Course Syllabus
May 17 - 21
To what extent do Gatsby’s attitudes toward wealth affect what happens throughout the narrative? Can class status be changed?
How does the historical context of when a text was written, or the historical setting of the narrative, affect current readers’ interpretations?
To what extent is Fitzgerald’s message sustained or lost to present-day audiences?
How do Fitzgerald’s descriptions of geography and setting influence our understanding of character motivations and conflicts?
To what extent are characters disillusioned, or unsatisfied with their lives (e.g., their relationships, employment, social status, wealth, families, personal histories?
Learning Targets
Continue with novel and literary analysis.
Examine plot, narrative structure, symbolism, color imagery, indirect characterization.
Examine new vocabulary!
Make predictions!
So a slight shift in plans. This week, we will complete the novel - which will mean quick work. You will base your workbook answers on the movie instead of the book, Sadly, most of you aren't reading so that means that I need to readjust my expectations for you and your work.
Monday (17) - Chapter 5
Tuesday (18) - Chapter 6
Wednesday (19) - Flex
If you have questions about your grades, you will need to meet with me in the ZOOM room. This will be the last opportunity for you to speak with me about grades. Otherwise, there will be some sort of Google Form for attendance.
Thursday (20) - Chapter 7
See Exam Rubric!
Friday (21) - Chapter 8
Next week: May 24 - 28
Monday (24) - Chapter 9 & Closing Discussion
Last day of class!
Tuesday (25) - First Period Exam
Exempt from Exam - Yasmine, Carson, Charlotte, Naja, Davey, Nathan & Chris
Wednesday (26) - Second Period Exam
Exempt from Exam - Jake, Jesse, Kabari & Kristopher
Thursday (27) - EIghth Period Exam
Exempt from Exam - Allison, Lisa, Delaney, Savannah & Crissel
May 10 - 14
Monday (10)
Examine the Exam Schedule
Class discussion and Slide share: Chapter 3!
Learning Target: Examine plot, narrative structure, symbolism, color imagery, indirect characterization.
Tuesday (11)
Learning Target: Compare and contrast the movie to the book.
Exit Ticket: What's missing? What's been added? Do you like the movie better?
View MOVIE for Chapter 3
In-Class Workday - Chapter 4 (if time allows)
Wednesday (12)
Change of Plans: Google Form by 11 a.m.
Thursday (13)
In-Class Reading Day for Chapter 4
EdPuzzle for Chapter Four for QUIZ grade!
Friday (14)
No honors students on campus today! All meetings will be synchrnous.
EIGHTH PERIOD DOES NOT MEET! Work on your reading and handbook!
HW due: Chapter Four Reading and Workbook pages11 & 12. Submit to CANVAS by 11:59 p.m.
Class discussion and movie!
Upcoming: For Monday (17) - Chapter 5 and Workbook pages .
Happy Poetry Month!!
April 26 - 30
AprilHappyt
W
Essential Questions
To what extent do Gatsby’s attitudes toward wealth affect what happens throughout the narrative? Can class status be changed?
How does the historical context of when a text was written, or the historical setting of the narrative, affect current readers’ interpretations?
To what extent is Fitzgerald’s message sustained or lost to present-day audiences?
How do Fitzgerald’s descriptions of geography and setting influence our understanding of character motivations and conflicts?
To what extent are characters disillusioned, or unsatisfied with their lives (e.g., their relationships, employment, social status, wealth, families, personal histories?
LEARNING TARGETS FOR THIS WEEK
Continue with Daily Grammar Study.
Enjoy Poetry 180!
Consider the narrative form of Fiction.
Begin the study of point of view, motif, imagery, thematic review, character analysis (direct and indirect)
ocs.google.com/presentation/d/1Ei5GPvZZxGgDB6KG_n79CsReOSlVrBPJmbbv6wMnbUI/edit?usp=sharing
See MODULE for textbook and audiobook!
Monday (26)
Make a copy of it for you to type into.
John Green Crash Course - GG Part I
Power Point - Introduction to The Great Gatsby
Tuesday (27)
DOL
Here's a peek at what's ahead!
In-Class: Workbook - work on pages 1 - 4
Wednesday (28) FLEX
DOL TEST #8 - complete by 3:00 p.m.
Thursday (29)
Sharing Notes from Workbook for quiz grades!
**HW due: Workbook pages 1 - 4**
Friday (30)
Review AP Exam Schedule for the Next Two Weeks - did you get it?
AP Google Form for Attendance - did you get it?
HMH Reading Assessment (ED APP) This will be a COMPLETION grade.
After Reading Assessment, begin reading Chapter One, and work in workbook on pages 5 & 6. Remember that the novel and the audiobook are available in the MODULES section.
**HW due for Tuesday: Chapter One and Workbook page 5**
Monday (03): No Zoom, just a GoogleForm.
Tuesday (04): Begin viewing Chapter One!
Wednesday (05) Flex
Attendance - TBD
April 19 - 23
Learning Targets
Continue with Daily Oral Language.
Continue with Poetry 180 to celebrate National Poetry Month!
Review the history of the 1920s.
Learn about Literature and Culture in the 1920s.
Review Prohibition in the US.
Monday (19)
Poetry 180
DOL #?
Introduction (revisited) to the 1920s
John Green: Crash Course 1920s (13:11)
Art, Literature and Culture in the 1920s (10:47)
Tuesday (20)
DOL
Poetry 180
Prohibition: ALCOHOL -> Ken Burns' "Prohibition" (2:08)
TED Talk: "The Deadly Game of Drug Cartels" (18:00)
Focus: What to do? How to enforce laws surrounding drug issues? What would you do if you were in charge?
Wednesday (21)
FLEX: Ed Puzzle! See ASSIGNMENTS -> SNAPSHOT: The 1920s
Make-up Presentations: 11-12 a.m. ZOOM Room
Thursday (22)
Poetry 180
Stepping into National Poetry Month: Can a Computer Write Poetry?
In-Class Writing Assignment: See ASSIGNMENTS - EARTH DAY! Together everyone will give a word to add to our list of words to use (kind of like Poetry Poker!
Friday (23)
Asynchronous Day: I am away today so you will be working on your own.
Watch a part of the biography of F. Scott Fitzgerald. Click here! For attendance, submit 20 FUN Facts in the assignment in CANVAS -> FITZ BIO. This needs to be completed by 3:00 p.m.
Monday (12)
Presentations: Occasion Poetry Slide Show - We will complete these today for those who did not present before Spring Break.
Tuesday (13)
Presentations - please follow the schedule I sent to you via REMIND! Notice that you will lose 25 points if you are not ready to present on your scheduled day.
