English 12 Assignments and due dates:
**Your assignments will be posted here daily!
There is no excuse for late work!
Assignments & Objectives: 2018-2019
September 4:
1. Introductions and class expectations
2. Google Chromebooks
3. Attitude writing prompt with paragraphs
Learning Targets:
12.1 I can be a productive member of a group.
12.2 I can use appropriate speaking skills to present information orally to the class.
12.3 I can identify values and points of view in media messages.
HW: Bring back signed Class Expectations and forms, if applicable
September 5 - 7:
1. Moral dilemma with class discussion (think, pair, share)
2. What Is British Kahoot.. Use device
3. British/English word games
4. Take this How Good is your British English quiz on your device
Learning Targets:
12.1 I can be a productive member of a group.
12.2 I can use appropriate speaking skills to present information orally to the class.
12.3 I can identify values and points of view in media messages.
HW: Bring in something British to share with the class!!
September 11-12:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
12.8 - The student will self- and peer- edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
Learning Targets:
I can identify how media influences our beliefs and actions.
I can understand and use information from nonfiction materials.
I can effectively write for different audiences and purposes.
I can edit my writing or someone else's writing.
Procedure:
1. Share British items with class
2. Complete the writing pre-test prompt that will be graded with the SOL rubric. Face to face feedback will be provided within the next two classses. You will have the opportunity to re-do this assignment.
--writing prompts and rubric will be discussed in class
3. After writing is complete, please access British Bingo. How many of these squares can you fill??
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
12.8 - The student will self- and peer- edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
Learning Targets:
I can identify how media influences our beliefs and actions.
I can understand and use information from nonfiction materials.
I can effectively write for different audiences and purposes.
I can edit my writing or someone else's writing.
Procedure:
1. Share British items with class
2. Complete the writing pre-test prompt that will be graded with the SOL rubric. Face to face feedback will be provided within the next two classses. You will have the opportunity to re-do this assignment.
--writing prompts and rubric will be discussed in class
3. After writing is complete, please access British Bingo. How many of these squares can you fill??
September 13-20: out of school for hurricane 9/11-9/14
Objectives:
12.2 I can edit my writing or some
12.4 I can use prior knowledge and context clues to learn new words.
12.5 I can understand and describe examples of British literature.
Learning Targets:
WE CAN EDIT OUR OWN WORK AND REVISE OUR OWN WRITING FROM TEACHER FEEDBACK.
I can effectively write for different audiences and purposes.
Procedure:
1 Writing Conferences begin in class
2. Students will set up digital portfolios in class using Google Slides. Each student will also have a folder for submission in Google Classroom. Directions will be given in class, but the digital portfolio will include a Home page introducing you with pictures and quotes, as well as something British. Also, the following must be included initially upon set-up:
1. Achievement Writing Prompt
2. Six Lessons of Life
3. All About Me descriptions and similes
4. Complete the three paragraphs attached in your digital portfolio.
September 21-24:
Objectives:
12.1 I can be a member of a group.
12.2 I can use appropriate speaking skills to present orally to the class.
12.4 I can use prior knowledge and context clues to learn new words.
WE CAN: Write effectively for different audiences and purposes.
Procedure:
1. Pre-test Wrap-up
2. Begin working on Writing With Details on Chromebooks
3. Circle up and share ideas
Objectives:
12.1 I can be a member of a group.
12.2 I can use appropriate speaking skills to present orally to the class.
12.4 I can use prior knowledge and context clues to learn new words.
WE CAN: Write effectively for different audiences and purposes.
Procedure:
1. Pre-test Wrap-up
2. Begin working on Writing With Details on Chromebooks
3. Circle up and share ideas
| writing_with_description.docx |
September 26-27: Guidance visits and CWRA info.
September 25-28:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.4 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
Procedure:
1. Continue with detailed writing in stations with discussion
a. details walkabout with random items to show sensory description
2. Come together as a group in large circle.
Differences between an essay and a story (group work) -explain why.... read example essays in class
1. Continue with detailed writing in stations with discussion
a. details walkabout with random items to show sensory description
2. Come together as a group in large circle.
Differences between an essay and a story (group work) -explain why.... read example essays in class
October 1 -2 :
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
Procedure:
1. Review essay v. story ...similarities and differences
2. Explain creative non-fiction and purpose.. brainstorm ideas to fill out creative nonfiction chart together in class
3. In class Journal: Snapshot of your life as a beginning to college essay (specific focus and details)
1. Review essay v. story ...similarities and differences
2. Explain creative non-fiction and purpose.. brainstorm ideas to fill out creative nonfiction chart together in class
3. In class Journal: Snapshot of your life as a beginning to college essay (specific focus and details)
| college_essay_introduction_components.docx |
| creative_nonfiction_checklist.docx |
Oct. 3- 4:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will use Chromebooks to complete the sensory detail exit ticket and the College Essay Outline Sheet to organize their ideas from their journal writing.
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
October 4-5:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will begin writing their college essays, using notes, hooks, class discussions, and personal feedback, on their Chromebooks in class.
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will use Chromebooks to complete the sensory detail exit ticket and the College Essay Outline Sheet to organize their ideas from their journal writing.
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
October 4-5:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will begin writing their college essays, using notes, hooks, class discussions, and personal feedback, on their Chromebooks in class.
WE CAN: WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!!
Monday, October 8: Virtual Learning Day #1:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
Procedure:
1. Read "A Hanging"
2. Complete the quiz in Schoology.
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Targets:
I can use sensory description to create imagery.
I can write a personal narrative essay effectively.
Procedure:
1. Read "A Hanging"
2. Complete the quiz in Schoology.
October 9-10:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will use laptops to type college essays previously discussed and written in class. Essay is due Thursday, Oct. 11 & Friday, Oct. 12!
2. When finished, students will submit their work. All students will have the opportunity to rewrite this assignment for a better grade.
3. Students will begin the Anglo-Saxon web-quest: only complete pages 1-2!!!
WE CAN: EDIT OUR OWN WRITING OR SOMEONE ELSE'S WRITING
Homework:
- Finish your essay in class with y help and submit it to Google Classroom
-If you finish this and have submitted it, then I will meet with you individually to discuss rewrites!
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will use laptops to type college essays previously discussed and written in class. Essay is due Thursday, Oct. 11 & Friday, Oct. 12!
2. When finished, students will submit their work. All students will have the opportunity to rewrite this assignment for a better grade.
3. Students will begin the Anglo-Saxon web-quest: only complete pages 1-2!!!
WE CAN: EDIT OUR OWN WRITING OR SOMEONE ELSE'S WRITING
Homework:
- Finish your essay in class with y help and submit it to Google Classroom
-If you finish this and have submitted it, then I will meet with you individually to discuss rewrites!
October 11: (B Day)
ALL STUDENTS WILL PARTICIPATE IN EITHER THE PSAT OR CWRA TESTING AND WILL FOLLOW AN ADJUSTED SCHEDULE. EACH CLASS WILL BE 30 MINUTES AND WE WILL FINISH UP COLLEGE ESSAY WRITING CONFERENCES.
ALL STUDENTS WILL PARTICIPATE IN EITHER THE PSAT OR CWRA TESTING AND WILL FOLLOW AN ADJUSTED SCHEDULE. EACH CLASS WILL BE 30 MINUTES AND WE WILL FINISH UP COLLEGE ESSAY WRITING CONFERENCES.
October 15-16:
College Essay:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
(SOL 12.3)]
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
(SOL 12.7)
I CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!
Procedure:
1. Writing Conferences for College Essay continue due to weather and schedule constraints
2. Students will meet with teacher to discuss writing while other students begin work on Resume buliding and Activities Resumes.
College Essay:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
(SOL 12.3)]
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
(SOL 12.7)
I CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!
Procedure:
1. Writing Conferences for College Essay continue due to weather and schedule constraints
2. Students will meet with teacher to discuss writing while other students begin work on Resume buliding and Activities Resumes.
| activities_template_for_student_resume.docx |
October 17 - 22:
Finish College Essay:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
(SOL 12.3)]
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
(SOL 12.7)
I CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!
Procedure:
1. Writing Conferences for College Essay continue due to weather and schedule constraints
2. Students will meet with teacher to discuss writing while other students begin work on Resume building and Activities Resumes.
3. Please refer to Activities Sheet template above ^^^
Finish College Essay:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
(SOL 12.3)]
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
(SOL 12.7)
I CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES!
Procedure:
1. Writing Conferences for College Essay continue due to weather and schedule constraints
2. Students will meet with teacher to discuss writing while other students begin work on Resume building and Activities Resumes.
3. Please refer to Activities Sheet template above ^^^
October 23-24:
Objectives:
12.1: The student will participate in, collaborate in, and report on small group learning activities.
12.3: The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.5: the student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Procedure:
1. Discuss student "brag sheets"- conference with me during one-lunch with any questions
2. Class discussion about heroes, with writing prompt, "who is your hero and why"?
3. Intro to "Hero" Unit with Anglo-Saxon/Beowulf web quest.
4. Students in mini-groups to complete assignment, then rotate and share with class..
I can be a productive member of a group and the class.
October 25-26:
Objectives:
12.1: The student will participate in, collaborate in, and report on small group learning activities.
12.3: The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.5: the student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Procedure:
1. B-day students will review hero discussion and writing prompts, along with Not All Bridges Can be Burned.
2. In Groups of 4, students will complete the Anglo/Saxon Beowulf web quest and share out with the rest of the class (20-30 minutes) B-day will discuss webquest notes.
3. After groups share information, they will complete the "Monster" writing prompts and include them in your digital portfolio!
I can be a productive member of a group and the class.
HW: Complete "Monster" writing prompts in digital portfolio if not finished
Objectives:
12.1: The student will participate in, collaborate in, and report on small group learning activities.
12.3: The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.5: the student will read, comprehend, and analyze the development of British literature and literature of other cultures.
Procedure:
1. B-day students will review hero discussion and writing prompts, along with Not All Bridges Can be Burned.
2. In Groups of 4, students will complete the Anglo/Saxon Beowulf web quest and share out with the rest of the class (20-30 minutes) B-day will discuss webquest notes.
3. After groups share information, they will complete the "Monster" writing prompts and include them in your digital portfolio!
I can be a productive member of a group and the class.
HW: Complete "Monster" writing prompts in digital portfolio if not finished
October 29-30:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
I CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. You will take notes on the right side of the page and on the Anglo-Saxon timeline sheet, take notes from the Anglo-Saxon lecture.
2. Show the following videos about the Anglo-Saxon period:
- The Anglo-Saxons in Britain
- The Worst Jobs in Anglo-Saxon Roman History
- BBC - Anglo-Saxon Invaders
3.Please open up Schoology and complete the Anglo-Saxon 3-2-1 Quiz. This quiz is open for submission from 7 a.m.- 11 p.m.
4. Distribute the Beowulf key words and characters sheet. Discuss.
I CAN UNDERSTAND AND USE INFORMATION FROM DIFFERENT NONFICTION MATERIALS.
HW: Complete unfinished work
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
I CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. You will take notes on the right side of the page and on the Anglo-Saxon timeline sheet, take notes from the Anglo-Saxon lecture.
2. Show the following videos about the Anglo-Saxon period:
- The Anglo-Saxons in Britain
- The Worst Jobs in Anglo-Saxon Roman History
- BBC - Anglo-Saxon Invaders
3.Please open up Schoology and complete the Anglo-Saxon 3-2-1 Quiz. This quiz is open for submission from 7 a.m.- 11 p.m.
4. Distribute the Beowulf key words and characters sheet. Discuss.
I CAN UNDERSTAND AND USE INFORMATION FROM DIFFERENT NONFICTION MATERIALS.
HW: Complete unfinished work
October 31- November 1:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Beowulf Information as a class
2. Introduce Kennings and review alliteration/ have students pair up to define modern kennings...share out
3. Distribute Beowulf Study Questions in class and begin reading/answering questions together in class
4.Show Beowulf Thug Notes (see below) as extra info.
5. We will read together in the textbook through the "Beowulf's battle with Grendel"
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Beowulf Information as a class
2. Introduce Kennings and review alliteration/ have students pair up to define modern kennings...share out
3. Distribute Beowulf Study Questions in class and begin reading/answering questions together in class
4.Show Beowulf Thug Notes (see below) as extra info.
5. We will read together in the textbook through the "Beowulf's battle with Grendel"
November 2-November 5:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Beowulf sections for understanding and comprehension
2. Look in Schoology for Boasting Like Beowulf. The assignment will be due by the A day's class on Friday, Nov. 2 and B-day class on Monday, Nov. 5. If you are not going to be in school, you know the assignment and it must be completed by the due date or you will not be able to submit!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedure:
1. Review Beowulf sections for understanding and comprehension
2. Look in Schoology for Boasting Like Beowulf. The assignment will be due by the A day's class on Friday, Nov. 2 and B-day class on Monday, Nov. 5. If you are not going to be in school, you know the assignment and it must be completed by the due date or you will not be able to submit!
November 6: Virtual Learning Day #2
1. "B" day classes only: In Schoology-- read "A Hanging" and complete the quiz!!
November 7-8:
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedures:
1. View this video about Courage for some extra motivation
2. . Discuss transition from Anglo-Saxon times to Middle Ages.
3. Begin Middle Ages Intro. Complete Medieval Jigsaw Activity:
- Form 7 groups
- Have each group select a topic
- Each group will go to the 2 links
for their topic and read about it.
- On poster paper, each group will
record 5 facts about their topic and
explain one way in which their
topic influenced our life today.
- Each group will report to the class,
and students will record at least 3
facts as digital notebook entry #1.
4. View Middle Ages videos
- Middle ages life video
- Feudalism video
- Knights of Middle England video
- Knighthood Conquest video - pt. 1
- Knighthood video - pt. 2
- Knighthood video - pt. 3
Middle Ages Jigsaw Links
Arts and Entertainment:
http://www.learner.org/interactives/middleages/artsentr.html
https://prezi.com/xvr4jrq9qfmb/medieval-arts-and-entertainment/
Feudal Life:
http://www.learner.org/interactives/middleages/feudal.html
http://www.learner.org/interactives/middleages/morefeud.html
Religion:
http://www.learner.org/interactives/middleages/religion.html
http://www.learner.org/interactives/middleages/morelign.html
Homes:
http://www.learner.org/interactives/middleages/homes.html
http://www.learner.org/interactives/middleages/morehome.html
Clothing:
http://www.learner.org/interactives/middleages/clothing.html
http://www.learner.org/interactives/middleages/morcloth.html
Health:
http://www.learner.org/interactives/middleages/health.html
http://www.learner.org/interactives/middleages/morhealt.html
Town Life:
http://www.learner.org/interactives/middleages/townlife.html
http://www.learner.org/interactives/middleages/moretown.html
“Medieval Life Interactives.” AnnenbergLearner.com Annenberg Foundation. 2017.
Web accessed 27 Nov. 2017
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedures:
1. View this video about Courage for some extra motivation
2. . Discuss transition from Anglo-Saxon times to Middle Ages.
3. Begin Middle Ages Intro. Complete Medieval Jigsaw Activity:
- Form 7 groups
- Have each group select a topic
- Each group will go to the 2 links
for their topic and read about it.
- On poster paper, each group will
record 5 facts about their topic and
explain one way in which their
topic influenced our life today.
- Each group will report to the class,
and students will record at least 3
facts as digital notebook entry #1.
4. View Middle Ages videos
- Middle ages life video
- Feudalism video
- Knights of Middle England video
- Knighthood Conquest video - pt. 1
- Knighthood video - pt. 2
- Knighthood video - pt. 3
Middle Ages Jigsaw Links
Arts and Entertainment:
http://www.learner.org/interactives/middleages/artsentr.html
https://prezi.com/xvr4jrq9qfmb/medieval-arts-and-entertainment/
Feudal Life:
http://www.learner.org/interactives/middleages/feudal.html
http://www.learner.org/interactives/middleages/morefeud.html
Religion:
http://www.learner.org/interactives/middleages/religion.html
http://www.learner.org/interactives/middleages/morelign.html
Homes:
http://www.learner.org/interactives/middleages/homes.html
http://www.learner.org/interactives/middleages/morehome.html
Clothing:
http://www.learner.org/interactives/middleages/clothing.html
http://www.learner.org/interactives/middleages/morcloth.html
Health:
http://www.learner.org/interactives/middleages/health.html
http://www.learner.org/interactives/middleages/morhealt.html
Town Life:
http://www.learner.org/interactives/middleages/townlife.html
http://www.learner.org/interactives/middleages/moretown.html
“Medieval Life Interactives.” AnnenbergLearner.com Annenberg Foundation. 2017.
Web accessed 27 Nov. 2017
November 9 & 13: November 12 is Veteran's Day!!
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedures:
1. Finish discussing Middles Ages "need to know"
2. Journal #2: Not My Best Side
3. Watch intro to Middle Ages video clips and Intro to Knights
4. 25 Reasons Why you didn't want to live in the Middle Ages
5. Discuss knights and watch video clip and Shocking facts about knights
Objectives:
12.3 - The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
12.6 - The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Procedures:
1. Finish discussing Middles Ages "need to know"
2. Journal #2: Not My Best Side
3. Watch intro to Middle Ages video clips and Intro to Knights
4. 25 Reasons Why you didn't want to live in the Middle Ages
5. Discuss knights and watch video clip and Shocking facts about knights
November 14 & 15:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE WILL PARTICIPATE IN, COLLABORATE IN, AND REPORT ON SMALL-GROUP LEARNING ACTIVITIES.
Procedures:
1. Intro courtly love and chivalry with video clips and discussion (see Weebly under British Eras, Middle Ages, Terms)
2. Medieval Romance Characteristics and romance heroes
3. King Arthur and the Sword in the Stone, Sir Lancelot, Guinevere, Merlin, Morgan Le Fay, and the Lady of the Lake
4. Begin reading Sir Gawain and the Green Knight in class
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE WILL PARTICIPATE IN, COLLABORATE IN, AND REPORT ON SMALL-GROUP LEARNING ACTIVITIES.
Procedures:
1. Intro courtly love and chivalry with video clips and discussion (see Weebly under British Eras, Middle Ages, Terms)
2. Medieval Romance Characteristics and romance heroes
3. King Arthur and the Sword in the Stone, Sir Lancelot, Guinevere, Merlin, Morgan Le Fay, and the Lady of the Lake
4. Begin reading Sir Gawain and the Green Knight in class
November 16 & 19:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
We can understand and describe examples of British literature.
Procedures:
1. Finish reading Sir Gawain and the Green Knight and review as well chivalry, courtly love, etc.
2. Watch Sir Gawain video clips
3. Complete Find Someone Who handout for Sir Gawain
4. Take quiz in Schoology.
Thanksgiving Break!!!! Nov. 21-Nov. 25!!!!
November 27 & 28:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review 7 Sins and 7 Virtues as shown in Weebly
2. Students will pick one sin and one virtue that decribes them, write one paragraph for each and include a picture from Google images that represent each sin and each virtue. Any picture that is cited from Google images MUST include the website. This will be an in class activity
3. This will be the next entry in their digital portfolio. You can create your own Google Doc.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review 7 Sins and 7 Virtues as shown in Weebly
2. Students will pick one sin and one virtue that decribes them, write one paragraph for each and include a picture from Google images that represent each sin and each virtue. Any picture that is cited from Google images MUST include the website. This will be an in class activity
3. This will be the next entry in their digital portfolio. You can create your own Google Doc.
November 29 & December 3:
Objectives:
Procedures:
January 3 -4:
Objectives:
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Introduction to Canterbury Tales with sins/virtues notes, Canterbury Prologue notes
2. Google Classroom Interactive Notebook assignment (Character Sketch)
to be checked and discussed next class
November 28-29:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can find and use information from appropriate sources to research a topic.
I can be a productive member of a group.
I can write effectively for different audiences and purposes.
Procedure:
1. Review sins/virtues and check completion of in-class assignment.
2.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can find and use information from appropriate sources to research a topic.
I can be a productive member of a group.
I can write effectively for different audiences and purposes.
Procedure:
1. Review sins/virtues and check completion of in-class assignment.
2.
January 5 - 6:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Check Interactive Notebook HW
2. Review Canterbury Tales Prologue and characters
3. Rhyming couplets and create Modern Pilgrim in class
4. Introduce the Pardoner's Tale w/journal and prologue
HW: finish Modern Pilgrim assignment
November 21 - 22:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
Procedure:
1. Hand back Middle Ages tests and Modern Pilgrims.
2. Journal entry: "Radix Malorum est Cupiditas"
3. Review the Pardoner's character and read the Pardoner's Prologue and Tale.
4. Watch Pardoner's tale video clip.
5. Quiz on Pardoner's Prologue and Tale.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
Procedure:
1. Hand back Middle Ages tests and Modern Pilgrims.
2. Journal entry: "Radix Malorum est Cupiditas"
3. Review the Pardoner's character and read the Pardoner's Prologue and Tale.
4. Watch Pardoner's tale video clip.
5. Quiz on Pardoner's Prologue and Tale.
Procedure:
1. Review 7 Sins and 7 Virtues
2. Students will pick one sin and one virtue that decribes them, write one paragraph for each in their Interactive Notebooks and draw or print a picture for each sin and each virtue (cite if printed) In class activity.
