Thursday - Friday, October 1st–2ndCommon Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.6 Analyze a specific author’s point of view or cultural experience from a literary work from outside the United States. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
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Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
Soldiers, parents, celebrities, leaders, you, etc. all have to take big responsibilities sometimes. Growing up is hard. Life is difficult. In this rap, Eminem, despite the fact that many of his lyrics are violent, speaks out against violence in this song. [Vocab: Invective (noun) – Harsh and/or abusive language. “Many of Eminems raps are invectives about people in his life.
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.6 Analyze a specific author’s point of view or cultural experience from a literary work from outside the United States. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to • Create new sentences using what I know. (DOK 4) • Synthesize - Combine 2 or more things: Using meaning and context clues I will be able to synthesize what I know and use it to create (DOK 4) Lesson Activities: • Do Now – Read the word on the board, write down the definition and write a sentence using the word. Clemency (noun) – Mercy or Forgiveness Sample sentence: The students ask Mr. Chism for clemency when they turn their assignments in late. [5mins] Independent Work (10mins) • You’ve read the quote. Now, go to google drive and begin the free write. Martin Luther King, Jr. is suggesting that we show mercy to those who wrong us. He thinks we should give clemency to people rather than holding grudges or plotting revenge. Today, your free write is going to be called Clemency. Think of someone who has wronged you in the past. Now, write a 5-10 sentence paragraph explaining why you can or cannot show them forgiveness. If nobody has ever wronged you think of what you would say to get forgiveness from someone who has wronged you. If by some stroke of luck every interaction you’ve had with people has been positive write about if you agree or disagree with Martin Luther King, Jr. Is revenge ok? Why or why not? • POP QUIZ! (10 Minutes) o Everyone will log on to Socrative and will take the teacher guided pop quiz. The quiz is done independently. Do not seek help from your peers. • Group Work (60 Minutes) o If you score a 75 or below on the quiz log on to google classroom and complete the Group 1 Assignment (A vocab course) When complete begin work on the Group 2 Assignment. Group 1 members may work with other Group 1 members o If you score above 75 log on to google classroom and complete the Group 2 Assignment (Actively Learn Document) When complete begin work on the Group 1 Assignment. Group 2 members may work with other Group 2 members • Read Aloud Activity! [30mins] o The teacher will read aloud the first few pages of Maus chapter 5 while the students take notes. Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Camaraderie – Trust among friends. Sample sentence: You gain a sense of camaraderie after working with people for awhile. [10mins]
Teacher Rubric for Group Work Contribution 1One or more members do not contribute. 2All members contribute, but some contribute more than others. 3All members contribute equally. 4All members contribute equally, and some even contribute more than was required. Cooperation 1Teacher intervention needed often to help group cooperate. 2Members work well together some of the time. Some teacher intervention needed. 3Members work well together most of the time. 4All members work well together all of the time; assist others when needed. On task 1Team needs frequent teacher reminders to get on task. 2Team is on task some of the time. Needs teacher reminders. 3Team is on task most of the time. Does not need any teacher reminders. 4Team is on task all of the time. Does not need any teacher reminders. Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
[Vocab: Censure – To criticize harshly. “Parents sometimes censure their children too much.”]
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Deleterious – Something that causes harm. Sample sentence: The rapper Eminem believes that words can be deleterious. [5mins] Independent Work "D***! How much damage can you do with a pen?" - Eminem
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Mundane – Ordinary or common. Sample sentence: Mr. Chism’s free writes are becoming mundane, but he thinks something good comes from them. [5mins]
“It doesn’t take any effort to be a loser” [Vocab: Mundane – Ordinary or Common]
Read the introduction and/or summary – Orient yourself to how each chapter fits the author's purposes, and focus on the author's statement of most important points. Notice each boldface heading and subheading – Organize your mind before you begin to read and build a structure for the thoughts and details to come. Notice any graphics – Charts, maps, diagrams, etc. are there to make a point. Don't overlook them. Notice reading aids – Italics, bold face print, chapter objective, and end-of -chapter questions are all included to help you sort, comprehend, and remember.
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
[Vocab: Tenacious – Persistent, Resolute.]
Common Core Standards:
CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RI.9-10.2 Identify a central idea, analyze in detail its development over the course of the text and provide an objective summary CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
· Do Now – Read the word on the board, write down the definition and write a sentence using the word. Antagonist – An opponent. Especially of a main character in a story. Sample sentence: The major antagonist in Maus are the Nazis. [5mins] Independent Work
Thursday - Friday, September 10th – 11th
Common Core Standards: CCSS.ELA-Literacy.RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RW.9-10.3 -Write narratives that: set out a problem/situation/observation; introduce a narrator, characters and multiple points of view; organize a sequence of events into a smooth progression; use dialogue, pacing, description, reflection, and multiple plot lines; use a variety of techniques so that events build on each other to create a coherent whole; use precise and telling details to convey experiences/events/action; provide a conclusion that includes reflection. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.W.9-10.10 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. Learning Objectives: I will be able to
[Vocab: Demean – To cause something or someone to lose dignity or respect]
Self Assessment Rubric: Category 4 3 2 1 Focus on Theme The entire poem is related to a theme. Most of the poem is related to the one theme. Some of the poem is related to the theme. No attempt has been made to focus on a theme. Use of Detail The poem uses effective details from the original prose passage that go beyond the obvious or predictable. The poem uses effective details from the original prose or passage. The poem uses obvious or predictable details from the original passage. The poem does not use details from the original prose passage. Logical Progression or Sequence The poem is presented in a logical sequence. The poem is presented in a logical sequence, but includes 1-2 items out of order. The poem is presented in a logical sequence, but includes 3-4 items out of order T The poem is presented out of sequence or with an unclear order. Clear, Consistent Tone The poem maintains a consistent tone that clearly and effectively communicates the writer’s attitude toward the subject. The poem maintains a consistent tone that usually communicates the writer’s attitude toward the subject. The poem maintains a consistent tone, but does not effectively communicate the writer’s attitude toward the subject. The poem does not maintain a consistent tone.
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October 2016
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