Wednesday (14)
Flex Day - attendance TBD
Thursday (15)
Presentations
Friday (16)
Presentations
March 29 - 31
Notes for the Week:
CC is offering all AP courses remotely next year via Virtual Academy. If you are interested in this option, see me for more details. Could be a good option for you!
Learning Targets
Continue with Daily Oral Language and Grammar Study.
Continue with Poetry 180.
Continue with poetry analysis.
Presentations of selected poems for special occasions.
Monday (29)
DOL
Poetry 180
Spoken word: what is it?
A broad designation for poetry intended for performance. Though some spoken word poetry may also be published on the page, the genre has its roots in oral traditions and performance. Spoken word can encompass or contain elements of rap, hip-hop, storytelling, theater, and jazz, rock, blues, and folk music. Characterized by rhyme, repetition, improvisation, and word play, spoken word poems frequently refer to issues of social justice, politics, race, and community. Related to slam poetry, spoken word may draw on music, sound, dance, or other kinds of performance to connect with audiences.
Meet Harry Baker - a Grand Slam Poetry Champion!
(A) Return to your work on Poetry for All Occasions. Be ready to share tomorrow!
Tuesday (30)
Present slide shows and upload to CANVAS by 11:59 p.m.
EXTRA CREDIT for reading out loud!
Wednesday (31) - FLEX!
TBD
Thursday (01)
HAPPY SPRING BREAK!
March 22 - 26
Notes for the Week:
Remember that the quarter ends on Thursday, March 25. No late work will be accepted after that date. No assignments opened.
No exceptions.
Remember that next week is short! Cohort A meets on Monday (30), and Cohort B meets on Tuesday (31). Wednesday is FLEX Day.
Learning Targets
Continue with literary analysis and how to spot meaning beneath the text.
Continue with Daily Language and Grammar Instruction.
Consider poetry and the power of Spoken Word Poetry.
Complete reflection commentary on your novel.
Monday (22)
Target: Continue with literary analysis and how to spot meaning beneath the text.
Target: Continue with Daily Language and Grammar Instruction.
(S) How to Read Literature like a Professor: Christ Figures, Baptism and Flights of Fancy
(A) Reading/Writing in preparation for Journal #5 (due tomorrow by 11:59 pm)
Tuesday (23)
Target: Continue with literary analysis and how to spot meaning beneath the text.
Target: Continue with Daily Language and Grammar Instruction.
(S) How to Read Literature like a Professor: Marked for Greatness, He's Blind for a Reason, It's Never Just Heart Disease
Questions to consider: Are all protagonists marked in some way/ Physical evidence or something else? If a character is enlightened, what other physical cues could we find? If a character is sick, can't that character just be sick or is the writer tuning you into something else? Remember Mrs. Mallard in "The Story of an Hour."
(A) Reading/Writing - Journal #5 due tonight by 11:59 pm!
Wednesday (24) FLEX!
Attendance will be a reflection on your book/novel. Upload to CANVAS - Final Reflections - by 3:00 p.m.
Thursday (25)
DOL
HW due: Vocabulary list!
Target: Consider poetry and the power of Spoken Word Poetry.
Target: Continue with Daily Language and Grammar Instruction.
(S) Poetry! Get ready for some fun because April is National Poetry Month! Looking at Button Poetry - so cool. When Love Arrives - Sarah Kay and Phillip Kaye
Questions to Consider: What literary techniques do these spoken word poets utilize to convey their thoughts on love? Do you agree or disagree? How would you write about love? Does their physicality make meaning or contribute to meaning? How? Why?
(S) Billy Collins - "Every Day Moments"
Friday (26)
Target: Consider poetry and the power of Spoken Word Poetry.
Target: Continue with Daily Language and Grammar Instruction.
DOL
Poetry Outloud!
In this unit, you will see how varied the uses of poetry are, especially when a person wishes to express romantic feelings or when faced with difficult times that are hard to explain. By searching a poetry database with a purpose, you'll run across a wide range of poems, some of which you may come to appreciate and keep for your own.
Here's what we will need to do today:
Visit Poetryoutloud.org by clicking here.
Together, we will listen to "Introduction" and "The Power of Poetry." Then, list the reasons Dana Gioia describes for studying poetry in the "The Power of Poetry" audiotrack.
Go to Poetry Outloud (link above) ^^
Next, choose "Browse Collections." Look through the various lists of poems to find poems that would fit the five occasions listed here:
1. In a romantic relationship or during a marriage proposal
2. At a wedding, a funeral or any other life cycle event
3. As a toast or a grace before meals
4. When someone is faced with challenging or difficult times
5. When someone is asked to move an audience, as with a speech or some other effort to influence a group like voters, colleagues, teammates
Once you have determined the best poems for these occasions, write the name of the poem, the poet and the poem you selected as most fitting. Use the headings listed for each occasion.
For example:
(1) In a romantic relationship or marriage proposal
TITLE: Before You Came
POET: Faiz Ahmed Faiz
Before you came, things were as they should be: the sky was the dead-end of sight, the road was just a road, wine merely wine. Now everything is like my heart, a color at the edge of blood: the grey of your absence, the color of poison, of thorns, the gold when we meet, the season ablaze, the yellow of autumn, the red of flowers, of flames, and the black when you cover the earth with the coal of dead fires. And the sky, the road, the glass of wine? The sky is a shirt wet with tears, the road a vein about to break, and the glass of wine a mirror in which the sky, the road, the world keep changing. Don't leave now that you're here— Stay. So the world may become like itself again: so the sky may be the sky, the road a road, and the glass of wine not a mirror, just a glass of wine
Then make a slideshow of the poems you have chosen. You will present these next week with a quick summary of why you chose what you chose. This will be submitted into a CANVAS assignment. If you read a chosen poem aloud, you will receive extra credit!
March 15 - 19
Notes for the week!
Remember that the quarter ends on March 25 (next Thursday). All work must be completed and submitted by that day. Please put this date in your planner.
Other dates of note:
March 29 will be a Cohort A day.
March 30 will be a Cohort B day.
March 31 is a Flex day.
April 1 is the first day of SPRING BREAK!!
Please remember to sign up for courses for next year with your counselor at your home school ASAP! Be sure to sign up for classes at CC!
Learning Targets
Focus on literary analysis
Focus on Daily Oral Language and Grammar
Observe short clips of videos to connect with literary analysis
Monday (15)
Focus on literary analysis: A nice video about literary analysis
DOL
(S) How to Read Literature like a Professor
Rain and Snow, Geography and Seasons
(A) Reading/Writing for Dialogic Journals
Exit Ticket: Padlet
Tuesday (16)
Focus on literary analysis
DOL
(S) How to Read LIterature like a Professor
Politics and Violence
(A) Reading/Writing Journal #3 (remember that each journal requires TWO entries)
Due tonight by 11:59 p.m.
