Attention All Students:
First, thank you all for a great virtual (and two days F2F) semester! I wish you all nothing but the best for the remainder of your high school career!! :) Click on the link below for your weekly plans. This document will update every week until the end of the semester! Good Luck on the EOC!! Y'all will be great! LESSON PLANS FOR THE REMAINDER OF THE SEMESTER (Click here)
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**Please Note: This is my last week before Maternity Leave!!
Planning your week: Mon. 11/2 - Read Chapters 1 and 2 of The Great Gatsby and complete annotation on the Chapter 1-3 Annotations Chart by class time Wednes. 11/4 - Read Chapter 3 of The Great Gatsby Wednes. 11/4 - Complete ALL annotations on the Chapter 1-3 Annotations Chart and submit to CTLS by 11:59pm Fri. 11/6 - Read Chapter 4 of The Great Gatsby and complete annotations by class time Upcoming Due Dates: Mon. 11/9 - Read Chapter 5 of The Great Gatsby and complete all annotations Fri. 11/20 - USA Test Prep - EOC Practice test due by 11:59 p.m. Mon. 11/30 - Wednes. 12/2 - American Literature EOC Resources: CTLS Learn website CTLS Learn Access information The Great Gatsby The Great Gatsby Research Synthesis Essay (assignment here) Literary Device Cheat Sheet Chapter 1-3 Annotations Chart Chapter 4-6 Annotations Chart Monday, November 2 (Synchronous) Learning Goal: Read and annotate Chapter3 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Tuesday, November 3 - No School! Election Day! To Do While You are Off:
Wednesday, November 4 (Asynchronous) Learning Goal: Read and annotate Chapter 3 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Thursday, November 5 (Synchronous and First Day F2F) Learning Goal: Read and annotate Chapter 4 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Friday, November 6 (Synchronous) Learning Goal: Read and annotate Chapter 5 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Planning your week:
Fri. 10/30 - Chapter 1 read and annotations completed on the Chapter 1-3 Annotations Chart Upcoming Due Dates: Sun. 11/1 - Extension Opportunity: Gatsby Webquest due by 11:59 p.m. (optional for PSAT Takers) Mon. 11/2 - Chapter 2 read and annotated by class time Fri. 11/20 - USA Test Prep - EOC Practice test due by 11:59 p.m. Mon. 11/30 - Wednes. 12/2 - American Literature EOC Resources: CTLS Learn website CTLS Learn Access information The Great Gatsby The Great Gatsby Research Synthesis Essay (assignment here) Chapter 1-3 Annotations Chart Monday, October 26 (Synchronous) Learning Goal: Read and annotate Chapter 1 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Tuesday, October 27 (Synchronous) Learning Goal: Read and annotate Chapter 1 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Wednesday, October 28 (Asynchronous) Learning Goal: Read and annotate Chapter 1 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Thursday, October 29 - PSAT Day for Juniors (Asynchronous) Learning Goal: Read and annotate Chapter 1 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Friday, October 30 (Synchronous) Learning Goal: Read and annotate Chapter 2 of The Great Gatsby for specific symbols, motifs, character development, and themes. Targeted Standards: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Agenda:
Planning your week:
Sun. 10/18 - Submit your Rationalism Summative to Turnitin.com by 11:59 p.m. (assignment and rubric linked here) Tues. 10/20 - Submit “The Devil and Tom Walker” questions to CTLS by 11:59 p.m. Thurs. 10/22 - Submit the TPCASTT for “The First Snowfall” to CTLS by 11:59 p.m. Fri. 10/23 - Complete first full USA Test Prep test by 11:59 p.m. Upcoming Due Dates: Mon. 10/26 - Bring your copy of The Great Gatsby (this is not required, but if it will help you, purchase your own copy!) Resources: CTLS Learn website CTLS Learn Access information “The Devil and Tom Walker” questions USA Test Prep Account Information TPCASTT “The First Snowfall” Monday, October 19 (Synchronous) Learning Goal(s): Connect and apply figurative language, theme, voice, tone, conflict, settings, characters, symbolism, and characteristics of the Romanticism era to Irving’s short story. Targeted Standards: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 1) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2) Analyze nuances in the meaning of words with similar denotations. Agenda:
Tuesday, October 20 (Synchronous) Learning Goal(s): Connect and apply figurative language, theme, voice, tone, conflict, settings, characters, symbolism, and characteristics of the Romanticism era to Irving’s short story. Targeted Standards: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 1) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2) Analyze nuances in the meaning of words with similar denotations. Agenda:
Wednesday, October 21 (Asynchronous) Agenda:
Thursday, October 22 (Synchronous) Learning Goal(s): Connect and apply figurative language, theme, voice, tone, conflict, settings, characters, symbolism, and characteristics of the Romanticism era to Lowell’s poem. Targeted Standards: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 1) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. 2) Analyze nuances in the meaning of words with similar denotations. Agenda:
Friday, October 23 (Synchronous) Learning Goal: Take your first full USA Test Prep test to prepare for the multiple choice portion of the EOC. Targeted Standards: All ELAGSE11-12 standards. Agenda:
Planning your week:
Tues. 10/13 - SAMPLED Graphic Organizer for Thomas Paine’s “American Crisis No. 1” due to CTLS by 11:59 p.m. Upcoming Due Dates: Sun. 10/18 - Submit your Rationalism Summative to Turnitin.com by 11:59 p.m. (assignment and rubric linked here) Resources: CTLS Learn website CTLS Learn Access information Springboard Online Textbook PDF Thomas Paine’s Crisis No. 1 text SAMPLED Graphic Organizer Examples of SAMPLED: 3rd period click here; 4th period click here Rationalism Summative Assignment Monday, October 12 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Tuesday, October 13 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Wednesday, October 14 (Asynchronous) Agenda:
Thursday, October 15 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Friday, October 16 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Planning your week:
Mon. 10/5 - Complete the google form linked here (https://forms.gle/smh3cBxxduNiUDLaA) to convey your understanding of Aristotle’s Rhetorical Appeals by 11:59 p.m. Resources: CTLS Learn website CTLS Learn Access information Springboard Online Textbook PDF SAMPLED Graphic Organizer Monday, October 5 (Synchronous) Learning Goal(s): Develop contextual knowledge on rhetoric and how to apply it. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Homework:
Tuesday, October 6 (Synchronous) Learning Goal(s): Develop contextual knowledge on The Age of Reason and how concepts/ideals in this era differ/relate to the concepts/ideals in the Puritan Age. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Wednesday, October 7 (Asynchronous) Agenda:
Thursday, October 8 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
Friday, October 9 (Synchronous) Learning Goal(s): Consider the rhetorical strategies speakers employ and evaluate their effectiveness on intended audience. Targeted Standards: ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELAGSE11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELAGSE11-12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Agenda:
4thPlanning your week: Tues. 9/22 - Act IV reading guide questions - due to Turnitin.com by 11:59 p.m. Wednes. 9/23 - Thesis, topic sentences, and conclusion statement check - Email/Remind message Mrs. Riley by 5:30 p.m. Fri. 9/25 - ALL missing work due including the PRE-COURSE Upcoming Due Dates: Sun. 9/27 - The Crucible Synthesis Outline (assignment explanation here) (outline template here) (rubric here) due to Turnitin.com by 11:59 p.m. Resources: The Crucible Act IV Act IV reading guide questions The Crucible Synthesis Outline (assignment explanation here) (outline template here) (rubric here) Springboard Textbook PDF CTLS Learn website CTLS Learn Access information 3rd Period Additional Resources: The Crucible Synthesis Assignment Annotations Model of The Crucible Synthesis Outline 4th Period Additional Resources: The Crucible Synthesis Assignment Annotations Model of The Crucible Synthesis Outline Monday, September 21 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act IV of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Tuesday, September 22 (Synchronous) Learning Goal: Argue how Reverend Parris uses the fear of the Puritan society to gain power in groups, using primary and secondary sources to support the argument. Standards Addressed: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Agenda:
Homework:
Wednesday, September 23 (Asynchronous) Agenda:
Thursday, September 24 (Synchronous) Learning Goal: Argue how a character in The Crucible uses the fear of Puritan society to gain power. Standards Addressed: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Agenda:
Homework:
Friday, September 25 (Synchronous) Learning Goal: Argue how a character in The Crucible uses the fear of Puritan society to gain power. Standards Addressed: ELAGSE11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). ELAGSE11-12RL9: Demonstrate knowledge of eighteenth-, nineteenth- and early twentieth- century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics. ELAGSE11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Agenda:
Homework:
Planning your week:
Tues. 9/15 - Act II reading guide questions - due to Turnitin.com by 11:59 p.m. Sun. 9/20 - Act III reading guide questions - due to Turnitin.com by 11:59 p.m. Upcoming Due Dates Tues. 9/22 - Act IV reading guide questions - due to Turnitin.com by 11:59 p.m. Resources: CTLS Learn website CTLS Learn Access information NoRedInk Login Information Types of Lead-ins handout The Crucible Character Tracking Sheet The Crucible Act II Act II reading guide questions The Crucible Act III Act III reading guide questions The Crucible Act IV Act IV reading guide questions The Crucible Synthesis Outline and rubric Monday, September 14 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Tuesday, September 15 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act II and Act III of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Wednesday, September 16 (Asynchronous) Agenda:
Thursday, September 17 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act III and Act IV of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Friday, September 18 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act IV of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Planning your week:
Fri. 9/11 - Act I reading guide questions due to Turnitin.com by 11:59 p.m. Resources: CTLS Learn website CTLS Learn Access information The Crucible Act I Types of Lead-ins handout MODEL questions Act I reading guide questions The Crucible Character Tracking Sheet The Crucible Act II Act II reading guide questions EXTRA CREDIT OPPORTUNITY ON YOUR FIRST SUMMATIVE ASSESSMENT!! 3rd period CLICK HERE 4th period CLICK HERE Tuesday, September 8 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Wednesday, September 9 Agenda:
Thursday, September 10 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Friday, September 11 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act II of The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Planning your week:
Mon. 8/31 - Pre-Course for American Literature (turn in instructions) - due by 11:59 pm Tues. 9/1 - “The Cutting of My Long Hair” CEI paragraph - 40 minutes to complete in class - submit to Turnitin Thurs. 9/3 - “Sinners in the Hands of an Angry God” reading guide questions - due to Turnitin.com in class Fri. 9/4 - “The Lessons of Salem” reading guide questions - due to Turnitin.com by the START of class time; The Crucible Digital Scavenger Hunt - due to Turnitin.com by 11:59 p.m. EXTRA CREDIT OPPORTUNITY ON YOUR FIRST SUMMATIVE ASSESSMENT!! 3rd period CLICK HERE 4th period CLICK HERE Resources: CTLS Learn website CTLS Learn Access information Types of Lead-ins handout MLA format handout CEI format presentation CEI checklist CEI rubric Monday, August 31 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain knowledge on Native American Boarding Schools and Native American Assimilation. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Tuesday, September 1 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain knowledge on Native American Boarding Schools and Native American Assimilation. Practice close reading for information, gathering evidence, and making inferences to gain background knowledge on the Salem Witch Trials. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Wednesday, September 2 (Asynchronous) Agenda:
Thursday, September 3 Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain background knowledge on the Salem Witch Trials. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
Friday, September 4 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain background contextual knowledge of Arthur Miller’s The Crucible. Standards Addressed: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELAGSE11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Homework:
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