Week 5 came with a plan, but you know what they say about that. The second semester always seems the hardest, given snow days and flu season. Generally, I do fairly well, but this week…
| Standards/Objectives | Detailed Agenda | |
| W5
M |
Bell Ringer: Through the study of fairytales, students will be able to monitor GUM and identify the meaning of unknown words.
Hidden Agenda: Building background for allusion
Etymology and GUM Quiz: Students will take the assessment for the week’s vocabulary.
Multiple Choice Monday: Through the study of an AP MC reading selection, students will be able to correctly answer the question, including justification for the selected answer.
|
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner Etymology Quiz (20ish minutes) Multiple Choice Monday: Released AP Exam 2008 MCQuestions I: Student are given 15 minutes to read the text and answer the questions. (Ss may select one final answer or one of two for half credit.) D/Ap: Students will review answers and write corrections with argumentative stem as homework to earn back half of the missing points. (15 minutes) Reflection Closure: 1. What do you notice about the MC testing? What will be a strength to help you? What will be an area to work on before the test? 2. How does last semester’s learning seem to fit into what you now know about this course? Discuss Euthanasia to prepare for the library lesson. (Share out from Sunday News, Monday Views handout activity.) |
| W5
T |
Bell Ringer: Through the study of fairytales, students will be able to monitor GUM and identify the meaning of unknown words.
Cycle 2: Class lesson on ethics by Mr. Goff in the library.
|
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Ethics Overview: Class will meet in the library for Mr. Goff’s Ethic Overview Lesson. HWK: Take your planning sheet from the debate activity and write an essay to explain your position.
|
| W5
W |
Bell Ringer: Through the study of fairytales, students will be able to monitor GUM and identify the meaning of unknown words.
Writing Wednesday: Through the study of The Art of Styling Sentences, students will be able to write thorough and concise sentences.
First Turn, Last Turn: Students will use the cooperative First Turn, Last Turn structure to read and discuss “The Crisis” to ensure student comprehension.
Diction and Tone: Through the review of diction and tone, students will be able to identify and analyze tone of specific text examples.
|
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Writing Wednesday: Sentence Pattern 3 O: Ss learn sentence pattern one through short writing lecture. D/Ap: Ss will create sentences using the pattern by arranging groups of words and when starting from scratch. Mastery 2/3 in each group.
First Turn, Last Turn: 1. Students will read and annotate the text. 2. Students will create three questions from the text. 3. Students will group based on the number on their handout to talk about the sentence that stands out the most in the text. 4. The class will openly discuss three of the student questions that have been selected by the teacher.
What we’re learned review: Diction and Tone Analysis of “The Crisis” HOMEWORK: SOAPSTone of “The Crisis” Closure: Think about your answers and T’s answers. What do you notice? What did you do well? What changes might you need to make? |
| W5
Th |
Bell Ringer: Through the study of fairytales, students will be able to monitor GUM and identify the meaning of unknown words.
Tutoring Thursday: Through the study of AP Rhetoric, students will be able to correctly identify and explain the given device in the task cards. (Mastery 8/10)
Cycle 3: Through the study of The Crisis, students will be able to identify and analyze rhetoric in “The Crisis”.
|
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Tutoring Thursday: AP Rhetoric Task Cards I: Student are given 10 minutes to review the academic vocabulary associated with the excerpts on the task cards. This is designed to help reteach missed skills, and definitions of unknown words are encouraged for learning outside of class. D/Ap: Students will rotate through stations to complete a minimum of ten task cards each for a grade. Mastery = 8 of 10.
Rhetorical Analysis 1. Students are given the text of “The Crisis” to look for 8 rhetorical elements. 2. Students are to analyze how the included device affects the audience of the text.
|
| W5
F |
Bell Ringer: Through the study of fairytales, students will be able to monitor GUM and identify the meaning of unknown words.
Free Response Friday: Through the study of The Crisis, the student will be able to write a short response to a given prompt.
Sunday News, Monday Views: Through the study of current events, students will be able to rhetorically analyze a chosen article from the weekend news. ~Note: This assignment is weekend homework due at the start of EVERY Monday.
|
Bell Ringer: 15 minutes
Caught ‘Ya (L11.1-3) Etymology (L11.4-6) ~ G/AF: Sentence Corrections with guided questions with assigned weekly partner ~ Share outs (based on pacing)
Free Response Friday: Students will respond to an essay question as much as possible with a 15 minutes time frame. 1. Students will review the text and analyze the prompt. 2. Students will create a quick outline. 3. Students will begin writing their response.
Weekly Homework Assignment of Sunday News, Monday Views: O: Ss will learn the assignment expectations. D/App: Students will pick an article and complete the analysis. E: Ss will share with a partner for feedback (5 minutes each) and make revisions before submission (6).
HWK: Students will use article from Mr. Goff to prepare for ethics overview.
|
So what really happened?
Monday and Tuesday went without a hitch. We hit a stumbling block on Wednesday with the sentence patterns, and we needed a bit more practice. Additionally, some of the students were still really into the debate from the previous lesson.
Rather than read “The Crisis” we moved to “The Declaration of Independence” because I found out this was not read during the U. S. History course of study. This also would give time to review rhetorical appeals since it is so overwhelmingly present in the text.
However, I ended up being sent home sick on Wednesday, and couldn’t make it in Thursday or Friday. Those who know me know I will always go in and try because even on my worst day, I’m better than some teachers. This time, I was so out of it the students had to complete the emergency lesson plans and I actually lost a few days.
My Emergency Lesson Plans are pretty generic because the idea is that in 8 years I have never actually had to use them. Basically, there is an article for students to read from NewsELA. These articles can be scaled for reading levels, and they come with questions and writing prompts if you enter it in the search field. Need an emergency plan for yourself? Students are trained to read and annotate for understanding and then answer the multiple choice questions. We complete a SOAPSTone analysis for everything we read, so that gave good practice. I added completing an MLA citation on the bottom a few weeks back, so most students added that out of habit.
Have you tried NewsELA? You should. https://newsela.com/
Kirk's Corner 