Exit Ticket: Chat Box
Wednesday (17) FLEX!
Thursday (18)
First Period: Asynchronous
Google form for attendance by 9:15 am.
DOL
Focus on literary analysis
Exit Ticket: Padlet
Friday (19)
DOL
Focus on literary analysis
(HW) Journal #4 due by 11:59 p.m.
Ted Talk: What reading taught me about writing -
(Note: We will save HTRLLAP for Monday.)
(S) How to Read Literature like a Professor
Christ, Baptism and Flights of Fancy
Question: Do you see any of these elements in your reading? If so, what's going on? Consider the protagonist: a questor? a Christ figure?
(A) Reading/Writing for Journal #4
(Journal #5 will be due on Tuesday, March 23.)
Learning Targets
Focus on rhetorical strategies
Focus on literary analysis
Breakout discussion groups for Book Talks
Independent Reading of chosen novel
Independent writing in dialogic journals
Continue with Daily Oral Language and Grammar
March 8 - 12
Monday (08)
Focus on rhetorical strategies & Independent Reading of chosen novel
The Healing Power of Reading - TED Talk
Template for Analysis - what is the speaker's purpose?
(A) Reading
Tuesday (09)
FLEX DAY!
Google Form for attendance
Wednesday (10)
Focus on literary analysis & Independent Reading of chosen novel
Dialogic Journal #2 due
How to Read Literature like a Professor - can you do it?
Chapter One - Every Trip is a Quest!
(A) Reading/Writing
Thursday (11)
Breakout discussion groups for Book Talks
Small Breakout Groups - who has the best book?
Questions to ask -
What is the title? Who is the author? Who is the protagonist (the quester)?
Where is the protagonist going?
What is the reason for this journey?
What are the challenges thus far?
What is the protagonist learning about himself/herself?
Success goals: Be prepared to talk about one another's book. This will be a classwork grade.
Friday (12)
Focus on literary analysis & Independent Reading
Back to HTRRLAP!!
Nice to Eat With You ( Chapter 2)
(A) Reading
March 1 - 5!
Learning Targets
Develop an understanding of the Harlem Renaissance via video, photography, music and art.
Continue with Daily Oral Language practice.
Continue with self-selected reading and writing.
Explore Langston Hughes and Zora Neale Hurston in small breakout groups.
Monday (01)
DOL
(S ) Back to the Harlem Renaissance
(A) Reading/Writing
I, Too, Sing America: The Harlem Renaissance at 100
I, Too
Tuesday (02)
DOL
Zora Neale Hurston - How It Feels to be Colored Me
Audio - Listen!
Wednesday (03) FLEX!
Thursday (04)
HW due: Dialogic Journal #1 due (see Module with assignment) and find the ASSIGNMENT in CANVAS.
Here are the instructions for this assignment: You need to complete the equivalent of five (5) days worth of Dialogic Journals for your book (that means TEN - 10 - total entries. They need to be in order and spread throughout your book. They can be typed into a Google Doc and submitted as we go. The format for the entries will be a two-column format - see the example on the assignment page posted in Canvas. And don't forget vocabulary!
DOL
Reminders: Rubric attached to Dialogic Journal Assignment and Vocabulary List Assignment posted with a hard deadline!!
Langston Hughes: Theme for English B
Friday (05)
DOL
In-Class Reading Day
Individual Meetings (if necessary)
Going Forward
Journal #2 (2 entries) March 10
Journal #3 (2 entries) March 15
Journal #4 (2 entries) March 19
Journal #5 (2 entries) March 23
Remember that FLEX Day next week is Tuesday (09)!
February 22 - 26
Learning Targets
Be sure that your Reading Growth Assessment is completed!
The Harlem Renaissance: Writing, Poetry, Music!
Monday (22)
DOL
TedTalk: How to Make Stress Be Your Friend
Tuesday (23)
FLEX DAY: Good luck on the ACT!
No attendance form
Wednesday (24)
DOL
Book Title due!
What about the 1920s? -> John Green!
Poets - Langston Hughes, Countee Cullen, James Weldon Johnson
CommonLit: The Harlem Renaissance (due tomorrow)
Thursday (25)
DOL
In-Class Reading Day:
Assignment -> CANVAS -> due at the end of class (first 25 pages)
Friday (26)
Project Proposal due -> CANVAS!
DOL Test!
UNDER CONSTRUCTION!
Upcoming!
Zora Neale Hurston
What It Feels like to be Colored Me
Zora Neale Hurston's Hometown Legacy | The New York Times
Women Poets in the Harlem Renaissance!
February 15 - 18
Learning Targets
Continue to practice with ACT English and Reading Activities.
Begin to search for Independent Read Book; choice is due on
Wednesday, February 24).
Review Independent Read Assignment.
(Module -> INDEPENDENT READING ASSIGNMENT)
Continue with Daily Grammar and Language Practice.
Complete Norton Reading Diagnostic Assessment.
(APP: ED! on Dashboard: )
Monday (15)
DOL`
Learning Target: To continue with practice for ACT via Canvas practice quizzes.
DOL
More tips for English section of ACT
Continue with practice on CANVAS.
Tuesday (16)
DOL 73 and 74
Book Choice due on W (24) - just the title.
Wednesday (17)
FLEX! Ed Puzzle for attendance accessed via Canvas. See assignments!
Thursday (18)
DOL
Begin Reading Assessment (NORTON).
Friday (19)
DOL
Complete Reading Assessment (if you haven't). This MUST be completed by the end of the class period today. It will count as a classwork grade.
Continue with ACT practice (either English or Reading - your choice).
Looking forward: Book Choice due on Wednesday, February 24.
Also remember that the FLEX DAY for next week is Tuesday, February 23.
February 8 - 12
Learning Targets
This week you will compete our study of Unit Four with a final test.
We will also begin to learn about the ACT English and Reading sections by practicing and working with small breakout groups.
Remember that the ACT is scheduled for February 23, and that is the FLEX DAY for the week of February 22 - 26.
Monday (08)
Unit Four Final Test!
Tuesday (09)
DOL
Learning Target: Learn the basic format of the ACT.
Begin ACT preparation via Power Point.
Exit: List the two sections which we have focused on today.
Wednesday (10)
Flex Day
Thursday (11)
DOL 69 and 70
Learning Target: Practice with English section of the test!
See Modules on CANVAS for practice with English section~!
Tips for English Section - let's watch!
Exit Chat: Where do you need to focus for success on this test? What are the takeaways?
Friday (12)
DOL 71 and 72
Learning Target: Meet and greet Ms. Hinton, and learn about resources available to you in the Media Center. Prepare to select a book that you would enjoy reading.
