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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