English Language AS Quarter 3
Week 10 Q3
Monday, March 7th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand power of simple phrases
Engage
- Students share their fantasy flash
- Students work in partners to create "compliment posters"
Evaluate
- Participation
Tuesday, March 8th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand power of simple phrases
Engage
- Students share their fantasy flash
- Students work in partners to create "compliment posters"
Evaluate
- Participation
Wednesday, March 9th
Cambridge Practice Test
Thursday, March 10th
Cambridge Practice test
Friday, March 11th
Mix it Up Day!
Week 9 Q3
Monday, February 29
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students complete group work
- Students develop list of areas to focus on for self edit
- Students self edit using 3 different colors corresponding to each element (follow this chart) DUE 3/1
Evaluate
- Written work
Tuesday, March 1st
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students peer edit their fantasy flash according to the same chart as Monday
- Students work on revising their 2nd draft into a final
Evaluate
- Written work
Final Draft DUE 3/3
Wednesday, March 2nd
Assembly
- Written work
Final Draft DUE 3/3
Thursday, March 3rd
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students peer edit their fantasy flash
Evaluate
- Written work
HOMEWORK final draft of flash fantasy DUE 3/4
Friday, March 4th
Equip
Pen/Pencil, notebook
Establish
SWBAT Synthesize information gained in lesson
Engage
- Students revise their stories
- Students are put into groups of 3 to create their own informative video on successful flash fiction
Criteria:
- Written work
Week 8 Q3
Monday, February 24th
Equip
Pen/pencil, notebook
Establish
SWBAT Gain knowledge of the fantasy genre
Engage
- Students will read through 3 fantasy flash fiction stories
- Students will be put into small groups
- Students will analyze the plot, themes, and main features of the three stories in groups
- Students will share their results with the class
Evaluate
- Participation
Tuesday, February 23rd
Equip
Pen/Pencil, notebook
Establish
SWBAT Craft their own fantasy short story, fantasy packet
Engage
- Students will apply the techniques of pacing, character, theme, and plot to their own story's framework
- Students will work on a rough draft of their fantasy short story using one of the stories for inspiration
Evaluate
- Written work
HOMEWORK
1st draft of flash fantasy due 2/24
Wednesday, February 24th
Equip
Pen/Pencil, notebook, fantasy packet, 1st draft
Establish
SWBAT Apply basic tenants of narrative to their own fiction
Engage
- Students complete an in-class self-edit
Evaluate
- Written work
HOMEWORK
2nd draft of flash fantasy due 2/25
Thursday, February 25th
Equip
Pen/Pencil, notebook, fantasy packet, 2nd draft
Establish
SWBAT Develop peer editing skills
Engage
- Students peer edit each other's papers
Evaluate
- Written work
- Participation
Friday, February 26th
Equip
Pen/Pencil, notebook, fantasy packet, 2nd draft
Establish
SWBAT Revise work into final draft
Engage
- Students work to revise their 2nd drafts into final drafts
Evaluate
- Written work
- Participation
HOMEWORK
Complete rough draft of fantasy flash fiction (2 pages) inspired by one of the 3 stories in your packet
Week 7 Q3
Monday, February 15th
NO SCHOOL
Tuesday, February 16th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand narrative in a short form
Engage
- Students will use website 1 and website 2 to revise their rough draft into a final draft
- Students turn rough draft into final draft
Evaluate
- Written work
Wednesday, February 17th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand narrative in a short form
Engage
- Students will use website 1 and website 2 to revise their rough draft into a final draft
- Students turn rough draft into final draft
Evaluate
- Written work
Thursday, February 18th
Equip
Pen/pencil, notebook, 2nd draft
Establish
SWBAT Practice peer editing
Engage
- Students will compose a peer edit in-class
Evaluate
- Participation
Friday, February 19th
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise into a final draft
Engage
- Students turn 2nd draft into final draft
Evaluate
- Written work
HOMEWORK
Students create a final draft of their "Girl" story, due 2/22
Week 6 G3
Monday, February 8th
Equip
Pen/Pencil, notebook, 1st Draft of "list" story
Establish
SWBAT Complete "list story" and work on final draft
Engage
- Students self-edit "list story" and work on final draft
- Final draft (handwritten) due at end of class
Evaluate
- Written work
Tuesday, February 9th
Equip
Pen/Pencil, notebook, "Girl"
Establish
SWBAT Continue investigating flash fiction and practicing format
Engage
- In partners, students read "Girl"
- Students identify main characters and perform character analysis
- Students identify voice and show evidence
- Students identify themes and show evidence
- Students discuss the ways the format/style informs the story
- Students begin working on their own version
Evaluate
- Written work
- Participation
HOMEWORK
Complete 1st draft of "Girl" story
Wednesday, February 10th
Equip
Pen/Pencil, notebook, "Girl", 1st Draft of own story
Establish
SWBAT continue working in a flash fiction form on their own story
Engage
- Students complete a self-edit
- Students work on final draft of "Girl" story
Evaluate
- Written work
Thursday, February 11th
Equip
Pen/Pencil, notebook, "Girl", 1st Draft of own story
Establish
SWBAT continue working in a flash fiction form on their own story
Engage
- Students complete a self-edit
- Students work on final draft of "Girl" story
Evaluate
- Written work
Friday, February 12th
Equip
Pen/Pencil, notebook
Establish
SWBAT Explore flash
Engage
- Students complete "Girl" stories
Evaluate
- Written work
- Participation
Week 5 Q3
Monday, February 1st
Equip
Pen/Pencil
Establish
SWBAT Complete Character Essay and consider the nature of stories and learn to write more concisely by reading and writing flash fiction
Engage
- Students discuss: What are the essential elements of a story? How can writing flash fiction help us become better writers?
- Students consider the story: "For sale, baby shoes, never worn" (attributed to Ernest Hemingway) and consider whether or not they think it is a story.
- Students Discuss:
Written work
Homework:
Complete article questions
Tuesday, February 2nd
Equip
Pen/Pencil
Establish
SWBAT
Engage
- Students read several flash fiction pieces and discuss the following in small groups:
Examples: Kids sneak around, get married, die. “ Romeo and Juliet”
Students consider, character, setting, theme, and plot. What is the bare minimum a text needs to reveal its story?
- Class discussion
- Written work
HOMEWORK
Read Night and The Appalachian Trail
Wednesday, February 3rd
Equip
Pen/Pencil, notebook, Computer Lab
Establish
SWBAT
Engage
- Students independently research and find flash fiction stories to share with class
Evaluate
- Participation
- Written Work
Thursday, February 4th
Equip
Pen/Pencil, notebook, flash fiction
Establish
SWBAT
Engage
- Students share the flash they found with partners
- Students view https://www.youtube.com/watch?v=DW8hOX6QcLk
- Students view video on 6 word memoir tips
- Students write their own 6 word memoir rough draft and peer edit
Evaluate
- Written work
HOMEWORK
Revise memoir and bring final 6 word memoir to school
Friday, February 5th
Equip
Pen/Pencil, notebook
Establish
SWBAT Write their own 6 word memoir
Engage
- Students write their final 6 word memoir
- Students create digital images of their memoir
Evaluate
- Written work
Week 4 Q3
Monday, January 25th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Complete a peer edit on their 2nd draft
Engage
- Students will work in revision card groups to complete a peer edit
Evaluate
- Participation
Tuesday, January 26th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Complete a peer edit on their 2nd draft
Engage
- Students will work in partner groups to complete a peer edit using the revision the cubes the made for their own papers
Evaluate
- Participation
Wednesday, January 27th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Begin revising 2nd draft into final draft
Engage
- Students will work individually to revise their 2nd draft into a final draft based off their peer revision notes
Evaluate
- Participation
Thursday, January 28th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Begin revising 2nd draft into final draft
Engage
- Students will work individually to revise their 2nd draft into a final draft based off their peer revision notes
Evaluate
- Participation
Friday, January 29th
No School!