Meet Our Media Center Chief: Ms. Hinton!
ACT English Practice Quizzes are located in MODULES! Spend some time with those this weekend. Answers follow for you to consider your choices.
February 1 - 5
Learning Targets
Discuss Naturalism in America Literature.
Presentation of Breakout Group Work
Introduction to Kate Chopin
Read "The Story of an Hour."
Discussions about women writers at the turn of the 20th century.
Grammar Testing
Review for Unit Test on Monday, February 8.
Notes: This week, I will be assessing you on your participation in class discussions. I will look at your engagement, your contributions to class discussions, your great face on camera! This grade will be determined based on your performance all week!
And (you will be so proud of me), I figured out how to import a PowerPoint into the CANVAS site. Check for it under Unit Four in MODULES. You will need this for your test next week!
And one more thing! Begin to think about the Independent Read you want to do. This choice will be due on Monday (08).
Monday (01)
Learning Target: Group Slide Presentations and Discussion
DOL
What is more integral to survival: instinct or imagination? Is this story a tale of survival or of the power of nature? In the context of this story, who’s in control—man or nature?
New CommonLit Groups:
First Period - REGWP9
Second Period - DEWGP3
Eighth Period - 79DYBB
Tuesday (02)
DOL
Learning Target: Think about how women writers emerged at the end of the 19th century? What were the driving factors?
Women in the 19th Century - Crash Course - John Green
Begin reading "The Story of an Hour" and complete assessment for attendance tomorrow. This is in CommonLit.
First Period - REGWP9
Second Period - DEWGP3
Eighth Period - 79DYBB
Exit Ticket: Chat -> One thing you didn't know from John Green's Crash Course?
Wednesday (03)
Flex Day - Wonderful Wednesday!
Assessment completed by 3:10pm!
Thursday (04)
DOL
Learning Target: To better understand the roles of women in the 1890s and compare to the reality of the 21st century through short fiction
Annotated story to consider! and Discussion
An artist's rendition - what do you think?
Why do you think Mrs. Mallard married Brently? Do you think Mrs. Mallard loves her husband? Explain your answer.
Were the moments before Mrs. Mallard’s death happy? What do you think is significant about the last line? Explain your answer.
How is this text a critique of Victorian social norms? What, if any, reform does it suggest?
In the context of this text, what are the effects of discrimination against women?
How has society progressed? In what ways has it remained the same? Are there still rules of etiquette that govern the relationships of men and women?
Exit Ticket: What needs to be put in place for gender equity?
Friday (05) - Asynchronous Day
DOL Test #5 - your attendance for this day
Review for test on Monday - I will post a review sheet in the Unit Four MODULE for you to use to prepare for the test. It will be multiple choice and true/false. Maybe a short answer or two?
February 8 - 12
Looking ahead: Test on Monday (08): Realism, Naturalism, Regionalism, An Occurrence at Owl Creek Bridge, To Build a Fire and The Story of an Hour!
THIRD QUARTER
January 25 - 29
Monday (25)
Power Point for students in the building
CommonLit - An Occurrence at Owl Creek Bridge Course Hero & Discussion
Tuesday (26) FLEX DAY (Attendance form to be determined)
Wednesday (27)
Essential Question: What are the differences between the three literary genres?
DOL
Introduction to Naturalism and Jack London
PowerPoint: American Realism, Regionalism and Naturalism - Notetaking
To Build a Fire (CommonLit) (due on Friday, January 29)
Read the short story by Jack London, and complete the assessment at the end of your reading.
Exit Ticket: Padlet: What is the setting?
Thursday (28)
in the blue dark
tossed
an indeterminate number
of carefully shaped sounds into
the world, in which,
a quarter of a mile away, I happened
to be standing.
I couldn’t tell
which one it was –
the barred or the great-horned
ship of the air –
it was that distant. But, anyway,
aren’t there moments
that are better than knowing something,
and sweeter? Snow was falling,
so much like stars
filling the dark trees
that one could easily imagine
its reason for being was nothing more
than prettiness. I suppose
if this were someone else’s story
they would have insisted on knowing
whatever is knowable – would have hurried
over the fields
to name it – the owl, I mean.
But it’s mine, this poem of the night,
and I just stood there, listening and holding out
my hands to the soft glitter
falling through the air. I love this world,
but not for its answers.
And I wish good luck to the owl,
whatever its name –
and I wish great welcome to the snow,
whatever its severe and comfortless
and beautiful meaning.
Friday (29)
DOL
An artist's take on the story!
To Build a Fire Assessment due tonight!
Breakout Groups: A Survivor's List (one slide)
Choose ten of the following to take into the wilderness!
- 20ft rope- tie between two trees and use the tarp like a tent by laying it over the rope
- 10x10ft tarp- use as a shelter, or as a means to collect water
- matches- starting fire, fire used for warmth and signalling
- hand saw- good for cutting branches, branches can be used for shelter and fire wood (do not actually allow students to use a saw)
- mirror- signalling device
- gallon of water- good for drinking, empty container used for collecting rain run-off
- one day supply of food- good for rationing, used as bait
- pocket knife- skinning fish and animals
- compass- good for knowing direction (shelter opening should face south, since sun from south is the warmest
- kite string- for reinforcing branches of shelter, used as fishing line and animal snares
- fishing hooks- used with kite string and strong branch for fishing pole
- flashlight- used for seeing at night as well as signaling
- candle- used for transporting fire without wasting matches, light at night and for signaling
- blanket- used for staying warm
- shovel- used for digging up roots (food), insects and worms (bait or food).
Monday (18) Dr. Martin Luther King, Jr., Holiday
Tuesday (19)
DOL 47 and 48
Meet Amanda Gorman - Inaugural Poet
(S) An Introduction to the Rise of Realism
DOL Test #4 (8th period)
Wednesday (20)
Note: This assignment will go on Third Quarter!
DOL 49 and 50
(S) Create an account in CommonLit class code: DE66BP
(A) Begin to read "An Occurrence at Owl Creek Bridge" - a short story by Ambrose Bierce
DOL #4 (1st and 2nd periods)
Exit Ticket: Describe the protagonist in private chat.
Thursday (21)
DOL 51 and 52
"The Hill We Climb" - Amanda Gorman
(A) Continue with "An Occurrence at Owl Creek Bridge in CommonLit.
Exit Ticket: Explain why this story is in the Realism genre.
Friday (22)
Teacher Workday
CommonLit Assignment and Assessment due by 11:59 pm.
Upload timeline to CANVAS: ASSIGNMENTS: TIMELINE by 11:59 pm
Monday (11)
DOL 39 and 40
(S) Gathering again. Review calendar, classroom rules, and syllabus.
Discussions and ideas for the new unit, the new year, and the new you.
It's all about effort and how you can overcome the limitations you feel that are being imposed upon you. It's all about your choice to see that challenging yourself is the only way to grow and move forward. The future is coming at you fast. What do you want to carry forward into that future self?
(A) Quick write - CANVAS - Quick Write January 11, 2021
Tuesday (12)
(S) DOL 41 and 42
Return to Essential Questions: Thoughts? Based on what you know, what do you think the major literary themes of this period will be?
John Green's intro to The Civil War. Click here.
Notetaking/Note making: read pages 326 - 328. Create an outline of the material you read.
(A) Begin notes.
What information did you gather in your research today? Padlet
Wednesday (13)
Essential Question: What divides us as human beings?
(S) DOL 43 and 44
Free Write: Division within a school, community or team is often unavoidable because people bring their own unique experiences into a group. What are some actions you could take to bring people together? Take a few moments to free write your ideas. Then you will share your best idea with the class.
Persuasive speech: a type of argument in which a speaker makes a claim, or takes a position about an issue, and attempts to persuade the audience to agree with this claim. The speaker provides specific pieces of information as support for the claim and uses specific word choices to appeal to the audience. In addition to the claim, supporting evidence and persuasive strategy, a speech often includes a call to action or a request for the audience to do something.
(A) Complete notes. Upload to CANVAS - Introduction to Unit Four
Thursday (14)
(S) DOL 45 and 46
Listen to this reenactment of Lincoln's Second Inaugural Address.
Breakout Groups to determine the most significant comments made by Lincoln. Any contemporary connections?
Here is the text for your group to examine.
Friday (15)
Flex Friday: This is the last day to meet with me to talk about assignments, etc. I will be available all day so please let me know when you would like to join a Zoom classroom for discussion. Also those who read independent books over the break will meet on this day during the regular class period.
DOL test for 1st period and 2nd period: Wednesday, January 20
DOL test for 8th period: Tuesday, January 19
Unit Three: The Individual and Society (Norton)
Literature of the American Renaissance
1800 - 1850
"Trust thyself; every heart vibrates to that iron string."
Ralph Waldo Emerson
Essential Questions for the Unit:
In what ways do we seek to remain true to ourselves?
How do we relate to the world around us?
What do we secretly fear?
When should we stop and reflect on our lives?
EXAM WEEK!
Week Eight
Monday (14) First Period Exam (8:30 - 10:00)
Second Period does not meet.
Eighth Period meets.
Tuesday (15) Second Period Exam (8:30 - 10:00)
First Period does not meet.
Eighth Period does not meet.
Wednesday (16): Asynchronous Meeting (No Zoom)
Google Form for Attendance to come!
Thursday (17): Eighth Period Exam (1:35 - 3:10)
1st Period Meets
Second Period Meets
Eighth Period Meets
Friday (18)
Make - Up Day (Flex Friday)
Week Seven
December 7 - 11
I will consider and discuss the Gothic elements revealed in Edgar Allan Poe's short story, "The Tell Tale Heart."
I will consider and discuss the Gothic elements revealed in Edgar Allan Poe's short story, "The Black Cat."
I will discuss with my peers the poem, "The Raven," by Edgar Allan Poe, and look for figurative language represented there.
I will work with a small group to create a slide to share with the whole class on the Gothic elements within the poem.
I will continue to work on Daily Oral Language.
Monday (07)
Learning Target: I will consider and discuss the Gothic elements revealed in Edgar Allan Poe's short story, "The Tell Tale Heart."
Exam Plans: Switch Up! Exam Review Page coming!
DOL #32
(S) Discussion of "The Tale Tale Heart"
Open text - see last Wednesday (02)
Questions to Consider:
What are the Gothic elements present?
How reliable is the narrator? Which lines make you know this?
What can you infer about the narrator's state of mind? Give examples.
What about the writer's word choices? How does that matter?
Tuesday (08)
I will consider and discuss the Gothic elements revealed in Edgar Allan Poe's short story, "The Black Cat."
DOL #33
(S) "The Black Cat" conversations and discussions
Let's look at this - The Black Cat
Wednesday (09)
Learning Target: I will discuss with my peers the poem, "The Raven," by Edgar Allan Poe, and look for figurative language represented there.
DOL #34
(S) In-Class Reading - "The Raven"
Listen to the reading of this poem!
A Contemporary Version! The Simpsons and The Raven
Thursday (10)
Learning Target: Work with a small group to create slides to represent the Gothic characteristics in "The Raven" as well as to identify figurative language, and all will submit this to CANVAS under the assignment "The Raven Analysis." This needs to be done by tonight at 11:59 p.m. I will not accept these late! Find at least 10 examples! You can reference the Power Point from December 1.
Poetry Analysis - how many literary elements can you find? Gothic elements?
List the literary technique or Gothic element first, then provide the quoted example from the text. Be sure to list the group members' names and home school!
See the list below under EXAM.
Friday (11)
ATTENDANCE TBD
Exam Study Guide
English III Honors
Mid-Term Exam Review Notes
For the exam, please be prepared with the following topics:
Notes on Romanticism (pages 206-208) à ED Textbook
Transcendentalism and Gothic Literature
Walt Whitman and “I Hear America Singing”
Langston Hughes and “I, Too, Sing America”
Characteristics of catalogue or list poems
Edgar Allan Poe’s Life
Characteristics of Gothic Literature
“The Tell-Tale Heart”
“The Black Cat”
“The Raven”
Literary Devices (identify examples and matching)
Imagery
Personification
Allusion
Metaphor
Simile
Oxymoron
Hyperbole
Alliteration
Onomatopoeia
Atmosphere
Diction
Syntax
Repetition
Parallelism
Week Six
November 30 - December 6
Weekly Learning Targets
I will proofread and edit my paper to create a final draft for submission to Turnitin.com.
I will study the elements of Gothic literature in connection to the Romantic Movement in the US from 1800-1850.
I will read two short stories by Edgar Allan Poe, and answer questions about the stories.
I will participate in class discussions about Gothic literature, The Tell-Tale Heart, and The Black Cat.
I will continue to work on daily grammar exercises.
Monday (30) - Asynchronous Day
Learning Intention: I will proofread and edit my paper to create a final draft for submission to Turnitin.com.
A: Complete paper - final edits, final proofread, upload by 11:59pm into Turnitin.com.
If you have not done so, please complete the reading comprehension assessment in the ED textbook today.
Go to ED App under NCEd CLoud.
Click on Growth Measure Reading assignment.
Complete the assessment for a completion grade.
Please let me know when you have completed this assignment! It should take about 30 - 40 minutes.
Tuesday (01) - Asynchronous Day
Learning Intention: I will study the elements of Gothic literature in connection to the Romantic Movement in the US from 1800-1850.
A: Please view this Power Point on Gothic Literature. Here's the link. Take notes, and be prepared for a quiz tomorrow!
Wednesday (02)
Learning Intention: I will read two short stories by Edgar Allan Poe, and answer questions about the stories.
S: DOL and Quiz on Gothic Literature (ASSIGNMENTS)
A: Begin reading Edgar Allan Poe's "The Tell Tale Heart." Complete by tomorrow!
Prepare a list of Gothic characteristics you see revealed in this story. Plan to upload into CANVAS. Find this ASSIGNMENT in MODULES-> UNIT THREE
Thursday (03)
Learning Intention: I will read two short stories by Edgar Allan Poe, and answer questions about the stories.
S: DOL and Class Discussion about TTTH. Here's an animated version!.
A: Begin reading Poe's "The Black Cat." The text is here.
This will be due on Monday, December 7.
Friday (04)
For attendance, please complete the Edpuzzle about Edgar Allan Poe. This needs to be completed between 8:00am and 3:00pm. You will also receive a grade for this assignment. Do a good job! Once the assignment closes, I will not reopen it so put it in your planner to complete it early in the day.
November 23 & 24
MONDAY (23)
(S) DOL Test #2 (16 -28)
Poem uploaded to Canvas by 11:59pm.
(A) Informal Outline due tomorrow! Work on this today.
Tuesday (24)
(S) Online English III Assessment (Norton)
Go to ED App under NCEd CLoud.
Click on Growth Measure Reading
Complete the assessment for a completion grade.
Please let me know when you have completed this assignment!
Monday (30) Final Essay due to Turnitin.com by 11:59am
Happy Thanksgiving!!
Monday (16)
Learning Intention: I will continue to think about how Whitman changed the idea of the poetic form.
DOL
(S) Thoughts about Walt Whitman - what did you learn?
More information on Walt Whitman
Think of lists - Why do we make them? How do we order them? Why do we need them? How do you use lists?
(A) Complete the handout here, making plans to begin your first paragraph of your persuasive argument tomorrow.
Tuesday (17)
Learning Intention: I will read and listen to Raymond Carver's poem, "Fear," and I will begin to craft a poem in the same format as Whitman's "I Hear America Singing."
DOL 26
(S) Continuing with list poems, let's read and listen this one together - Fear by Raymond Carver.
A reading "Fear"
Again, consider lists. Is it important to acknowledge your fears and set them down on paper? Does that help? Not? Is it necessary to define them and name them?
Padlet Time! Let's see where we are this morning.
(A) In-Class Writing: Model a poem based on the format of "I Hear America Singing."
Wednesday (18)
Learning Intention: I will examine the poetry of Langston Hughes and The Harlem Renaissance.
DOL 27
(S) Let's meet Langston Hughes and The Harlem Renaissance.
(A) Continue with your poem. and/or essay.
Thursday (19)
Learning Intention: I will continue my work with the writing process with a goal of completing a rough draft by the end of the class period.
DOL 28
"I, Too, Sing America" - Langston Hughes
(S) In-Class Writing Day
You can either work on your poem or work on your essay. I would like for you to do whichever you need to do. I will be pulling you into breakout rooms for quick discussions about your work. I am expecting you to spend the whole class period in your writing! That makes for a good day.
"Fear" - 26 lines
"I Hear America Signing" - 11 lines
Friday (20)
Attendance TBD
Looking Ahead!
MONDAY (23)
(S) DOL Test #2 (16 -28)
Poem uploaded to Canvas by 11:59pm.
Tuesday (24)
(S) Online English III Assessment (Norton)
Wednesday (25)
Thursday (26)
Friday (27)
Monday (30)
(S) Introduction to Gothicism
Upload essay to Turnitin and Canvas by 11:59!
![500+ Face Mask Pictures [HD] | Download Free Images on Unsplash](https://images.unsplash.com/photo-1583946099379-f9c9cb8bc030?ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&w=1000&q=80)
Monday (09)
Learning Intention: I will begin to read background notes on the Romantic Movement in American Literature.
DOL # 20 and #21 and New Zoom Policy
(S) Set up an account in TURNITIN.COM - Find the codes for your class on the HOME page.
Norton (pages 204 - 208)
Begin reading the introductory information concerning this new time period in American writing. Take notes as you go, creating an outline to be used for a later test. We will practice this together, and then you can work alone.
(A) Begin to craft an opening paragraph for your argumentative paper. Here is the handout from last week which will help you get started.
Tuesday (10)
Learning Intention: I will work in small groups to review notes and to discuss the time period.
DOL #22
(S) Discussion of notes and essential questions (Breakout Groups)
Compare notes with each other, making sure that each person has what they need for a good outline.
(A) Complete your opening paragraph by the end of class. Submit it to TURNITIN.COM, and cut and paste it into CANVAS > Opening Paragraph Assignment.
Wednesday (11) Veterans' Day
Thursday (12)
Learning Intention: I will make an outline of the sections that I read.
DOL #23 and #24
(S) A Discussion of the Romantics
Let's look at an overview! Compare your notes to what you learn here. Jot down anything you did not know. Watch with me!
(A) Begin to outline your persuasive essay based on the handout listed above. Prepare for a test on Romanticism for Monday, November 16.
Friday (13) Flex Friday
EdPuzzle about Walt Whitman for Attendance: Please complete this no later than 3:00 pm. Thank you! The assignment closes at 3:00 pm!
Class codes (if you haven't signed up yet) are located on the HOME page.
NC Standards for the week:
Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
a. Organize information and ideas
around a topic to plan and prepare
to write.
b. Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
c. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
d. Use words, phrases, and clauses
as well as varied syntax to link
the major sections of the text,
create cohesion, and clarify the
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
e. Establish and maintain a formal
style and objective tone while
attending to the norms and
See Writing Guide analysis – a detailed examination of the
components of a subject to understand its
meaning and/or nature as a whole
argument – value statement(s) supported by
evidence whose purpose is to persuade or explain
audiences – the people who watch, listen to,
view, and/or read something presented via an
artistic medium
biases – prejudice(s) in favor of or against an
individual or group; partiality or preference that
prevents objectivity
claim(s) – an assertion(s) of the truth of something,
often a value statement; generally, an author uses
evidence to support the assertion of truth.
cohesion – the action of forming a unified whole;
the quality of being united logically
counterclaims – claims that rebut a previous
claim or value statement, generally supported by
evidence contrary to that which was presented to
support the original claim
editing – the process by which an author improves
a text by correcting errors in grammar and/or
conventions, (e.g., grammatical, structural, etc.),
verifying precision of language, eliminating
redundancy, and more
Week Two
November 2 - 6
Weekly Learning Targets:
I will continue my study of non-fiction and informational texts.
RI.11-12.8: Delineate and evaluate the
reasoning in influential U.S.
and/or British texts, including
the premises, purposes, and
arguments in works of public
advocacy.
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
Provide a concluding statement
or section that follows from and
supports the information or
explanation presented.
Develop and strengthen writing
as needed by revising, editing,
rewriting, or trying a new
approach, focusing on
addressing what is most
significant for a specific purpose
and audience.
I will consider the background passages from the Norton Textbook.
I will analyze The Declaration of Independence, especially the first paragraph.
I will re-craft the opening paragraph based on the prompt with a goal of
writing a five-paragraph essay soon.
I will continue to study grammar though daily oral language.
Complete ASSIGNMENTS from last week (due ASAP)!
Peer Assessment in CANVAS under ASSIGNMENTS.
DOL Test #1 located under ASSIGNMENTS! ASAP!
Monday (02)
Learning Intention: I will learn about the document and discuss how it could have been written to be more inclusive for ALL people during the Colonial Period.
(S) DOL #16
Watch here for What You May Not Know About The Declaration of Independence.
(S): Discussion: What do you think about this information?
A quick look at persuasive writing
(A) Where do you see problems with this declarative document?
Brainstorm for a while, thinking about the policies that should be included if this document was to be written now.
Also find a picture of yourself to use when you are in a Zoom meeting with me. No more black rectangles!!
Tuesday (03): No ZOOM Class
Learning Intention: I will discover more supporting evidence for the writing of
The Declaration of Independence.
Asynchronous Work only
EdPuzzle for Attendance: Due by 3:00 pm - ASSIGNMENT IN CANVAS.
Work through CANVAS - not straight through EdPuzzle
W.11-12.1 Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
a. Organize information and ideas
around a topic to plan and prepare
to write.
b. Introduce precise, knowledgeable
claim(s), establish the significance
of the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create an
organization that logically
sequences claim(s), counterclaims,
reasons, and evidence.
c. Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant evidence for each while
pointing out the strengths and
limitations of both in a manner
that anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
Wednesday (04)
Learning Intention: I will re-craft the opening paragraph based on the prompt with a goal of writing a five-paragraph essay soon.
DOL #16 and #17
Here is a link to the original document for comparison.
(S) Together, let's look at a modern version! What do you think of this one?
Power Point (MBF desktop)
(A) Begin to think about a reality in your life where you feel like you need to freed from. Something that is oppressive to you. In your life, when are people making you feel "less than?" Where are people making you feel like you SHOULD be something that is not you? Where are you feeling uncomfortable with labels, with stereotypes, with assumptions based on your gender, your race, your political views, your age, your facing the reality of a pandemic? Spend some time brainstorming these thoughts. This is a critical time in your life as you search for identity. Like the writers of The Declaration of Independence, where do you need to "throw off the chains that bind you?" Plan to use the textbox for your notes.
Make a list. We will talk about your thoughts tomorrow.
Thursday (05)
Learning Intention: I will begin to form my argument based on the traditional outline pattern.
DOL #18 and #19
(S) Reflections on what you have learned this week and what your declaration of independence might look like.
How to Write a Persuasive Essay
We are moving in this direction. Look this over, and begin to plan your writing!
(A) Begin to outline your paper; this a rough outline, and you may need more time prewriting. You choose!
Due date to be determined!
Friday (06)
For attendance, here is the Google Form. On it, please write your name, class period, and your argument for your writing. What are you trying to persuade people to understand about your opinion?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Week of October 26 - 29
Week One (Q2)
Weekly Learning Targets
I will work with my small group to present a Google Slide Show.
I will work with my small group creatively to write poetry.
I will determine the differences between fiction and nonfiction texts.
I will consider the elements of nonfiction and how they are represented in The Declaration of Independence.
Click here for Poetry Poker Assignment!
Monday (26)
Learning Intention: I will observe the video to gather information to determine the difference between informational texts and fiction. I will also work in my small group on creative writing.
DOL and Review for Test - see ASSIGNMENTS!
(S) Let's talk a bit about nonfiction!
(A) Group Work on Poetry Poker Slides
Tuesday (27)
Learning Intention: Based on what I know about nonfiction texts, I will observe the video about the writing of The Declaration of Independence as an example. I will continue to work with my small group to create a slide presentation of our collaborative work.
DOL
(S) Together let's talk about what makes people cry out for change, and be willing to risk their current lifestyle for it? How would you write about it? Who would be your audience? How clearly can you advocate for it? Is it important to speak out and to speak up or do you think others will do that for you?
(A) Group Work to finalize presentation
Wednesday (28)
Learning Intention: I will observe my peers' presentations, and I will participate in discussions about the presentations.
Don't forget the extra credit opportunity! Invite your parents to join REMIND, and I will award you with 5 points on your DOL Test! Passwords are on the HOME page.
(S) Group Slide Presentations!
(A) What You Might Not Know About The Declaration of Independence
Take notes for a future discussion! (We may not get to this today.)
Thursday (29)
Guess what~ !! Back to Flex Friday until second semester!
Learning Intention: I will be successful on my test!
(S) Finish slide shows if necessary.
Complete the Peer Evaluation Assignment. See ASSIGNMENTS!
Thoughts on Pandemic Poetry.
If there is one thing we're learning, it's that it is okay to not be okay.
IT IS GOOD TO CALL OUT FOR HELP, FOR ADVICE, FOR A FRIEND, OR A WORD, OR A STRING OF WORDS, LIKE PEARLS, FOR SOMETHING BEAUTIFUL TO CONNECT US TO ONE ANOTHER IN THE FACE OF SORROW.
by Lynn Unger
(A) Complete DOL TEST #1.
SEE ASSIGNMENTS for details!
Friday (30)
Week of October 19 - 23
Weekly Learning Targets
Students will focus their learning on the poetic form through independent work, whole class work, small group work.
Students will review and study literary terms such as imagery, personification, metaphor, simile, allusion, hyperbole, oxymoron, point of view, symbolism, tone and shifting mood.
Students will be supported in their learning by TedTalks.
Students will write creatively.
Monday (19)
DOL
Survey for Plans for Second Semester - Have you completed this yet?
(S) Let's look at the video that provides history about Mary Webster.
Video: Hung For Witchcraft and Lived!
Click here for the poem.
Tuesday (20)
DOL
YouTube: TPFASTT - what in the world?
(S) Continue with Half-Hanged Mary
Click here for the TPFASTT chart.
Click here for a list of literary devices. Save this for later!
(A) Begin TPFASTT Chart!
Wednesday (21)
DOL
(S) Ted Talk: Spoken Word Poetry - If I Should Have a Daughter
Sarah Kay is a poet, performer, educator and the founder of Project VOICE, an organization that uses spoken word poetry to entertain, educate and empower students and teachers worldwide.
Click here for a list of literary devices. Save this for later!
(A) Complete TPFASTT Chart: submit to Canvas today!
Thursday (22)
Carrington Caldwell's Spoken Word Dance Performance!
DOL
(S) Poetry Poker! A game to play with random words!
Small Breakout Groups - Three slides due on Tuesday: submit to Canvas by 11:59pm!
Click here for Poetry Poker!
Friday (23)
TEACHER WORKDAY~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Monday (12)
DOL
Homework due tonight: Act IV (11:59)
S: Converations/Themes/Character Development
What are your questions?
A: Finish up ACT IV Questions
Tuesday (13)
DOL
S: Finish the movie and conversations about movie vs. written play.
Listen to Arthur Miller talk about his play.
A: Finish the play/movie. Organize your notes. meet with peers in small breakout rooms for review.
Wednesday (14)
S: OPEN NOTES FINAL TEST!
See ASSIGNMENTS on Canvas. This test will be taken during the class period. You will have 50 minutes to take the test. You may use your notes, the text and information gathered from our discussions throughout the study of the play. The only expectations are that you have completed the test by the end of the class period and that you have done your own work. So pace yourself carefully. The test will close at the bell.
Learning Targets for Poetry Analysis
Thursday (15)
DOL
Friday (16)
Google Form for attendance
Week of October 19 -22
Monday (19)
DOL
Go to Canvas for assignment.
A: Individual Work Time
TPFASTT Chart due on Tuesday (20)
Tuesday (20)
DOL
Vocabulary Test #2
Wednesday (21)
S: Presentations on 'Half-Hanged Mary"
Thursday (22)
Talk It Out Thursday!
Monday (05)
Let's look at the week!
DOL #5
(S) Why Do Our Brains Love Fake News?
Discussion - what do you think about this?
(A) Begin to work on ACT III.
Tuesday (06)
DOL #6
(S) EdPuzzle: Fake News!
Go straight to your Ed Puzzle account. There is not a link here.
Discussion: What did you learn about Fake News that you didn't already know?
(A) Continue with ACT III Questions.
Wednesday (07)
DOL #7
HW DUE! ACT III Questions due by 11:59 pm
Discussion: How to handle Fake News
(A) Begin ACT IV Viewing Guide Questions.
Thursday (08)
DOL #8
(S) Crucible Discussions based on ACT III.
(A) Continue with ACT IV Viewing Guide Questions
Friday (09)
Attendance: EdPuzzle (TBA)
For your planner:
ACT IV due on Monday (12) by 11:59 pm
Week of September 29 - October 2, 2020
Weekly Learning Targets:
Students will consider the idea of conformity and how it is represented in The Crucible.
Students, through a TED Talk, will consider the conversation of judgement and how that is present in current events.
Students will continue to examine the play, and answer questions concerning plot devices and character development. This week students will complete ACTS I and II.
Monday (28)
(S) Review and plan for the week!
DOL #3
What do you think about conformity?
Read the following with me: Conformity
Product: Discussion
(A) Continue your work on ACT I.
Tuesday (29)
(S) Conversations and DOl #4
Gather some thoughts about this speaker. What resonates with you?
(A) Complete ACT I questions. Submit to Canvas by 11:59pm.
Wednesday (30)
DOL #5
(S) Discussion about "DO YOU JUDGE ME?"
(A) Begin ACT II.
Thursday (01)
(S) Vocabulary Test #1 (due October 2) tomorrow under ASSIGNMENTS -> TEST
(A) Act II Questions (due Friday, 11:59 pm)
Google Attendance Form due by class time!
Week of September 21 -25
Synchronous time: Blue
Asynchronous time: Green
Learning Target:
Students will learn about the history of the Salem Witch Trials in 1692, read and watch the movie rendition of Arthur Miller's play, "The Crucible," and write paragraphs about observations with a focus on claim, data and commentary.
Students will also study plot, point of view, narrative structure, character, and setting to create meaning and connection.
Essential Question: When should personal integrity come before civic duty?
Monday (21)
(S) Observations, Announcements, Updates
Viewing Guide Questions: Characters
YouTube Intro!
(A) Go to HMH through ED on NCEdCLOUD.
Work your way through the introductory material, making note of the literary elements in your notes that are highlighted in the text.
Assignments:
Get Ready!
Tuesday (22)
(S) Begin Viewing: Use your viewing guide as we watch the movie. Quick Quiz Questions will appear at any moment! Padlet, Chat, Canvas Text? You never know!
Wednesday (23)
DOL #1
Viewing Guide Questions: Characters
Vocabulary List #1: Modules -> Vocabulary
View Film
Thursday (24)
(S) Small Group Work - Questions from Act One
Weekly Plans
Synchronous Time: Blue
Asynchronous Time: Green italics
Week of September 14 - 19
Learning Target:
Students will learn about the history of the Salem Witch Trials in 1692, read and watch the movie rendition of Arthur Miller's play, "The Crucible," and write paragraphs about observations with a focus on claim, data and commentary.
Students will also study plot, point of view, narrative structure, character, and setting to create meaning and connection.
Monday (14): (S) Class Announcements - Syllabus, Participation, Attendance,
Grades and Gradebook, Thoughts
Class discussion: What is chance? Luck? Superstition? (Padlet)
(A) Complete the survey attached here. We will talk about this in class tomorrow.
Tuesday (15): (S) Class Discussion about survey results
(A) Watch this video below.Watch this video from The Geographic Channel.
The video lasts for one hour and eight minutes. Watch half of the video today. Write down ten facts, and submit to Day One Facts on Canvas Assignments.
You will complete the video tomorrow so pace yourself. Simply copy and paste your observations into the text box. Number each one, and write
in complete sentences. This is your exit ticket today. Please do not paste a Google Doc link. I will not count that as credit.
Wednesday (16): (S) Class discussion and observations from video. What seems to be the most unusual fact you learned?
(A) Continue with video. Write down ten facts, and post to Day Two on Canvas. This is your exit ticket today. Do not paste a Google Doc link.
Thursday (17): (S) Talk-It-Out Thursday! Let's see what we have going on! Any connections between now and back then?
Friday (18): Flexing: This is the day that you contact me about grades, questions, appointments to be sure that I get to answer your questions.
Do not wait until the weekend! Let's get this taken care of today ~ sound good?
Course Summary:
| Date | Details | Due |
|---|---|---|