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:
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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:
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