Week 3 Q3
Monday, January 18th
No School - MLK Day
Tuesday, January 19th
Equip
1st Draft
Peer Edit HO
Establish
SWBAT Understand their own needs from a revision, and how to communicate this need
Engage
-Students complete a "revision dice" which lists 6 things that they want their partner to look for in their paper
Evaluate
- Written work
Wednesday, January 20th
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will complete peer edit
Engage
- Students begin peer edit exercise (reading paper aloud to their partner)
Evaluate
- Written work
Thursday, January 21st
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will develop 1st Draft into 2nd Draft using peer edit notes
Engage
- Students take peer edit notes and develop 1st draft into 2nd draft
Evaluate
Written work
Friday, January 22nd
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will develop 1st Draft into 2nd Draft using peer edit notes
Engage
- Students take peer edit notes and develop 1st draft into 2nd draft
Evaluate
Written work
Week 2 Q3
Monday, January 11th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand character essay rubric and assignment
Engage
- Students read through character essay rubric and assignment
- Students read through and discuss maxims
- Students select a maxim to write about
Evaluate
- Participation
Tuesday, January 12th
Equip
Pen/Pencil, assignment/rubric, notebook
Establish
SWBAT Analyze their chosen maxim and dissect the meanings to prepare for essay
Engage
- Students complete a handout on their chosen maxim
- Students pair up and share their responses
- Some responses are modeled on the board
Evaluate
- Written work
Wednesday, January 13th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students work independently on their 1st draft
Evaluate
- Written work
Thursday, January 14th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students work independently on their 1st draft
Evaluate
- Written work
Friday, January 15th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students complete introduction handout
- Students complete body paragraphs handout
- Students complete conclusion handout
Evaluate
- Written work
Homework
Compose 1st draft (due 1/19)
Q3 Week 1
Monday, January 4th
Equip
Pen/Pencil, notebook
Establish
SWBAT Provide a writing sample and practice college application writing
Engage
Quarter 3 Writing Sample/In-Class Essay
Select 1 of the following essay prompts to respond to. In deciding which prompt to use, make sure you will be able to write a structured in-class essay (intro, body paragraphs, conclusion) that will take you through the end of class time.
- Written work
Tuesday, January 5th
Equip
Pen/Pencil, notebook, computer lab
Establish
SWBAT Begin reflecting on quotes important to their life
Engage
- Students will select a quote and then research the biography of the person who first said this quote
Evaluate
- Participation
Wednesday, January 6th
Equip
Pen/Pencil, notebook
Establish
SWBAT Recite quotes and create visual representations of quotes
Engage
- Students recite quotes in front of class
- Students create visual representation to hang around class
Evaluate
- Written work
Thursday, January 7th
Equip
Pen/Pencil, notebook
Establish
SWBAT Gain skills analyzing quotes
Engage
- Students pair up and try to list as many famous lines as they can from movies
- Students share list
- Students try and guess other lines
- Students discuss the following questions:
Why do we quote movies to one another?
What movies do you tend to quote?
Do your parents or teachers quote movies?
Are they the same movies you quote?
Do you think the movies you quote today will always mean something to you?
- Students read article "Longing for the Lines"
Evaluate
- Participation
- Group work
HOMEWORK
- Write down 3 movie quotes that mean something about movie plot, setting, or character (for example, "Life is like a box of chocolates" shows Forrest Gump's simple character) and explain what deeper meaning these quotes have.
Friday, January 8th
Equip
Pen/Pencil, notebook
Establish
SWBAT Continue exploring and reacting to quotes
Engage
- Students fill out handout responding to article and follow the instructions
- Students then use "Quotation Interpretation" handout to continue back side of handout with partner
Evaluate
- Written work
Monday, March 7th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand power of simple phrases
Engage
- Students share their fantasy flash
- Students work in partners to create "compliment posters"
Evaluate
- Participation
Tuesday, March 8th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand power of simple phrases
Engage
- Students share their fantasy flash
- Students work in partners to create "compliment posters"
Evaluate
- Participation
Wednesday, March 9th
Cambridge Practice Test
Thursday, March 10th
Cambridge Practice test
Friday, March 11th
Mix it Up Day!
