Preview Week: 4/9/18-4/13/18

MONDAY:

  • Warm Up:

-Students will begin intensive and daily EOC prep today with a timed reading passage taken directly from the Milestones Study Guide

-As a class we will read and answer the Atwood passage together.

-Students will be given fifteen minutes to complete the James Dickey passage and questions

-These will be collected for a speaking/listening/viewing grade

  • Work Session:

-Students will take cloze notes on a general overview of the EOC, including the major domains, test schedule, and testing environment

-Students will freewrite and share their responses to the following writing prompt:  What comprises humanity?  What makes us who we are?

-After our whole class discussion the instructor will scaffold to the collaborative reading of chapter 1 from Ernest Gaines’s A Lesson Before Dying

  • Closing:

-Students will use the remaining class time to complete the assigned independent reading of chapters 2-3

 

TUESDAY:

  • Warm Up:

-Students will receive letters to have signed by a parent in order to view the docuseries “Time: The Kaleif Browder Story.”  This text is a major component of Unit 3.

-Students will receive an iverview of the Social Justice Project

  • Work Session:

-Students will receive the introduction to The New Jim Crow by Michelle Alexander.  This text will be used for the daily EOC activity and as a springboard into a discussion of the ongoing parallel reading novel for Unit 3.

-As a class we will discuss the introduction as it connects to the incarceration described in the first three chapters of A Lesson Before Dying.

-Students will be given fifteen minutes to complete the assigned in-class reading assignment of chapters 1-3

-Students will take the chapters 1-3 reading quiz.

  • Closing:

-Students will use the remaining time to begin the next assigned reading section (chapters 4-6)

 

WEDNESDAY:

  • Warm Up:

-Students will complete the reading comprehension passage chosen for tofday’s daily EOC prep.  These exercises are practice assignments gleaned from class performance on the pretest

-As a class we will cover the answers on the first passage

-Students will complete the second passage in the allotted 15 minutes.  This will be collected for a reading assessment

  • Work Session:

-Students will complete cloze notes based on the major literary eras of American literature

-Students will be shown the associated EOC study resource Quizlet prepared for this unit

-Students will be provided the viewing guide for “Time: The Kalief Browder Story” before we begin viewing episode one

  • Closing:

-Students will complete summary statements in response to their screening.

 

THURSDAY:

  • Warm Up:

-Students will be given the first thirty minutes of class to both complete the reading comprehension passage today and to complete the assigned reading of A Lesson Before Dying, chapters 4-6

 

  • Work Session:

-Students will be working in assigned collaborative reading groups to complete the first benchmark assessment

-Students groups are given selected copies of The Atlantic, Wred, Esquire, and The New York Magazine

-Groups must choose three images to include in their sketch notes.  On their provided chart paper they will sketch out and illustrate ethe major ideas presented this week so far

 

  • Closing:

-Groups will be working until the bell today, but all collaborative work is due at the end of class.

 

FRIDAY:

  • Opening:

-Students will complete the selected reading comprehension passage in preparation for the EOC.  This is a timed assignment that is due within the first fifteen minutes of class.

  • Work Session:

-Students will be using the laptop cart to complete individualized USATestPrep exercises that have been assigned beforehand as a result of the unit 3 pretest.

-Students will be working through a set of three exercises.

-Today’s lesson has been selected to reach students unique levels of remediation and should shore weakness seen in the pretest.

  • Closing:

This activity will take the entire classtime and is a bell-tobell EOC preparation activity

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Tiered Extra Credit Assignment & The Unit 2 Into the Wild Photo Journal Project Directions

Tiered Extra Credit Assignment:

Level 1 (worth 25 points): Analysis Essay:

-Choose and copy a 1500 word passage from any place in the parallel reading novel.  This will serve as the sample you will be analyzing.

-Provide three paragraphs in which you analyze the author’s use of unit rhetorical devices and the effect they have on the effectiveness of the selected passage.  A hard copy only of both the sample and the analysis are required with the proper MLA heading.

-Examples of the unit rhetorical devices can be found in the class Quizlet folder under the appropriate heading.

Level 2 (worth 70 points): Argument Essay:

-Write a five paragraph essay in which you discuss how the selected parallel reading novel displays characteristics of either transcendentalism, dark romanticism, or early American romanticism.

Level 3 (worth 100 points): Synthesis Essay:

-Select three examples of visual art, poetry, song lyrics, or digital content that relates to the themes explored in your selected parallel reading.

-In addition to the hard copies of your selections, you will write a five paragraph essay that explains the connections between your selections, and evaluate the final overall selection as it relates to theme

NOTE: All extra credit assignments are due at the end of the school day on April 9th.

