Week 6

The weather is definitely against us.  Fortunately, I have great students who really want to learn, and our Kik conversation goes wild at the oddest of times.

Since I was late in posting Week 5, I wanted to wait to post Week 6 so I could see what was done in my absence and try to build that into the weekly plans.  Monday went well, but Tuesday was a snow day.  As such, I’m glad I waited because you get to see how I change my weekly structures to make up for lost instructional time. As you read this post, know that Monday, Wednesday, and Thursday are exactly as it went.

Now, before reading, my formatting was to take the weekly plan I have to submit to administration and paste it into the blog.  That became confusing to a reader who contacted me and suggested I change that up a bit to be more reading friendly.  Sure thing.  Hope this helps.


 

Monday:

Bell Ringer: Through the study of Little Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

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)

 

Etymology and GUM Quiz: Students will take the assessment for the week’s vocabulary.

  • Etymology Quiz (20ish minutes)

 

Multiple Choice Monday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.

  • Multiple Choice Monday: Released AP Exam 2008 MCQuestions

I: Student are given 15 minutes to read the text and answer the questions. (Ss may select one final answer or one of two for half credit.)

D/Ap: Students will review answers and write corrections with argumentative stem for homework in order to earn back some of the missing points.

  • Reflection Closure:

What do you notice about how you are beginning to answer questions in the MC testing? What will be a strength to help you? What will be an area to work on before the test?

 

HWK: Read and annotate “The Declaration of Independence”


Tuesday: No school.


Wednesday

Bell Ringer: Through the study of Little Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

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)

 

First Turn, Last Turn: Students will use the cooperative First Turn, Last Turn structure to read and discuss “The Declaration of Independence” to ensure student comprehension.

First Turn, Last Turn:

  1. Students will have read and annotated the text the previous night for homework.
  2. Students will create three questions from the text.
  3. Students will group based on the number on their handout to talk about the sentence that stands out the most in the text.
  4. The class will openly discuss three of the student questions that have been selected by the teacher.

Video Summary: Too Late to Apologize

  • Students will have 3 minutes for a quick response using the TIQA formatting: Is it too late?

 

Diction and Tone: Through the review of diction and tone, students will be able to identify and analyze tone of specific text examples.

What we’re learned review: Diction and Tone Analysis of “The Declaration of Independence”

~ Students will select the four examples from the text that stand out the most and identify elements of diction making this an effective statement. Students will then use short response to determine the tone of the text using these four examples for justification.

 

Rhetorical Appeals: Through the review of ethos, logos, and pathos, students will be able to identify and analyze appeals included in the text.

What we’re learned review: What is ethos, logos, and pathos? Review foundational knowledge from previous classes through Shmoop instructional video.

 

HWK: Identify a minimum of two of each of the appeals in “The Declaration of Independence”


 

Thursday

Bell Ringer: Through the study of Little Red Riding Hood, students will be able to monitor GUM and identify the meaning of unknown words.

Hidden Agenda: Building background for allusion

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)

Task Card Review: Through the study of the Declaration of Independence, the students will be able to justify the rhetorical appeal in a given text.

  • Students are given a random quote from the text.
  • T will model guided questions for labeling and justifying the rhetorical appeal.
  • Ss will apply guided questions on their own.  T will verify student respses.
  • Ss will be assigned a partner for the Sage and Scribe grouping technique.
  • Ss will submit both quotes and homework.

Rhetorical Devices Reteaching: Through the study of The Declaration of Independence, the students will be able to label and analyze the use of rhetorical devices and the audience impact.

  • Discussion: What are the devices? What do these words mean?
  • T models guided questions for identification and determining meaning.
  • Examples Quiz: Students were given examples to pair with the terms as though it were a timed quiz.
  • Ss find examples within the text.

HWK: Students to find 3 rhetorical devices in the text.


Friday: No school.

 

 

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