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
Procedure:
1. Welcome back! 4 weeks until XMAS break...
2. Review heroes and have them complete the Venn Diagram with a partner.
3. Students will then complete their own paragraph explaining their "declaration" of the most heroic.
4. Students should consider someone in society that they feel shows heroic qualities for upcoming assignment.
February 16-19:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
Procedure:
1. Notes and In-Class discussion with video clips
2. Sins and Virtues : http://www.quotev.com/quiz/2703298/Which-Of-The-Seven-Heavenly-Virtues-are-you/
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
I CAN UNDERSTAND AND USE INFORMATION FROM DIFFERENT NONFICTION MATERIALS.
Procedure:
1. Intro Nonfiction: nonfiction v. fiction in stations to find elements, characteristics, purpose, etc.
2. Intro difference between fact v. opinion using using various news articles, as well as *Samuel Johnson's "Dictionary" & ( fiction v nonfiction & fact v. opinion)
3. Students will review several nonfiction poems: reading , journaling
4. Students will know the difference between proverbs, anecdotes, and maxims
45 Students will be assessed on Nonfiction Elements, Types, and the short story.
****See below for handouts and copy of the short story****
***HW: *Slang Dictionary due in Interactive Notebook next class-- 5 words with definitions on the right and three pictures representing three words of your choice on the left
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
Procedure:
1. Students will review Nonfiction and Orwell's, "A Hanging"
2. Hand back quizzes with review
3. Students will analyze nonfiction poetry, as well as learn the difference between axioms, proverbs, maxims, and anecdotes
4.Students will review Elements and Types of Nonfiction with notes through short story, "A Hanging" in class
| a_hanging_short_storynew.pdf |
| a_hanging_notes.pdf |
| nonfictionpoems.docx |
| proverbs_maxims....pdf |
October 11:
Classes are short due to PSAT testing...
October 12-13
Objectives:
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
Procedure:
1. Students will review nonfiction elements found in short stories and elements of poetry
2. Students will be assessed on nonfiction knowledge, incorporating the KWL strategy.
3. Any college essay rewrites are due as final.
Objectives:
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
Procedure:
1. Students will review nonfiction elements found in short stories and elements of poetry
2. Students will be assessed on nonfiction knowledge, incorporating the KWL strategy.
3. Any college essay rewrites are due as final.
October 19-20:
Objectives:
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL
Procedure:
1. Students will take the Nonfiction Unit test.
| characteristicsofnonfiction2016newest.docx |
| nonfictiontextstructures2016newest.docx |
October 23-27 :
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Intro to Quest Unit: Anglo-Saxon (Beowulf) & Middle Ages (Canterbury Tales)
a. Life in 999 w/journal
b. Anglo-Saxon Timeline info... Old English & history of literature.. see Weebly notes
2. Anglo-Saxon riddles
October 25 & 26:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Anglo-Saxon Info.
2. 3-2-1 Anglo-Saxon for Quiz grade
2. Journal: Reputation and relate it to Beowulf and Anglo-Saxon principles
3. Students will learn characteristics of an epic hero and develop their own, unique hero with characteristics
2. 3-2-1 Anglo-Saxon for Quiz grade
2. Journal: Reputation and relate it to Beowulf and Anglo-Saxon principles
3. Students will learn characteristics of an epic hero and develop their own, unique hero with characteristics
| kennings.pdf |
| beowulf_study_guide_2015.pdf |
October 27 & October 30:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Monster Writing Prompts and discuss as a class
2. Introduce elements of an epic hero and Beowulf
3. Group Activity: Introduction to Heroes, develop your own hero with characteristics
4. Intro. Beowulf Key Words, kennings, and hero characteristics
5. Begin reading Beowulf sections from textbook in class
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Monster Writing Prompts and discuss as a class
2. Introduce elements of an epic hero and Beowulf
3. Group Activity: Introduction to Heroes, develop your own hero with characteristics
4. Intro. Beowulf Key Words, kennings, and hero characteristics
5. Begin reading Beowulf sections from textbook in class
| what_is_an_epic_hero.doc |
| beowulf_characters.docx |
| beowulf_key_words.docx |
| boasting_like_beowulf.pdf |
November 1-14:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal: Courage
2. Students will review Beowulf intro reading, as well as terms, key words, and characters
3. Read Beowulf p 47-54, Battle with Grendel, and complete the study guide through this section.
4. Beowulf Video clips for understanding
5. Beowuld storyboards
6. Boasting Like Beowulf in class activity
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal: Courage
2. Students will review Beowulf intro reading, as well as terms, key words, and characters
3. Read Beowulf p 47-54, Battle with Grendel, and complete the study guide through this section.
4. Beowulf Video clips for understanding
5. Beowuld storyboards
6. Boasting Like Beowulf in class activity
November 15-16:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will finish reading Beowulf's mother section in text
2. Review and finish study guide
3. Beowulf storyboard and or final test (TBA)
4. Beowulf Jeopardy game as review (can be found on Google classroom).
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will finish reading Beowulf's mother section in text
2. Review and finish study guide
3. Beowulf storyboard and or final test (TBA)
4. Beowulf Jeopardy game as review (can be found on Google classroom).
November 30 - December 2:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
Procedure:
1. Hand back Pardoner's Tale quizzes and review
2. Wife of Bath Study questions for in class discussion and debate
3. Intro to Wife of Bath's character with journal entry.
4. Read Wife of Bath's Prologue and Tale and take quiz.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
Procedure:
1. Hand back Pardoner's Tale quizzes and review
2. Wife of Bath Study questions for in class discussion and debate
3. Intro to Wife of Bath's character with journal entry.
4. Read Wife of Bath's Prologue and Tale and take quiz.
November 17-20:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal: "Not My Best Side" Intro Middle Ages with Class Discussion
2. Sir Gawain Acting Skits (in groups, class participation grade)
1. Journal: "Not My Best Side" Intro Middle Ages with Class Discussion
2. Sir Gawain Acting Skits (in groups, class participation grade)
November 21- 22:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE WILL PARTICIPATE IN, COLLABORATE IN, AND REPORT ON SMALL-GROUP LEARNING ACTIVITIES.
Procedure:
1. Introduction to Medieval England and medieval romance literature terms and characteristics via my Middle Ages Weebly
2. Medieval Romance Characteristics and romance heroes
3. Character walk-a-bout for Sir Gawain in Interactive Notebook
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE WILL PARTICIPATE IN, COLLABORATE IN, AND REPORT ON SMALL-GROUP LEARNING ACTIVITIES.
Procedure:
1. Introduction to Medieval England and medieval romance literature terms and characteristics via my Middle Ages Weebly
2. Medieval Romance Characteristics and romance heroes
3. Character walk-a-bout for Sir Gawain in Interactive Notebook
November 22 - 26: HAPPY THANKSGIVING!!!
November 27 - 30:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal: Honor
2. Begin reading Sir Gawain and the Green Knight with video clips
3. Middle Ages/Sir Gawain Quiz Test
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal: Honor
2. Begin reading Sir Gawain and the Green Knight with video clips
3. Middle Ages/Sir Gawain Quiz Test
December 1- 4:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Middle Ages terms and characteristics
2. Plickers.com Introduction
3. Middles Ages Quiz uses plickers cards
4. Finish discussing/ watching video clips of Sir Gawain and the Green Knight
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Middle Ages terms and characteristics
2. Plickers.com Introduction
3. Middles Ages Quiz uses plickers cards
4. Finish discussing/ watching video clips of Sir Gawain and the Green Knight
December 5-6:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Sir Gawain and the Green Knight/ Middle Ages
2. Sir Gawain and the Green Knight assessment
3. Knights/ Shields... in class groupwork
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Review Sir Gawain and the Green Knight/ Middle Ages
2. Sir Gawain and the Green Knight assessment
3. Knights/ Shields... in class groupwork
December 7-18:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal check and discussion/rubric for grading, etc.
2. Intro. Middle ages "Knightly" Project
3. Begin with sections 1 & 2 to be done in class Thursday -Tuesday
4. Explain that students will have until Monday, Dec. 18 to complete sections 3-5 as a group
All work will be done in groups in class
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Journal check and discussion/rubric for grading, etc.
2. Intro. Middle ages "Knightly" Project
3. Begin with sections 1 & 2 to be done in class Thursday -Tuesday
4. Explain that students will have until Monday, Dec. 18 to complete sections 3-5 as a group
All work will be done in groups in class
| middle_ages_knightly_project.doc |
WINTER BREAK!!! HAPPY HOLIDAYS!!!!
12/21/17-1/1/18
12/21/17-1/1/18
January - extended due to snow! 2-16
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will review Ballad Characteristics.
2. Circle up to look at various Middle Ages ballads such as Barbara Allen, Lord Randall, and Get Up and Bar the Door. Find ballad characteristics within each ballad
3. Students will write an In-Class ballad with a partner as a quiz grade using A-B-C-B rhyme scheme.
1. Students will review Ballad Characteristics.
2. Circle up to look at various Middle Ages ballads such as Barbara Allen, Lord Randall, and Get Up and Bar the Door. Find ballad characteristics within each ballad
3. Students will write an In-Class ballad with a partner as a quiz grade using A-B-C-B rhyme scheme.
| ballad_characteristics11.docx.gdoc |
| in_class_ballad_assignment.docx |
January 17-18:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will review ballad characteristics and share In Class Ballads
2. What is the difference between Middle Ages ballads and Modern Ballads.
3. Students will break into groups to look at Modern Ballads/ find characteristics.
4. Introduce Ballad Project with examples.
1. Students will review ballad characteristics and share In Class Ballads
2. What is the difference between Middle Ages ballads and Modern Ballads.
3. Students will break into groups to look at Modern Ballads/ find characteristics.
4. Introduce Ballad Project with examples.
January 19- January 24:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP AND I CAN UNDERSTAND AND USE INFORMATION FROM NONFICTION MATERIALS.
PROCEDURE:
1. Students will be introduced to the Ballad Project with the rubric, outline, and characteristic examples.
2. Students will view ballad project video examples from previous years' students (student generated work) for ideas and understanding
3. Students will be given class time to generate groups, print song lyrics for approval, find ballad characteristics, fill in outline information, and film if necessary.
Due Dates:
A day: Friday, Feb. 9 B day: Thursday, Feb. 8
1. Students will be introduced to the Ballad Project with the rubric, outline, and characteristic examples.
2. Students will view ballad project video examples from previous years' students (student generated work) for ideas and understanding
3. Students will be given class time to generate groups, print song lyrics for approval, find ballad characteristics, fill in outline information, and film if necessary.
Due Dates:
A day: Friday, Feb. 9 B day: Thursday, Feb. 8
| modern_ballad_assignment.docx |
January 25-26
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.9 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (SOL 12.8)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will turn in ballad lyrics and group members for review and approval.
2. Students will be introduced to research as it applies to the Ballad Project given in the previous class.
3. Students will actively learn to apply research into their project from various sources and include them into a Works Cited page as part of their project.
4. Students will use the Gale Database in student shortcuts to access research information. Directions are in the file below
5. Students will go to the library during class on Wednesday and Thursday to complete their research.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.9 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (SOL 12.8)
WE CAN USE PRIOR KNOWLEDGE AND CONTEXT CLUES TO LEARN NEW WORDS, AS WELL AS UNDERSTAND AND DESCRIBE EXAMPLES OF BRITISH LITERATURE.
Procedure:
1. Students will turn in ballad lyrics and group members for review and approval.
2. Students will be introduced to research as it applies to the Ballad Project given in the previous class.
3. Students will actively learn to apply research into their project from various sources and include them into a Works Cited page as part of their project.
4. Students will use the Gale Database in student shortcuts to access research information. Directions are in the file below
5. Students will go to the library during class on Wednesday and Thursday to complete their research.
| newest_ballad_project2018.doc |
| research_info_for_balladsnew2018.docx |
| new_ballad_project_rubric2018newest.docx |
December 14-16:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
| ballad_analysis_outline2018.docx |
Procedure:
1. Students will make-up any unfinished work before the winter break.
2. Students will work on Ballad Project Outline and/or film during class time.
HW: Ballad Projects are due Monday, Dec. 19 & Tuesday, Dec. 20 in class:)
1. Students will make-up any unfinished work before the winter break.
2. Students will work on Ballad Project Outline and/or film during class time.
HW: Ballad Projects are due Monday, Dec. 19 & Tuesday, Dec. 20 in class:)
December 19 - 22:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Students will present Ballad Projects in class this week before the winter break.
1. Students will present Ballad Projects in class this week before the winter break.
February 12-13
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Students will participate in a whole class anticipation guide activity to introduce the Canterbury Tales.
2. 7Sins and 7 virtues as they relate to each pilgrim
3. In class sins/virtues activity
1. Students will participate in a whole class anticipation guide activity to introduce the Canterbury Tales.
2. 7Sins and 7 virtues as they relate to each pilgrim
3. In class sins/virtues activity
| seven_sins_and_seven_virtues.docx |
February 14-15:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Review 7 Sins and 7 Virtues
2. Students will pick one sin and one virtue that decribes them, write one paragraph for each in their Interactive Notebooks and draw or print a picture for each sin and each virtue (cite if printed) In class activity.
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
HW: As an Interactive Notebook entry, you will give an example of each of the seven sins and seven virtues (left side). Then you will print out or draw (right side) the example of your most prevalent sin and most honorable virtue!!
February 16-19:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
Procedure:
1. Notes and In-Class discussion with video clips
2. Sins and Virtues : http://www.quotev.com/quiz/2703298/Which-Of-The-Seven-Heavenly-Virtues-are-you/
3. Plickers Introduction to Canterbury Tales next week
1. Review 7 Sins and 7 Virtues
2. Students will pick one sin and one virtue that decribes them, write one paragraph for each in their Interactive Notebooks and draw or print a picture for each sin and each virtue (cite if printed) In class activity.
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
HW: As an Interactive Notebook entry, you will give an example of each of the seven sins and seven virtues (left side). Then you will print out or draw (right side) the example of your most prevalent sin and most honorable virtue!!
February 16-19:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
Procedure:
1. Notes and In-Class discussion with video clips
2. Sins and Virtues : http://www.quotev.com/quiz/2703298/Which-Of-The-Seven-Heavenly-Virtues-are-you/
3. Plickers Introduction to Canterbury Tales next week
January 3 -4:
Objectives:
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Introduction to Canterbury Tales with sins/virtues notes, Canterbury Prologue notes
2. Google Classroom Interactive Notebook assignment (Character Sketch)
to be checked and discussed next class
| character_listnew2017.docx |
January 5 - 6:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Check Interactive Notebook HW
2. Review Canterbury Tales Prologue and characters
3. Rhyming couplets and create Modern Pilgrim in class
4. Introduce the Pardoner's Tale w/journal and prologue
HW: finish Modern Pilgrim assignment
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12)
12.8 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can understand and describe examples of British literature.
Procedure:
1. Check Interactive Notebook HW
2. Review Canterbury Tales Prologue and characters
3. Rhyming couplets and create Modern Pilgrim in class
4. Introduce the Pardoner's Tale w/journal and prologue
HW: finish Modern Pilgrim assignment
| the_canterbury_tales__pilgrim_interactive_notebook.docx |
Ballad Project Presentations
| prologue_character_sketch.docx |
| wife_of_bath_interactive_notebook.pdf |
December 2 -3:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Wife of Bath quiz
2. Students will learn the meaning of a ballad and its characteristics in the Middle Ages
3. Ballad rhyme scheme
1. Wife of Bath quiz
2. Students will learn the meaning of a ballad and its characteristics in the Middle Ages
3. Ballad rhyme scheme
December 8 - 10:
| new_ballad_project_2015newest.doc |
| new_ballad_project_rubric2015newest.docx |
| the_canterbury_tales__pilgrim_interactive_notebook.docx |
| research_info_for_balladsnew2015.docx |
| new_ballad_project_2015newest.doc |
HAPPY HOLIDAYS AND HAPPY NEW YEAR!!!
NO SCHOOL... DEC. 24 - JAN. 3
NO SCHOOL... DEC. 24 - JAN. 3
January 4-6:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
12.9 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (SOL 12.8)
Procedure:
1. Talk about Ballad Projects due at end of the week
2. Intro to Renaissance with Life in the 1500s
3. Journal: Queen Elizabeth Quote
HW: BALLAD PROJECTS DUE JAN. 7 & JAN. 8
1. Talk about Ballad Projects due at end of the week
2. Intro to Renaissance with Life in the 1500s
3. Journal: Queen Elizabeth Quote
HW: BALLAD PROJECTS DUE JAN. 7 & JAN. 8
SPRING BREAK!!! MARCH 30 - APRIL 8
April 9-10:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
I can work in a group and understand and describe examples of British literature.
PROCEDURE:
1. Journal: What do you know about Shakespeare?"
2. Intro to Shakespeare/ Renaissance/ Shakespeare Theater (see Google Classroom for assignment)
3. Shakespearean Language Intro with Insults and Conversation and Commercials
4. Rd. as a class "Life in the 1500's"
5. Discuss products people used during the time leading into Shakespearean Commercial
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
I can work in a group and understand and describe examples of British literature.
PROCEDURE:
1. Journal: What do you know about Shakespeare?"
2. Intro to Shakespeare/ Renaissance/ Shakespeare Theater (see Google Classroom for assignment)
3. Shakespearean Language Intro with Insults and Conversation and Commercials
4. Rd. as a class "Life in the 1500's"
5. Discuss products people used during the time leading into Shakespearean Commercial
APRIL 11-12:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
I can work in a group and understand and describe examples of British literature.
Procedure:
1. Revisit Shakespearean language/ theater/ etc. Remind students about HW!
2. Journal entry: Describe your absolute favorite commercial. Give detail that "shows" and does not simply "tell"
3. Introduce Shakespearean Commercial project and break students into groups of 3-4 to brainstorm products, write a script, and rehearse their commercials with rubric. Presentations next class for project grade. This will count on the 4th 9 weeks grading period.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
I can work in a group and understand and describe examples of British literature.
Procedure:
1. Revisit Shakespearean language/ theater/ etc. Remind students about HW!
2. Journal entry: Describe your absolute favorite commercial. Give detail that "shows" and does not simply "tell"
3. Introduce Shakespearean Commercial project and break students into groups of 3-4 to brainstorm products, write a script, and rehearse their commercials with rubric. Presentations next class for project grade. This will count on the 4th 9 weeks grading period.
APRIL 13-16:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
I can work in a group and understand and describe examples of British literature.
PROCEDURE:
1. A few minutes of group rehearsal time at the beginning of the block will be given.
2. Present Shakespearean Commercials to the class.
3. Introduce poetry using Stomp clip and discuss importance of rhythm in poetry. Pastoral poetry and sonnets in Renaissance era.
4. Introduce Shakespearean sonnets, including composition, rhythm, and purpose.
Use textbooks, p. 326, Sonnet 18 and discuss together.
5. Modern sonnet groupwork.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
I can work in a group and understand and describe examples of British literature.
PROCEDURE:
1. A few minutes of group rehearsal time at the beginning of the block will be given.
2. Present Shakespearean Commercials to the class.
3. Introduce poetry using Stomp clip and discuss importance of rhythm in poetry. Pastoral poetry and sonnets in Renaissance era.
4. Introduce Shakespearean sonnets, including composition, rhythm, and purpose.
Use textbooks, p. 326, Sonnet 18 and discuss together.
5. Modern sonnet groupwork.
January 11- 14:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
12.9 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. (SOL 12.8)
Procedure:
1. Finish Ballad Projects
2. Begin Renaissance with Henry Viii and Shakespeare
3. Intro to Shakespearean language
Shakespearean Sonnets Intro and In class Sonnets: Students will write their own sonnet following Shakespearean sonnet format
Procedure:
1. Review Shakespeare & Renaissance/language
2. Shakespearean sonnet intro and format w/ Shakespearean and student examples
3. Students will write their own In-Class sonnets
1. Review Shakespeare & Renaissance/language
2. Shakespearean sonnet intro and format w/ Shakespearean and student examples
3. Students will write their own In-Class sonnets
| what_is_a_sonnet.docx |
| sonnet_130.pdf |
Procedure:
1. Students will finish in class sonnets and turn in for a grade.
2. Make a list of products for students to choose from and break into groups.
3. Intro commercial group presentation to present next class. Will count as a grade.
1. Students will finish in class sonnets and turn in for a grade.
2. Make a list of products for students to choose from and break into groups.
3. Intro commercial group presentation to present next class. Will count as a grade.
January 22 - 27:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
2.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
2.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Hand back sonnets and discuss for understanding.
2. Revisit Shakespearean language,using Shakespearean quotes as a group activity.
3. Show Shakespearean commercials as seen on TV; they implement the language.
4. Break students into their groups to plan their commercials with rubric. Presentations next class for quiz grade.
1. Hand back sonnets and discuss for understanding.
2. Revisit Shakespearean language,using Shakespearean quotes as a group activity.
3. Show Shakespearean commercials as seen on TV; they implement the language.
4. Break students into their groups to plan their commercials with rubric. Presentations next class for quiz grade.
February 1 & 2:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedures:
1. As a whole class activity, students will actively participate in a Four Corners strategy using questions from the Macbeth Anticipation Guide.
2. Introduction to Macbeth writing activity that for student journals with class discussion.
3. Revisit Shakespearean theater, language, etc. while introducing scenarios they will encounter in Macbeth. Groups will present Acting Scenarios next class.
1. As a whole class activity, students will actively participate in a Four Corners strategy using questions from the Macbeth Anticipation Guide.
2. Introduction to Macbeth writing activity that for student journals with class discussion.
3. Revisit Shakespearean theater, language, etc. while introducing scenarios they will encounter in Macbeth. Groups will present Acting Scenarios next class.
February 4 & 5:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will have 10 minutes to review notes for pre-Macbeth acting scenario.
2. Each group will present creative scenarios to the class for a quiz grade.
3. Will read Shakespearean superstitions and discuss the "curse of Macbeth".
4. As a class, we will read Norway Has a New Passion: Ghost Hunting and discuss the purpose of the witches in Macbeth.
1. Students will have 10 minutes to review notes for pre-Macbeth acting scenario.
2. Each group will present creative scenarios to the class for a quiz grade.
3. Will read Shakespearean superstitions and discuss the "curse of Macbeth".
4. As a class, we will read Norway Has a New Passion: Ghost Hunting and discuss the purpose of the witches in Macbeth.
| norway_has_a_new_passion.docx |
February 8 & 9
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Introduce Macbeth characters and information.. NEED TO KNOW!!! Information and notes available on Weebly site under Renaissance/ Macbeth.
2. Journal: "Fair is foul and foul is fair"
3. Talk about witches and equivocation
4. Witches spell and purpose, along with witch spell parodies
5. Students will write own spells in class.
| macbeth_introduction_notes.docx |
| macbeth_charactersnew2014.docx |
| macbeth_witch_parodies.pdf |
******For more on the Witches "Double, double,toil, and trouble," check out this link:
http://www.shmoop.com/shakespeare-quotes/double-double-toil-and-trouble/
http://www.shmoop.com/shakespeare-quotes/double-double-toil-and-trouble/
February 10 - 16:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will have 5 minutes to review their witches spells.
2. Class presentations for grade.
3. Discuss Macbeth curse and review previous class notes as a group.
4. Journal: Fate v. Free Will with class discussion/debate
5. Horoscope and good luck charms with discussion
4. Themes on Macbeth Weebly page... Need to know for next class!!
5. Review Intro notes and characters
5. Exit Ticket for quiz grade.
1. Students will have 5 minutes to review their witches spells.
2. Class presentations for grade.
3. Discuss Macbeth curse and review previous class notes as a group.
4. Journal: Fate v. Free Will with class discussion/debate
5. Horoscope and good luck charms with discussion
4. Themes on Macbeth Weebly page... Need to know for next class!!
5. Review Intro notes and characters
5. Exit Ticket for quiz grade.
February 17- 24:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Macbeth themes on Weebly with journals, discussion for each (see Weebly, English 12, Renaissance, Macbeth tabs)
2. Discuss horoscopes: students will write their horoscope for the day in journals and explain whether or not it fits in life
3. Journals and discussion
4. Intro summary to Act I
5. Begin reading/acting in costume Witches' scene Act I and continue through
6. Macbeth video clips
7. Macbeth test Act 1
1. Macbeth themes on Weebly with journals, discussion for each (see Weebly, English 12, Renaissance, Macbeth tabs)
2. Discuss horoscopes: students will write their horoscope for the day in journals and explain whether or not it fits in life
3. Journals and discussion
4. Intro summary to Act I
5. Begin reading/acting in costume Witches' scene Act I and continue through
6. Macbeth video clips
7. Macbeth test Act 1
| macbeth_act_i__summary.pdf |
Feb. 25 - March 1:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review Macbeth Act I summary.
2. Act I Test. Students may use textbook to put quotes in context, but not notes.
3. Watch Polanski's Macbeth through Act I.
1. Review Macbeth Act I summary.
2. Act I Test. Students may use textbook to put quotes in context, but not notes.
3. Watch Polanski's Macbeth through Act I.
March 2 - 7:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review Act I and hand back tests.
2. Act II summary discussion as class.
3. Students will break into groups of 4/5 to complete a timeline for a specific scene or part of a scene in Act II to be completed in class. The assignment will be a group test grade and will be presented during the following class.
4. Students will finish Act II Timeline in class on March 4 & 7, then present to the class.
1. Review Act I and hand back tests.
2. Act II summary discussion as class.
3. Students will break into groups of 4/5 to complete a timeline for a specific scene or part of a scene in Act II to be completed in class. The assignment will be a group test grade and will be presented during the following class.
4. Students will finish Act II Timeline in class on March 4 & 7, then present to the class.
| act_ii_summary.docx |
| macbeth_act_ii_timelinenew.pdf |
March 8 & 9:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will watch Macbeth Act II in class.
2. We will discuss Acts III and IV summaries in class as a group
3. Students will break into "acting" groups and will begin working on their assigned scene.
4. Students will have the rest of the class to develop a modern script and act out their scene in front of the class the following block.
1. Students will watch Macbeth Act II in class.
2. We will discuss Acts III and IV summaries in class as a group
3. Students will break into "acting" groups and will begin working on their assigned scene.
4. Students will have the rest of the class to develop a modern script and act out their scene in front of the class the following block.
| macbeth_summary_act_iv.docx |
| summary_act_3.docx |
March 10- 15:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Students will have 20 minutes to rehearse their scenes to be acted out in class.
2. Students will begin presenting their scenes and answering key study guide questions as each group presents in order.
3. If time, students will begin watching video clips of Acts III and Act IV.
1. Students will have 20 minutes to rehearse their scenes to be acted out in class.
2. Students will begin presenting their scenes and answering key study guide questions as each group presents in order.
3. If time, students will begin watching video clips of Acts III and Act IV.
| macbeth_study_guide_act_iii.docx |
| macbeth_act_iv_study_questions.docx |
| macbeth_summary_act_v.docx |
| lady_macbeth_speaks_with_her_psychiatrist_wip_assignment.docx |
| 32_second_macbeth.pdf |
| commercialrubric1.pdf |
| commercialplanningsheet1.pdf |
April 21- 24:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
I can work in a group and understand and describe examples of British literature.
Procedure:
1. Review types and elements of satire on back of handout from last class.
2. Discuss editorial cartoons and caricatures as a means of satirical humor with HW handout.
3. Watch episode of Modern Family and pick out elements of satire and discuss.
4. Don't forget HW and satire quiz next class!
1. Review types and elements of satire on back of handout from last class.
2. Discuss editorial cartoons and caricatures as a means of satirical humor with HW handout.
3. Watch episode of Modern Family and pick out elements of satire and discuss.
4. Don't forget HW and satire quiz next class!
| satire2016.docx |
| satire_cartoon.docx |
April 9 - 10:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Check HW
2. Review satire from Modern Family...types and elements.
3. Discus a Modest Proposal and give key points that show satire.
4. Pass out copies of Dorothy Parker's A Telephone Call and read together as a class.
5. Discuss the satirical aspects of the story. How are they similar/different?
1. Check HW
2. Review satire from Modern Family...types and elements.
3. Discus a Modest Proposal and give key points that show satire.
4. Pass out copies of Dorothy Parker's A Telephone Call and read together as a class.
5. Discuss the satirical aspects of the story. How are they similar/different?
March 16-23:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review Act IV prophecies... NEED TO KNOW!!!
2. Discuss summary of Act V together as a class, noting key points and where the prophecies show themselves
3. Watch Act V
4. Quiz next class and writing
5. Lady Macbeth Speaks with her Psychiatrist writing in class
1. Review Act IV prophecies... NEED TO KNOW!!!
2. Discuss summary of Act V together as a class, noting key points and where the prophecies show themselves
3. Watch Act V
4. Quiz next class and writing
5. Lady Macbeth Speaks with her Psychiatrist writing in class
April 14-15:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
i CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES.
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
i CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES.
Procedure:
1. Students will review purpose, types, and elements of satire for a quiz at the end of class.
2. Read an article from The Onion satirical newspaper together as a class and discuss.
3. Students will break into groups of 4 and must read an article from The Onion and present satirical findings to the class.
4. Satire quiz.
1. Students will review purpose, types, and elements of satire for a quiz at the end of class.
2. Read an article from The Onion satirical newspaper together as a class and discuss.
3. Students will break into groups of 4 and must read an article from The Onion and present satirical findings to the class.
4. Satire quiz.
| satiricaltechniques.pdf |
January 15 - 19:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
April 27-28:
Objectives:
2.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
i CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES.
Objectives:
2.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
I CAN BE A PRODUCTIVE MEMBER OF A GROUP.
i CAN WRITE EFFECTIVELY FOR DIFFERENT AUDIENCES AND PURPOSES.
Procedure:
1. Students will review and again discuss topics that bother them in society in reference to Swift's "A Modest Proposal".
2. Discuss and review Swift's "A Modest Proposal", along with the key points. What makes this a satire? Circle discussion/socratic seminar.
3. Students are asked to write their own Modest Proposal according to the rubric. Model examples of previous student work.
4. Assignment will be due at the end of next class.
5. Begin writing.
1. Students will review and again discuss topics that bother them in society in reference to Swift's "A Modest Proposal".
2. Discuss and review Swift's "A Modest Proposal", along with the key points. What makes this a satire? Circle discussion/socratic seminar.
3. Students are asked to write their own Modest Proposal according to the rubric. Model examples of previous student work.
4. Assignment will be due at the end of next class.
5. Begin writing.
| modest_proposal_summary.docx |
| modest_propsal_assign_updated2016.docx |
April 20-21:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will review "Your Modest Proposal" assignment
2. Students will finish the writing assignment in class. This is a test grade!
1. Students will review "Your Modest Proposal" assignment
2. Students will finish the writing assignment in class. This is a test grade!
April 26 -29: "Every 15 Minutes" Program adjusted bell schedule
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually. (SOL 12.1)
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Modest Proposal wrap-up
2. Poetry terms handout with examples
3. Journal: students will write their own haiku (5-7-5)
4. Discuss odes and read examples
5. Students will write their own odes..due next class.
1. Modest Proposal wrap-up
2. Poetry terms handout with examples
3. Journal: students will write their own haiku (5-7-5)
4. Discuss odes and read examples
5. Students will write their own odes..due next class.
| poetry_in_a_nutshell.docx |
May 2 -3:
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Review Poetry terms and odes
2. Poetry groupwork with discussion and group handout
3. Journals: Innocence v Experience/ What is your "albatross"?
4. Romantic Poets William Blake and Samuel Taylor Coleridge - compare/contrast
1. Review Poetry terms and odes
2. Poetry groupwork with discussion and group handout
3. Journals: Innocence v Experience/ What is your "albatross"?
4. Romantic Poets William Blake and Samuel Taylor Coleridge - compare/contrast
May 4- 5:
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
January 20 - 21:
Objectives:
12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
12.2 The student will make a formal oral presentation in a group or individually.
12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
2.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
Procedure:
1. Review Romantic poetry including Coleridge and Blake
2. Innocence v. Experience in William Blake's writing (symbolism, imagery, parallelism)
3. Students must google pictures of child chimney sweeps and discuss why Blake may have written about them.
4. Read in class Blake's "Chimney Sweeper" poems p. 772 & 774
5. Students will write a one page journal about life a day in the life of a chimney sweep, either innocent or experienced. this will be a quiz grade.
1. Review Romantic poetry including Coleridge and Blake
2. Innocence v. Experience in William Blake's writing (symbolism, imagery, parallelism)
3. Students must google pictures of child chimney sweeps and discuss why Blake may have written about them.
4. Read in class Blake's "Chimney Sweeper" poems p. 772 & 774
5. Students will write a one page journal about life a day in the life of a chimney sweep, either innocent or experienced. this will be a quiz grade.
May 6 -9:
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
3. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
4. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
5. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
6. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
3. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
4. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
5. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
6. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
Procedure:
1. Review elements of poetry, as well as Romantic poetry, Coleridge, and Blake.
2. Students will take poetry test in class.
1. Review elements of poetry, as well as Romantic poetry, Coleridge, and Blake.
2. Students will take poetry test in class.
May 10- 11:
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
3. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
4. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
5. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
6. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
Objectives:
1. 12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
3. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
4. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
5. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
6. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing (SOL 12.7)
Procedure:
1. Introduce Weebly Portfolio project and rubric
2. Students will set up initial Weebly with emails and passwords for the library next week
3. Make up work/tests and begin working on portfolio writing
1. Introduce Weebly Portfolio project and rubric
2. Students will set up initial Weebly with emails and passwords for the library next week
3. Make up work/tests and begin working on portfolio writing
| english_12_final_portfolio2016.docx |
| portfolio_rubric2016.docx |
May 16- 20:
Objectives:
1.12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Objectives:
1.12.1 The student will participate in, collaborate in, and report on small-group learning activities. (SOL 12.1f)
2. 12.3 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. (SOL 12.2)
3. 12.4 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. (SOL 12.3)
4. 12.5 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. (SOL 12.4)
5. 12.6 The student will read, interpret, analyze, and evaluate a variety of nonfiction texts. (SOL 12.5)
6. 12.7 The student will convey complex ideas through a variety of forms (narrative, expository, and persuasive writings) for a variety of audiences and purposes (SOL 12.6)
7. 12.8 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. (SOL 12.7)
Procedure:
1. Students will review necessary information regarding their final Weebly portfolio project.
2. Students will go to the library for Weebly set up and introduction.
3. Use this week in the library to complete writing assignments and complete the final portfolio.
1. Students will review necessary information regarding their final Weebly portfolio project.
2. Students will go to the library for Weebly set up and introduction.
3. Use this week in the library to complete writing assignments and complete the final portfolio.
| english_12_final_portfolio2016.docx |
|
May 23-24:
Shortened blocks due to SOL testing. Guidance visits for senior surveys. May 25-31:
Extra short blocks for SOL testing If time permits, work on final Weebly portfolio due Wednesday, June 1 and Thursday, June 2!!! June 1-6:
Weebly portfolios due with class presentations!! 35% of grade:) June 6-8:
SENIOR EXAMS!!!!!!!!!! |