Into the Wild Photo Journal Project:

-Please see the attached directions. PhotoJournalProject

-As with the extra credit assignment detailed above, I will be discussing both of the project requirements as we meet for individual deskside conferences throughout the week.

Preview Week: 4/26/18 – 3/30/18

MONDAY:

  • Warm Up:

-Students will be allowed the first ten minutes of class to review Into the Wild study resources posted to the class blog and Quizlet

-Students may work in collaborative learning pairs to prepare for the final test

  • Work Session:

-Students will take the comprehensive final exam for the unit novel, Into the Wild.

-Students will take notes on a direct lecture session in which we discuss the essential characteristics of American Transcendentalism

-Students will receive clarification on the tiered learning project offered as extra credit during Spring Break.

-This information will be include in the direct lecture portion of class and will setail the analysis, argument, and synthesis tiers involved in this assignment.  Students will be provided with hard copies of the parallel reading books offered for this extra credit project.  Additionally, this list can be found on the front whiteboard.

-If time permits, we will begin discussing the directions for the unit project on into the Wild

  • Closing:

-If time has run out students are directed to the read the directions posted on the class blog in order to prepare for their preplanning deskside conference with the instructor

 

TUESDAY:

  • Warm Up:

-Students will begin class will a drill and skill worksheet on misplaced modifiers and commonly confused words.

-Students will detach the unit 3 language checkpoint activity (comma usage) from their Springboard text.  This activity can be completed in class or students can prepare for their responses to the unit project directions.

  • Work Session:

-Students will complete a naterials needed and project preplanning sheet wither during or before the deskside conference as they are called to their preassigned appointments

-Students that complete this activity early can begin putting together projects and gathering reference material from the Media Center, or work on the language checkpoint worksheet

  • Closing:

-Students will be working to the bell on days designated as project workshops.

 

WEDNESDAY:

  • Warm Up:

-Students will turn in last night nightly homework on comma usage

-This will be collected as part of a writing assessment

  • Work Session:

-Students will continue the project workshop we began yesterday.

-The instructor will continue to have deskside conferences with students to discuss the planning and grading of the unit project.

-During these conferences, the instructor will guide students to EOC study resources and the medium test that is due in USATestPrep.  Students scoring below a 60% will be invited to the EOC Boot Camp as part of the American Literature PLC Remediation Plan.

  • Closing:

-Students will be working bell-to-bell on the above activity.

 

THURSDAY:

  • Warm Up:

-Students will be given the first ten minutes of class to review the unit 2 post-test related Quizlet.

 

  • Work Session:

-Students will use the department laptops to complete the unit 2 CTLS post test.  Students are aware that this grade counts towards their final average.

-Students that finish early will complete the medium test in USATestPrep using the same laptops.

-The instructor will complete deskside conferences with individual students, and will announce final expectations and deadlines for the unit 2 ITW project.  This project will be due at the beginning of our first class back from Spring Break.

  • Closing:

-Students will be working on the above assessment activities until the final bell

 

FRIDAY:

  • Opening:

-Before we begin today’s critical screening of the final documentary presented in unit 2, the instructor will outline the unit 3 expectations and the central texts involved.

-Students will be provided with letters to parents explaining the purpose of the Social Justice Project, along with a list of the central tests (A Lesson Before Dying by Ernest J. Gaines, The Kalief Browder Story, excerpts from The New Jim Crow, and “Imitation of Life”)  Parents are encouraged to explore the texts and give written consent.  Alternative texts have been selected in lieu of any parental objection.

  • Work Session:

-Students will receive the viewing guide for “Grizzly Man”

-As a class we will critically screen and discuss the events that lead to the untimely death of Timothy Treadwell and its similarities to the story of Christopher MaCandless.

  • Closing:

Critical screenings will last the entire class period and will go to the final bell

Preview Week: 3/11/18 – 3/16/18

 

What are the students learning?

In this unit, students will:

-master use of the principles of argumentation, including the use of precis, claims, using evidence, organizing and framing the argument, counterarguments, and a call to action

-master recognition and creation of advanced thematic statements

-master the rules of usage for parallel structure, including recognition and correction of incorrect exemplars.

-understand the beliefs of the American rationalists and confirm or challenge contemporary notions of liberty and freedom

-understand and synthesize the beliefs of the early American romantics as it connects to contemporary ecological policy

-sample the literary works of Benjamin Franklin, Patrick Henry, Thomas Jefferson, Washington Irving, William Cullen Bryant, Susan Carson, and Annie Dillard

 

How will the students learn?

In this unit the following instructional strategies will be employed:

-Brainstorming

-Discussion Groups

-Socratic Seminar

-Quickwrite

-TP-CASTT

-Choir and popcorn reading

-Various CRISS strategies to be employed in order to remediate struggling readers

 

How will students be assessed?

In this unit the following main assessments will be employed:

-Check Your Understanding

-Springboard grammar activities

-Writing Prompts

-Pre and Post Unit Assessments

-Principles of Photography Assessments

-Writing Your Own Credo

-Independent Reading Logs

 

MONDAY:

·       Warm Up:

-Students will detach the “Placing Modifiers” worksheets from their Springboard text

-As a class we will work through two sample exercises on the front board

-Students are assigned the remainder of the worksheet for tonight’s homework.

·       Work Session:

-The class will conduct a brief Socratic Seminar (fishbowl format) to discuss the first ten chapters of Into the Wild.

-Students will take notes on a direct lecture on the “Romantic Hero”

-Students will be directed to small collaborative learning groups of four to complete the Journey/Hero chart paper activity

-Directions for this activity will be posted on the whiteboard

·       Closing:

-Collaborative learning groups will be working on this activity until the bell.  Time will be given to complete this activity tomorrow, as students will only be able to start this activity in the time allotted.

TUESDAY:

·       Warm Up:

-Students will begin Literary Term Tuesday today by discussing parallel structure

-Using a handout from NoRedInk, students will identify and correct usage errors in parallelism

-Students will go to the main building to pick up, label, and store their Springboard consumables.

-Before storing their books, students will detach the activity for parallelism.  This will be due at the beginning of class tomorrow and constitutes nightly homework in remediation of grammar skillscollect Springboard consumables

-Students will be directed to the appropriate Quizlet study set for a review of unit vocabulary so far.

·       Work Session:

-Students will continue working on the Journey/Hero chart paper activity we began at the beginning of class yesterday.  This will take the first half of the remaining time to complete and post.

-Groups that finish early will conduct popcorn readings of chapters 7-10 of Into the Wild in their collaborative reading groups until all Journey/Hero charts are displayed for the closing activity.

·       Closing:

-Students will conduct Gallery Walks, with chart experts for the remaining class time.

 

WEDNESDAY:

·       Warm Up:

-Students will turn in last night nightly homework on parallelism.

-Students will complete a quickwrite response to the selected artwork today (The Ox Bow River)

-As a class we will discuss this work as we collaboratively complete an OPTIC graphic organizer.

·       Work Session:

-Students will conduct mini-Socratic Seminars in the small collaborative groups they were assigned for the chart paper activity earlier this week.

-Student groups will be provided with a majority of the seminar discussion points, but will be encouraged to create three of their own using the Bloom’s HOTS handout

-The instructor will conduct deskside conferences concurrent with today’s seminar.

-Student groups that finish early will conduct individual independent reading of chapterrs 11-13 of Into the Wild

·       Closing:

-Students will be working bell-to-bell on the above activity.

 

THURSDAY:

·       Warm Up:

-Students will complete Crazy Captions for the images posted on the whiteboard.  Captions must fall in the guidelines of what a Romantic hero is defined as.

-As a class we will discuss these captions

·       Work Session:

-Students will receive the viewing guide for “Grizzly Man”

-As a class we will discuss this viewing guide and its obvious connections to MacCandless’s story in Into the Wild

-The remainder of class will be spent in a critical screening of “Grizzly Man”

·       Closing:

-Under the guidelines established at the beginning of class, critical screenings occur bell-to-bell.  As such, there is not closing activity

 

FRIDAY:

NOTE– I will be absent this day as a personal day.  Substitute plans will be left on my desk.  Students will finish their screening of “Grizzly Man” before completing their weekly reading of Into the Wild

 

 

 

Preview Week: 3/5/18 – 3/9/18

MONDAY:

  • Warm Up:
  • Students will complete the sixth timed multiple choice practice by responding to questions. As a class we will discuss the correct answers from the first practice reading passage.
  • Students will take brief notes on test-taking tips for the multiple choice, as part one of our overview of the AP exam.
  • Students will receive data charts to complete. Students will collate reading passage performance for the week and complete reflection questions.  This is due at the end of the week.
  • (All classes) Students will annotate hard copies of their construted response practice writing from last week (“Is John Proctor a tragic hero?”)
  • Students will annotate by using provided highlighters to highlight the claim statement, underline the hook, and indicate their strongest paragraph with commentary.
  • Students will turn in their annotated copy.

 

  • Work Session:

-As a class we will go to the main building to collect Springboard consumables, which students will label and store in the classroom

-Students will take notes on the direct lecture on the essential characteristics of the rationalists, early romantics, and transcendentalists.

-Students will utilize the Springboard text to read and annotate the excerpst from Self-Reliance by Ralph Waldo Emerson and Walden by Henry David Thoreau.  Read for Understanding annotation key will be displayed on the white board for this purpose.

-Students will individually complete the review and assess questions provided by Springboard

 

 

  • Closing:

-Students that finish early will complete independent reading of chapter 2 of Into the Wild by Jon Krakauer.  Multiple class sets will be used for this purpose.

TUESDAY:

  • Warm Up:

-Students will begin Literary Term Tuesday today by discussing parallel structure

-Using a handout from NoRedInk, students will identify and correct usage errors in parallelism

-Students will go to the main building to pick up, label, and store their Springboard consumables.

-Before storing their books, students will detach the activity for parallelism.  This will be due at the beginning of class tomorrow and constitutes nightly homework in remediation of grammar skillscollect Springboard consumables

-Students will be directed to the appropriate Quizlet study set for a review of unit vocabulary so far.

  • Work Session:

-Students will continue taking notes on the characteristics of early romanticism.  These are leftover items from yesterday’s notes

 

-As a class we will conduct popcorn readings of chapter 3 of Into the Wild

-Students will take a review quiz based on chapters 1-3 of the novel

-Students that finish early will begin independent parallel reading of chapters 4-5 of Into the Wild

  • Closing:

-Students will be completing independent reading to the closing bell.  This practice is crucial to the independent reading workshop model outlined in the works of Nancie Atwell’s Reader’s Workshop.

 

WEDNESDAY:

  • Warm Up:

-Students will turn in last night nightly homework on parallelism.

-Students will complete a quickwrite response to the selected artwork today (The Ox Bow River)

-As a class we will discuss this work as we collaboratively complete an OPTIC graphic organizer.

  • Work Session:

-Students will take notes on the characteristics of a Romantic Hero

-Using the classroom magazines, students will create collage/sketchnotes on the events of Into the Wild chapters 1-5. Complete directions will be displayed on the front board.

-Students

  • Closing:

-Students will be working bell-to-bell on the above activity,  Students that finish early may begin reading chapter 6 independently.

 

THURSDAY:

  • Warm Up:

-Students will take a brief review quiz on this week’s lessons on the principles of argumentation, as well as parallelism, and the characteristics of Rationalist-Early Romantic literature

  • Work Session:

-Today’s lesson was planned for last week, but we never got to it due to our critical screening of The Queen of Versailles.  It will be utilized here as a review of the previous unit.

-As a class we will listen to the podcast Lore: Episode 52- Half Hanged Mary

-Students will work with their 10 o’clock buddy to complete the TP-CASTT graphic organizer using Margaret Atwood’s poem, “Half-Hanged Mary” as their primary document

-The class will have a structured seminar on the gender implications found in the poem.  The events of the poem will be discussed as both a historical and metaphorical event in both Puritan and contemporary American society.

  • Closing:

-Students will publish completed organizers by posting them on the front board.

-Students will use provided sticky notes to complete One Additional Thought quickwrites and affixing them to their posted organizer

 

FRIDAY:

  • Warm Up:

-Students will use the first quarter of class by completing chapter 6.

-We will have a brief panel of chapters 3-6 as an informal, whole class discussion

Work Session:

-Students will use the first half of the block completing independent reading entries or completing their weekly reading.

-Students will be assigned chapters 7-8 of Into the Wild that should be prioritized during independent reading.

Closing:

-Independent reading will be completed to the bell.

AP Exam Registration

Please use the following link to register for (ALL) your AP exams.

Registration Link

For payment, all checks should be made to Pebblebrook HS and turned in to Mrs. Munlin directly. If you have cash it must be exact cost of exam.  Mrs. Munlin will not be able to make change. 

The absolute last day Mrs. Munlin will take money is March 30th (approximately one month remaining).  She will NOT be accepting any late money!

 

Peer Editing Checklist

  • YELLOW- Highlight the lead-in/hook. After this sentence enter a number between 1 and 3 determining the uniqueness of it. 1=boring, 2=mediocre, 3= interesting
  • GREEN- Highlight the thesis statement. Is it clear what position the author is taking? Type YES or NO after this sentence.
  • RED- Highlight examples or direct quotes taken from the source material and used as evidence to bolster the thesis statement
  • BLUE- Highlight the reassertion of the thesis statement
  • At the end of the document provide two sentences in the major areas you feel the author could improve (organization, proofreading, clarity of ideas, etc.)
  • Record the number of paragraphs.
  • Does the author use interesting transitions between paragraphs? (look at your handout)
  • End with one word of encouragement   (SAVE and email the author your edits)