Week 4: Snow Week Redo

Well, as most of the nation knows (and world judging by BBC coverage), we didn’t have much school this week.  Therefore, you have no posted plans for Week 3.  This works well as it was a short week with diagnostic testing, but those things still have to be done.  Instead, we get to shift around a little bit and use most of Week 3 for Week 4.

  Standards/Objectives Detailed Agenda
W3

M

Bell Ringer: Through the study of “Hansel and Gretel” students will be able to monitor GUM and identify the meaning of unknown words.

 

Prepare for Library Lesson: Discussion of Sunday News, Monday Views with assigned text.

 

Assessment: Students will take the English III Placement and Diagnostic Test Part 1: Multiple choice.

 

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)

 

Reteaching: Students will use library text to understand expectations of Sunday News, Monday Views Journaling expectations.

1. Students will have 10 minutes to answers the assigned questions.

2. Students will partner check their responses and identify the best response out of the two options.

3. Students will post answers and carousel through classroom responses.

4. Students will take worksheet home to process and revise before submission.

 

Assessment (30 minutes): Students will use the remainder of the block to complete the placement and diagnostic assessment.

 

W3

T

Bell Ringer: Through the study of “Hansel and Gretel” students will be able to monitor GUM and identify the meaning of unknown words.

 

Assessment: Students will take the English III Placement and Diagnostic Test Part 2: Written Response

 

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)

 

Assessment: Students will use the remainder of the block to complete the placement and diagnostic writing assessment.

 

W3

W

Bell Ringer: Through the study of “Hansel and Gretel” 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.

 

 

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 2

O: Ss learn sentence pattern one through short writing lecture.

D/Ap: Students will identify S/V of the sentences to label the pattern and create their own example…

1. From vocabulary

2. From rhetorical précis of assigned text

3-5. From evaluating visual rhetoric in political cartoons.

Evaluate: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.

 

 

W3

Th

Bell Ringer: Through the study of “Hansel and Gretel” students will be able to monitor GUM and identify the meaning of unknown words.

 

Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)

 

Cycle 3: Class lesson on ethics by Mr. Goff in the library.

 

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)

 

Tutoring Tuesday: AP Figurative Language Task Cards

I: Student are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards.   This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class.

D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.

 

Vocab Assessment: Students will take a multiple choice assessment matching examples to the figurative language terms.

 

Ethics Overview: Class will meet in the library for Mr. Goff’s Ethic Overview Lesson.

 

 

 

 

W3

F

Bell Ringer: Through the study of the fairy tale, students will be able to monitor GUM and identify the meaning of unknown words.

 

Academic Recap: Through the study of Lincoln’s 2nd Inaugural Address, students will be able to analyze the diction and language, including the effect in the audience.

 

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.

 

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)

 

Review Lincoln’s Speech: Students will review the text and their notes on the overall tone.

1. Students will complete a SOAPSTone Analysis on the text.

2. Student group A will look for figurative language and analyze the effect on the audience.

3. Students group B will look for rhetorical appeal and analyze the effect on the audience.

4. Students will pair up and teach their skill to the partner.

5. Students will transition from a pair to a square to verify and compare answers.

6. Students will write a short analysis response to the text.

 

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).

 

 

I’ll come back later in the week and let you know how it goes.

Also, I’m doing a terrible job of updating TPT, but it is coming.  The load of grading the writing component of an AP class is huge.  I’m not complaining, but these guys literally must have never had a teacher read every word they write.  If you give a plethora of completion grades, I would encourage you to pick an assignment, read everything they write, and give detailed written feedback to them about it.  You’d be amazed at the things the students do – write the same answer for multiple questions or things like “I don’t know why we have to do this stupid stuff” or just random song lyrics that have nothing to do with the assignment given.  Plus I bet the strength of the writing itself could use a little support with grammar, usage, and mechanics.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: