The first week starts tomorrow, and I’m beginning feeling excited that my syllabus was approved. Hooray!
To help me get in the hang of this whole blogging thing, I’m going to start by posting my weekly plans. I can see that I do have readers, so I’m hoping that you can take from my page just as much as you will be willing to comment ideas for my classroom use. If you see I have something that is a terrible idea, tell me. If you have a suggestion, tell me. And if it seems cool, I’d like to know that also. Somehow in education, it always seems that the lessons you’re most excited about are the ones that totally fall apart with implementation. Alas, week one.
| Standards/Objectives | Detailed Agenda | |
| W1
M |
No school for students. | |
| W1
T |
Bell Ringer: Through the study of “Puritans” students will be able to monitor GUM and identify the meaning of unknown words.
Course Expectations: Through the study of AP Course Guide, students will be able to identify the expectations of this class and explain how it is different from other classes offered at AE.
Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news. ~Note: This assignment becomes weekend homework due EVERY Monday.
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Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Course Expectations: Raising the Bar (15 minutes)
Sunday News, Monday Views: O: Ss will learn the assignment expectations. (10 minutes) D/App: Students will pick an article (5 minutes) and complete the analysis (15 minutes). E: Ss will share with a partner for feedback (5 minutes each) and make revisions before submission (6).
Reflection Closure: How does last semester’s learning seem to fit into what you now know about this course?
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| W1
W |
Bell Ringer: Through the study of “Puritans” students will be able to monitor GUM and identify the meaning of unknown words.
Writing Wednesday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.
Quick Review: Through the study of “Tribute to the Dog”, students will be able to rhetorically analyze a given AP article, including analysis of S answers and T answers.
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Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Writing Wednesday: Sentence Pattern 1 O: Ss will learn sentence pattern one through short writing lecture. D/Ap: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.
“Tribute to a Dog” (Application and Analysis) O: Ss will use reading partners to annotate the text. D/App: Students will complete a SOAPSTone analysis of the text and compare with a partner to find the perfect answer. E: Ss will compare perfect answer to teacher answer and identify areas of growth for future SOAPSTones.
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| W1
Th |
Bell Ringer: Through the study of “Puritans” students will be able to monitor GUM and identify the meaning of unknown words.
SOAPSTone, Take 2 FINAL Review: Through the study of “Colbert Report”, students will be able to rhetorically analyze a given stimulus text, including analysis of S answers and T answers.
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Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
“Colbert Report” Visual Analysis SOAPSTone O: Ss will view the text and take notes to help complete the SOAPSTone. D/App: Students will compare a SOAPSTone analysis of the text to assigned partner. E: Ss will review video and make changes if needed. S work to be collected. Closure: Think about your answers and T’s answers. What do you notice? What did you do well? What changes might you need to make? |
| W1
F |
Bell Ringer: Through the study of “Puritans” students will be able to monitor GUM and identify the meaning of unknown words.
Diction and Tone: Through the overview of diction and tone, students will be able to identify and analyze denotation and connotation of specific text examples.
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Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Writing Wednesday: Sentence Pattern 1 O: Ss will learn sentence pattern one through short writing lecture. D/Ap: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.
Diction and Tone Overview O: Ss will REVIEW diction and tone as literary devices supporting effective use of rhetoric. D/App: Students will practice identification throughout the scaffolded lesson. Closure: Think about your answers and T’s answers. What do you notice? What did you do well? What changes might you need to make?
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Snow is in the forecast, but I’m sure we can get through this first week with limited interruptions. I’ll try to post an update later in the week because I’m sure I will need it.
Kirk's Corner 