Tuesday 4/2 & Wednesday 4/3
Objectives:
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. Welcome to the last marking period of your senior year!
2. Introduce satire with handout.
3. View satire prezi.
4. View Fractured Fairy tale - Little Red Riding Hood
5. Discuss the elements of satire in the fairy tale.
6. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
7. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout. Collect packets to re-use. Collect group charts.
Homework:
Tuesday 4/2 & Wednesday 4/3
Objectives:
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. Welcome to the last marking period of your senior year!
2. Introduce satire with handout.
3. View satire prezi.
4. View Fractured Fairy tale - Little Red Riding Hood
5. Discuss the elements of satire in the fairy tale.
6. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
7. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout. Collect packets to re-use. Collect group charts.
Homework:
- None
Thursday 4/4 & Friday 4/5
Objectives:
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. Watch Taco Town video, watch "We're NASA and we know it" video, and funny comedy - British 10 pound note. Discuss the satire in all three.
2. Pass back group Shovel analysis and remind students to complete work thoroughly. It will be entered in Synergy as a classwork grade (classwork = 30%). Give them 10 minutes to complete work. Collect packets to re-use. Collect group charts.
Anyone who was absent last class - give them their own chart and packet (on white paper and stapled together). They can take it home to finish it and turn it in next class.
3. Open 4th Marking Period Journal - Journal #1: View one of the Modern Family episodes (on Amazon) and complete the questions. Discuss together.
4. Have students open digital journal for 4th marking period. View SNL "Litter Critters"
5. View SNL fake ads
Finish Journal Entry #1 - List the satirical elements of each SNL ad that we watched.
Homework:
- Bring in a satire example that you think is funny.
Monday 4/8 & Tuesday 4/9
Objectives:
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. Greet students at the door to collect their satire example homework.
2. Look at some of the student satire examples and discuss.
3. Distribute voter registration and have students complete - turn in for classwork credit
4. Watch Jimmy Fallon satire examples and discuss (in video folder)
- "Ew" with Ariana Grande
- History of Rap 6 with Justin Timberlake
- Evolution of Hip Hop Dancing
- Evolution of Mom Dancing
5. Play Satire Kahoot
Wednesday 4/10 & Thursday 4/11
Objectives:
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. Have students get textbooks while we distribute the Modest Proposal handout.
2. Together, define the terms "modest" and "proposal."
3. Read "A Modest Proposal" - pp. 622-631 and complete the handout.
4. Discuss together.
5. SOUP!
6. Watch Gulliver's Travels clips:
= Jack Black Version
= Top 10 Gulliver's Notes
Homework: Have a wonderful (and safe) Spring Break!
Objectives:
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. Have students get textbooks while we distribute the Modest Proposal handout.
2. Together, define the terms "modest" and "proposal."
3. Read "A Modest Proposal" - pp. 622-631 and complete the handout.
4. Discuss together.
5. SOUP!
6. Watch Gulliver's Travels clips:
= Jack Black Version
= Top 10 Gulliver's Notes
Homework: Have a wonderful (and safe) Spring Break!
Monday 4/22 & Tuesday 4/23
Objectives:
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. View video clip on Blake's Songs of Experience and Songs of Innocence.
2. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
3. Distribute the poetry packet and have pairs use the book and the poetry chart to complete it (for a class work grade in Synergy).
4. If time remains, play poetry Kahoot.
Homework:
Objectives:
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. View video clip on Blake's Songs of Experience and Songs of Innocence.
2. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
3. Distribute the poetry packet and have pairs use the book and the poetry chart to complete it (for a class work grade in Synergy).
4. If time remains, play poetry Kahoot.
Homework:
Wednesday 4/24 & Thursday 4/25
Objectives:
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. Digital journal #2: Write a paragraph about something that gets under your skin/ticks you off/makes you mad.
2. Distribute guidelines and explain the Modest Proposal Cause/Effect paper.
2. Share a modest proposal paper sample.
3. Go to Schoology to write the paper and turn it in.
Homework: Finish your Modest Proposal paper if you didn't finish it in class.
Friday 4/26 & Monday 4/29
Objectives:
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. Check Modern Modest Proposal status on Schoology. Assign lunch detention to students who have not turned it in yet.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Read through 3 odes together
- "Ozymandias" - p. 860
- "Ode to the West Wind" - p. 864
- "To a Skylark" - p. 867
5. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
6. Return to the Ode power point through the example brainstorm page.
7. Interactive notebook Entry #3 - Create a list of 15-20 items that you love or adore. On the right page, choose three of the items from your list and brainstorm 10 descriptive words to illustrate each item. Then create one simile for each of the three items.
Homework:
Finish your Modest Proposal paper if you have not turned it in yet.
Tuesday 4/30 & Wednesday 5/1
Objectives:
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.
1. Distribute the poem, "I Wandered Lonely as a Cloud" and the tone words handout. Read the poem together and discuss it. Distribute the poetry analysis handout and discuss the elements of the poem as students fill in the handout.
2. Distribute the 6 poems handout to the class. Have students complete the 6 poem learning walk in the hallway, filling in one part of the analysis at each station:
- symbols
- imagery
- tone
- figurative language
- theme
- summary/meaning
3. Go back into class and discuss the poems together.
2018 Plans
Monday 5/14 & Wednesday 5/16 Objectives: 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. Finish discussing Act 2 of Macbeth. 2. Distribute summary for Acts 3. Read it together and complete the thought bubble on the back. Staple it to the left page of notebook entry #7. 3. Distribute and read Act 4 summary. Create your own potion on the back of the sheet; share together. Staple the sheet to the right hand page of entry #7. 4. Show Acts 3 and 4 video scenes. 5. Explain the skit assignment and distribute the criteria and rubric. Assign parts for Acts 3 and 4 skits. Groups will have remaining time to work on their skits. Homework:
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Thursday 5/10
Objectives:
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. Finish viewing Act 2 (in block 1B).
2. Distribute cartoon summary and complete the activity on the back of it as Journal #7 (staple it to the left hand page).
3. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into pairs (no more than 2). Groups will have remaining time to create the timeline.
4. Turn in timeline for a quiz grade.
Homework: None
Objectives:
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. Finish viewing Act 2 (in block 1B).
2. Distribute cartoon summary and complete the activity on the back of it as Journal #7 (staple it to the left hand page).
3. Distribute the timeline criteria (quiz grade for Act 2). Explain the expectation, gather into pairs (no more than 2). Groups will have remaining time to create the timeline.
4. Turn in timeline for a quiz grade.
Homework: None
Friday 5/4 & Tuesday 5/8
Objectives:
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. Finish viewing Act I.
3. Assign parts and read scenes 1 and 2 of Act 2 of Macbeth. Discuss.
4. Assign parts and read scene 3 (the Porter's scene) using the traditional vs. modern language handout.
5. Discuss scene 4 (Macduff's doubts).
6. If time remains, watch Act 2 in the movie.
Homework:
- None
Monday 4/30 & Wednesday 5/2
Objectives:
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. Distribute Shakespeare's Theatre handout. Read together and complete the questions on the back. Staple it into your interactive notebook as entry #5.
2. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Show opening scene from Macbeth.
4. Distribute cartoon summary for Act I and review it. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity - Staple it to the right hand page of interactive notebook - entry #5
5. Assign parts and read the remainder of Act I.
6. Distribute study guide notes and review.
7. Administer Act 1 Macbeth quiz.
8. Turn in your quiz and turn to the right hand page of entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
9. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
10. Show Act I of the movie and discuss.
Homework:
Objectives:
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. Distribute Shakespeare's Theatre handout. Read together and complete the questions on the back. Staple it into your interactive notebook as entry #5.
2. Get textbooks. Turn to page 349. Split class into 4 groups to introduce Act I, scene i of Macbeth. Repeat until students act it out with gusto.
3. Show opening scene from Macbeth.
4. Distribute cartoon summary for Act I and review it. Distribute cartoon summary for Act I and review it. Flip to the back of the page and complete the warm-up activity - Staple it to the right hand page of interactive notebook - entry #5
5. Assign parts and read the remainder of Act I.
6. Distribute study guide notes and review.
7. Administer Act 1 Macbeth quiz.
8. Turn in your quiz and turn to the right hand page of entry #6 - Write a paragraph about the following - "Have you ever wanted something very badly, but once you got it, you discovered that it was not what you thought it would be?" Explain.
9. Display a map of Renaissance Scotland and Macbeth's castle and discuss together.
10. Show Act I of the movie and discuss.
Homework:
- None
Thursday 4/26
Objectives:
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. Finish Renaissance Research
- Renaissance background research: Have each group select a topic from the
Renaissance Research cards, get a sheet of poster paper and markers, and get one
laptop for the group.
- Each group will use sites from the Symbaloo page or a Google search to find out
information about their topic.
- Groups will record important information on their poster paper (IN YOUR OWN
WORDS)!
- Distribute Renaissance Notes templates. Have students staple them to the left and
right pages of entry #4
- Have students record facts as each group presents.
Tudor Family Monarchs
Henry VIII's Wives
- Staple notes sheet in the interactive notebook as entry #4.
2. Move desks against the walls. Get into an inner and outer circle with half of the
people in each circle, standing face to face. Read a statement and have the pairs facing each other react to the statement. Inner circle rotate clockwise (to the right) by one person. Repeat with next statement, etc. Discuss.
3. Distribute Shakespeare's Theatre handout. Read together and complete the questions on the back. Staple it into your interactive notebook as entry #5.
Homework:
- We will begin reading Macbeth next class and take Act I quiz Monday or Wednesday.
Tuesday 4/24
Objectives:
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. Give each student the gallery walk handout and have them staple it to the left side of interactive notebook entry #3
2. Arrange class into 7 groups. Have each group go to a poster in the hall. Students will answer/reflect on the prompt on the handout for the poster they are standing at.
3. Continue until groups have rotated through all pictures.
4. Return to class and discuss their observation/thoughts about each picture.
5. Renaissance background research: Have each group select a topic from the Renaissance Research cards, get a sheet of poster paper and markers, and get one laptop for the group.
6. Each group will use sites from the Symbaloo page or a Google search to find out information about their topic.
7. Groups will record important information on their poster paper (IN YOUR OWN WORDS)!
8. Have students record facts as each group presents. Staple notes sheet to the right hand page of entry #3.
Homework:
Objectives:
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. Give each student the gallery walk handout and have them staple it to the left side of interactive notebook entry #3
2. Arrange class into 7 groups. Have each group go to a poster in the hall. Students will answer/reflect on the prompt on the handout for the poster they are standing at.
3. Continue until groups have rotated through all pictures.
4. Return to class and discuss their observation/thoughts about each picture.
5. Renaissance background research: Have each group select a topic from the Renaissance Research cards, get a sheet of poster paper and markers, and get one laptop for the group.
6. Each group will use sites from the Symbaloo page or a Google search to find out information about their topic.
7. Groups will record important information on their poster paper (IN YOUR OWN WORDS)!
8. Have students record facts as each group presents. Staple notes sheet to the right hand page of entry #3.
Homework:
- None.
Friday 4/20
Objectives:
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 the characteristics of a sonnet.
2. Write a Shakespearean sonnet as a class. Copy it onto the Class Sonnet template and staple it to the left hand page for notebook entry #2.
3. Administer Sonnet quiz.
4. Get into groups of 2 or 3 and write a group sonnet (or write one alone). Show it to one of us for classwork credit, then staple it into your interactive notebook on the right hand page of entry #3.
Homework: None
Objectives:
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 the characteristics of a sonnet.
2. Write a Shakespearean sonnet as a class. Copy it onto the Class Sonnet template and staple it to the left hand page for notebook entry #2.
3. Administer Sonnet quiz.
4. Get into groups of 2 or 3 and write a group sonnet (or write one alone). Show it to one of us for classwork credit, then staple it into your interactive notebook on the right hand page of entry #3.
Homework: None
Monday 4/16 & Wednesday 4/18
Objectives:
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. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
3. Get interactive notebooks. For entry # 1 - On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
6. Fill in Sonnet 18 Mad Libs Style and staple it to the right page of entry #1. Share sonnets.
7. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
6. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together.
7. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
8. Write a Shakespearean sonnet as a class. Copy it and staple it to the right hand page of notebook entry #2.
9. Administer Sonnet quiz.
Homework: None
Objectives:
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. Distribute the Shakespearean sonnet form handout and discuss.
2. Highlight the background of Edmund Spenser. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75," and paraphrase Sonnet 75.
3. Get interactive notebooks. For entry # 1 - On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. View Love is Blind Video.
5. Distribute Sonnet 18 sheet. Read "Sonnet 18" and fill in the endings from the word bank at the bottom of the page. Discuss using the Rhyming Pattern handout.
6. Fill in Sonnet 18 Mad Libs Style and staple it to the right page of entry #1. Share sonnets.
7. Distribute and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
6. Have students get into groups of three and answer the questions about Sonnet 130. Discuss together.
7. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
8. Write a Shakespearean sonnet as a class. Copy it and staple it to the right hand page of notebook entry #2.
9. Administer Sonnet quiz.
Homework: None
Thursday 4/12/18
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of British Literature
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Target:
I can understand how Shakespearean language relates to today.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
- ask students what comes to mind when they think of the countryside
- ask who retreats to nature when they "need to get away"
- introduce pastoral poetry as an idyllic view of country life
4. Use p. 312 to introduce Christopher Marlow and Sir Walter Raleigh.
- talk about 20th and 21st century example of a song being written and then a response song being written by another group (Neil Young - "Southern Man" and Lynyrd Skynard "Sweet Home Alabama"). Ask students for 21st century examples like Justin Beiber and Selena Gomez.
5. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
Objectives:
12.6 - The student will read, interpret, analyze, and evaluate a variety of British Literature
12.7 - The student will convey complex ideas through a variety of forms for a variety of audiences and purposes.
Learning Target:
I can understand how Shakespearean language relates to today.
Procedure:
1. Present Shakespeare Commercials.
2. Show Stomp clip and discuss the importance of rhythm in poetry.
3. Discuss pastoral poetry on the top of p. 313.
- ask students what comes to mind when they think of the countryside
- ask who retreats to nature when they "need to get away"
- introduce pastoral poetry as an idyllic view of country life
4. Use p. 312 to introduce Christopher Marlow and Sir Walter Raleigh.
- talk about 20th and 21st century example of a song being written and then a response song being written by another group (Neil Young - "Southern Man" and Lynyrd Skynard "Sweet Home Alabama"). Ask students for 21st century examples like Justin Beiber and Selena Gomez.
5. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
- None
Tuesday 4/10/18
Objectives:
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. View Geico commercial
2. Review Shakespeare Commercial Criteria and Rubric.
3. Begin to brainstorm, write a script, and rehearse Shakespeare commercial.
Homework:
Objectives:
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. View Geico commercial
2. Review Shakespeare Commercial Criteria and Rubric.
3. Begin to brainstorm, write a script, and rehearse Shakespeare commercial.
Homework:
- Be practicing your lines for your Shakespeare commercial - due next class! The Shakespeare commercial is worth a test grade!
____________________________________________________________
Wednesday 5/4/16
Objectives:
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. Collect Modern Proposal essays from students who have not turned it in yet.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Have students get interactive reader books from the bookshelf.
4. Read through 3 odes together
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
5. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
6. Return to the Ode power point through the example brainstorm page.
7. Get interactive notebook. Entry #3 - On the left page, create a list of 15-20 items that you love or adore. On the right page, choose three of the items from your list and brainstorm 10 descriptive words to illustrate each item. Then create one simile for each of the three items.
8. Finish the ode power point to explain the writing assignment they will complete next class.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
Wednesday 5/4/16
Objectives:
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. Collect Modern Proposal essays from students who have not turned it in yet.
2. Show Ode power point through the Ode Translation slide.
3. Display "To a Mouse" and "To a Louse" on the screen and share the poems with the class.
Discuss.
4. Have students get interactive reader books from the bookshelf.
4. Read through 3 odes together
- "Ozymandias" - p. 276
- "Ode to the West Wind" - p. 277
- "To a Skylark" - p. 281
5. Distribute poetry handouts. Have students complete the handouts and turn them in for a grade.
6. Return to the Ode power point through the example brainstorm page.
7. Get interactive notebook. Entry #3 - On the left page, create a list of 15-20 items that you love or adore. On the right page, choose three of the items from your list and brainstorm 10 descriptive words to illustrate each item. Then create one simile for each of the three items.
8. Finish the ode power point to explain the writing assignment they will complete next class.
Homework: Think about what item you want to write your ode about.
Finish your Modest Proposal paper if you have not turned it in yet. Academic detention on Friday from 2:15-3:00 if it is not turned in by then.
Monday 5/2/16
Objectives:
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. Collect Modern Proposal essays from students who have not turned it in yet.
2. Using poetry walk posters from last class, discuss the student analyses of the poems.
3. Have students get textbooks and interactive notebooks.
4. View video clip on Blake's Songs of Experience and Songs of Innocence.
5. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
6. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
7. If time remains, play poetry Kahoot.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.
Objectives:
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. Collect Modern Proposal essays from students who have not turned it in yet.
2. Using poetry walk posters from last class, discuss the student analyses of the poems.
3. Have students get textbooks and interactive notebooks.
4. View video clip on Blake's Songs of Experience and Songs of Innocence.
5. Distribute poetry comparison chart. We will read the Blake poems together and complete the column for each poem on the chart as we read.
- p. 773 read and discuss "Little Boy Lost" and Little Boy Found"
- p. 770 - read and discuss "The Lamb"
- p. 774 - read and discuss "The Tyger"
- p. 772 Innocent "The Chimney Sweeper"
- p. 776 Experience "The Chimney Sweeper"
6. Staple the chart into interactive notebook on the left page - Entry #2. On the right page, illustrate one of the poems.
7. If time remains, play poetry Kahoot.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.
Thursday 4/28/16
Objectives:
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. Collect Modern Proposal essays from students who did not finish it in class on Tuesday.
2. Have students select a daffodil and get into groups based on the colored slip of paper on the daffodil leaf. Give groups copies of the poem, "I Wandered Lonely as a Cloud" and a tone words handout. Read the poem together and have groups discuss it. Distribute the poetry analysis handout and discuss the elements of the poem as students fill in the handout.
3. Distribute the 6 poems to class. Have students complete the 6 poem learning walk in the hallway, filling in one part of the analysis at each station:
- symbols
- imagery
- tone
- figurative language
- theme
- summary/meaning
4. Go back into class and discuss the poems together.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.
Objectives:
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. Collect Modern Proposal essays from students who did not finish it in class on Tuesday.
2. Have students select a daffodil and get into groups based on the colored slip of paper on the daffodil leaf. Give groups copies of the poem, "I Wandered Lonely as a Cloud" and a tone words handout. Read the poem together and have groups discuss it. Distribute the poetry analysis handout and discuss the elements of the poem as students fill in the handout.
3. Distribute the 6 poems to class. Have students complete the 6 poem learning walk in the hallway, filling in one part of the analysis at each station:
- symbols
- imagery
- tone
- figurative language
- theme
- summary/meaning
4. Go back into class and discuss the poems together.
Homework: Finish your Modest Proposal paper if you have not turned it in yet. We will start assigning academic detention for outstanding papers next week.
Tuesday 4/26/16
Objectives:
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. Distribute guidelines and explain the Modest Proposal paper.
2. Share a modest proposal paper sample.
3. Go to the computer lab to write the paper, then save it, print it, and turn it in.
1B = 109
3B = 136
4B = 132
Homework: Finish your Modest Proposal paper if you didn't finish it in class.
Objectives:
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. Distribute guidelines and explain the Modest Proposal paper.
2. Share a modest proposal paper sample.
3. Go to the computer lab to write the paper, then save it, print it, and turn it in.
1B = 109
3B = 136
4B = 132
Homework: Finish your Modest Proposal paper if you didn't finish it in class.
Friday 4/22/16
Objectives:
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. Have students get textbooks while we distribute the Modest Proposal handout.
2. Together, define the terms "modest" and "proposal."
3. Read "A Modest Proposal" - pp. 622-631 and complete the handout.
4. Discuss together.
5. SOUP!
6. Watch Gulliver's Travels clips:
= Jack Black Version
= Top 10 Gulliver's Notes
Homework:
Wednesday 4/20/16
Objectives:
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. Get interactive notebooks. View SNL "Litter Critters"
2. View SNL fake ads
3. Entry #1 - On the left side of your notebook, write down the satirical elements of each SNL ad that we watched.
4. Distribute voter registration and have students complete (staple it to the right side of entry #1)
5. Watch Jimmy Fallon satire examples and discuss (in video folder)
- "Ew" with Ariana Grande
- History of Rap 6 with Justin Timberlake
- Evolution of Hip Hop Dancing
- Evolution of Mom Dancing
6. Play Satire Kahoot
Homework:
-
Objectives:
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. Get interactive notebooks. View SNL "Litter Critters"
2. View SNL fake ads
3. Entry #1 - On the left side of your notebook, write down the satirical elements of each SNL ad that we watched.
4. Distribute voter registration and have students complete (staple it to the right side of entry #1)
5. Watch Jimmy Fallon satire examples and discuss (in video folder)
- "Ew" with Ariana Grande
- History of Rap 6 with Justin Timberlake
- Evolution of Hip Hop Dancing
- Evolution of Mom Dancing
6. Play Satire Kahoot
Homework:
-
Monday 4/18/16
Objectives:
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. Greet students at the door to collect their satire example homework.
2. Pass back group Shovel analysis and remind students to complete work thoroughly.
3. View some of the student satire examples and discuss the use of satire in them.
4. View two Modern Family episodes (on Amazon) and complete the questions for one of the episodes. Discuss.
5. Get interactive notebooks. View SNL "Litter Critters"
6. View SNL fake ads
7. Entry #1 - On the left side of your notebook, write down the satirical elements of each SNL ad that we watched.
Homework:
-
Thursday 4/14/16
Objectives:
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. Welcome to the last marking period of your senior year!
2. Introduce satire with handout.
3. View satire prezi.
4. View Fractured Fairy tale - Little Red Riding Hood
5. Discuss the elements of satire in the fairy tale.
6. Distribute Teen Ink piece -"How to Succeed in High School." Read together and discuss the use of satire in the piece.
7. Distribute The Shovel packets to each table. In groups of 3, have the students read each piece and identify the satirical devices on the analysis handout.
8. Watch Taco Town video
9. If time remains, watch "We're NASA and we know it" video
10. Funny comedy - British 10 pound note
Homework:
- Bring in a satire example that you think is funny.
Monday 4/11/16
Objectives:
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 sonnet format.
2. Write a sonnet together as a class
3. Go to the computer lab for students to write, save, print, and turn in their own sonnets:
1B = 136
3B = 132
4B = 109
4. After sonnet is finished, check that your interactive notebook is complete for grading.
Homework:
- See you on Thursday!
Objectives:
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 sonnet format.
2. Write a sonnet together as a class
3. Go to the computer lab for students to write, save, print, and turn in their own sonnets:
1B = 136
3B = 132
4B = 109
4. After sonnet is finished, check that your interactive notebook is complete for grading.
Homework:
- See you on Thursday!
Thursday 4/7/16
Objectives:
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 sonnet format.
2. Have students get into groups of three.
3. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
4. Go to the library for National Library Week Presentation.
Homework:
- Be prepared to write your own sonnet next class.
Objectives:
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 sonnet format.
2. Have students get into groups of three.
3. Distribute modern song sonnets activity. Have groups match the sonnets with the song titles.
4. Go to the library for National Library Week Presentation.
Homework:
- Be prepared to write your own sonnet next class.
Tuesday 4/5/16
Objectives:
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. Have students get textbooks. Discuss two types of sonnets on p. 311, Petrarchan and the new English style, the Shakespearean sonnet with focus on the Shakespearean.
2. Skim background on Edmund Spenser pp. 318-19. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75."
3. Get interactive notebooks. On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. Turn to p. 326 and read "Sonnet 18," Discuss. Turn to p. 330 and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
5. Show Stomp clip and discuss the importance of rhythm in poetry.
6. Discuss pastoral poetry on the top of p. 313.
7. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework:
Objectives:
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. Have students get textbooks. Discuss two types of sonnets on p. 311, Petrarchan and the new English style, the Shakespearean sonnet with focus on the Shakespearean.
2. Skim background on Edmund Spenser pp. 318-19. Read the two love sonnets to his second wife on pp. 320-321 - "Sonnet 30" and "Sonnet 75."
3. Get interactive notebooks. On the left side answer the following question: "Is love blind?" Explain your answer. Discuss.
4. Turn to p. 326 and read "Sonnet 18," Discuss. Turn to p. 330 and read "Sonnet 130" - Shakespeare's spoof on all the other love sonnets.
5. Show Stomp clip and discuss the importance of rhythm in poetry.
6. Discuss pastoral poetry on the top of p. 313.
7. Read and discuss "The Passionate Shepherd to His Love"p. 314 and "The Nymph's Reply to the Shepherd" p. 316.
Homework: