and engagement with acts 1-3 of Romeo and Juliet by discussing with my classmates.
EQ: How can peers and classmates help us understand ideas better?
Today we had a socratic seminar. Students who were absent need to hand in their socratic seminar preparation.
OBJ:I can demonstrate my understanding of the universal themes by modernizing the text of Romeo and Juliet.
EQ: What is the general concept for your modernization?
Today we got in to our assigned groups and began creating a modern version of a scene from Romeo and Juliet.
OBJ: I can demonstrate my understanding of the universal themes by modernizing the text of Romeo and Juliet.
EQ: What universal idea/common human experience is present in your scene?
Today, in groups, we continued to work on our scripts (which are due at the end of class on Monday).