Week 9 Q3
Monday, February 29
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students complete group work
- Students develop list of areas to focus on for self edit
- Students self edit using 3 different colors corresponding to each element (follow this chart) DUE 3/1
Evaluate
- Written work
Tuesday, March 1st
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students peer edit their fantasy flash according to the same chart as Monday
- Students work on revising their 2nd draft into a final
Evaluate
- Written work
Final Draft DUE 3/3
Wednesday, March 2nd
Assembly
- Written work
Final Draft DUE 3/3
Thursday, March 3rd
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise
Engage
- Students peer edit their fantasy flash
Evaluate
- Written work
HOMEWORK final draft of flash fantasy DUE 3/4
Friday, March 4th
Equip
Pen/Pencil, notebook
Establish
SWBAT Synthesize information gained in lesson
Engage
- Students revise their stories
- Students are put into groups of 3 to create their own informative video on successful flash fiction
Criteria:
- A video titled – “How to Write Successful Flash Fiction”
- Audience: Students/people who want to write flash (writers)
- Author: Your group
- Purpose: Ms. Burk said so/To teach how to write successful flash/Informative (can def be entertaining too)
- 3-5 minutes in length
- Must be creative
- Must be professional
- You will be put into groups
- In your groups, you will be given 30 minutes to come up with a plan and a script
- You will write out your plan and turn this in at the end of the 20 minutes
- You will have more time tomorrow to begin filming
- Written work
Week 8 Q3
Monday, February 24th
Equip
Pen/pencil, notebook
Establish
SWBAT Gain knowledge of the fantasy genre
Engage
- Students will read through 3 fantasy flash fiction stories
- Students will be put into small groups
- Students will analyze the plot, themes, and main features of the three stories in groups
- Students will share their results with the class
Evaluate
- Participation
Tuesday, February 23rd
Equip
Pen/Pencil, notebook
Establish
SWBAT Craft their own fantasy short story, fantasy packet
Engage
- Students will apply the techniques of pacing, character, theme, and plot to their own story's framework
- Students will work on a rough draft of their fantasy short story using one of the stories for inspiration
Evaluate
- Written work
HOMEWORK
1st draft of flash fantasy due 2/24
Wednesday, February 24th
Equip
Pen/Pencil, notebook, fantasy packet, 1st draft
Establish
SWBAT Apply basic tenants of narrative to their own fiction
Engage
- Students complete an in-class self-edit
Evaluate
- Written work
HOMEWORK
2nd draft of flash fantasy due 2/25
Thursday, February 25th
Equip
Pen/Pencil, notebook, fantasy packet, 2nd draft
Establish
SWBAT Develop peer editing skills
Engage
- Students peer edit each other's papers
Evaluate
- Written work
- Participation
Friday, February 26th
Equip
Pen/Pencil, notebook, fantasy packet, 2nd draft
Establish
SWBAT Revise work into final draft
Engage
- Students work to revise their 2nd drafts into final drafts
Evaluate
- Written work
- Participation
HOMEWORK
Complete rough draft of fantasy flash fiction (2 pages) inspired by one of the 3 stories in your packet
Week 7 Q3
Monday, February 15th
NO SCHOOL
Tuesday, February 16th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand narrative in a short form
Engage
- Students will use website 1 and website 2 to revise their rough draft into a final draft
- Students turn rough draft into final draft
Evaluate
- Written work
Wednesday, February 17th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand narrative in a short form
Engage
- Students will use website 1 and website 2 to revise their rough draft into a final draft
- Students turn rough draft into final draft
Evaluate
- Written work
Thursday, February 18th
Equip
Pen/pencil, notebook, 2nd draft
Establish
SWBAT Practice peer editing
Engage
- Students will compose a peer edit in-class
Evaluate
- Participation
Friday, February 19th
Equip
Pen/Pencil, notebook
Establish
SWBAT Revise into a final draft
Engage
- Students turn 2nd draft into final draft
Evaluate
- Written work
HOMEWORK
Students create a final draft of their "Girl" story, due 2/22
Week 6 G3
Monday, February 8th
Equip
Pen/Pencil, notebook, 1st Draft of "list" story
Establish
SWBAT Complete "list story" and work on final draft
Engage
- Students self-edit "list story" and work on final draft
- Final draft (handwritten) due at end of class
Evaluate
- Written work
Tuesday, February 9th
Equip
Pen/Pencil, notebook, "Girl"
Establish
SWBAT Continue investigating flash fiction and practicing format
Engage
- In partners, students read "Girl"
- Students identify main characters and perform character analysis
- Students identify voice and show evidence
- Students identify themes and show evidence
- Students discuss the ways the format/style informs the story
- Students begin working on their own version
Evaluate
- Written work
- Participation
HOMEWORK
Complete 1st draft of "Girl" story
Wednesday, February 10th
Equip
Pen/Pencil, notebook, "Girl", 1st Draft of own story
Establish
SWBAT continue working in a flash fiction form on their own story
Engage
- Students complete a self-edit
- Students work on final draft of "Girl" story
Evaluate
- Written work
Thursday, February 11th
Equip
Pen/Pencil, notebook, "Girl", 1st Draft of own story
Establish
SWBAT continue working in a flash fiction form on their own story
Engage
- Students complete a self-edit
- Students work on final draft of "Girl" story
Evaluate
- Written work
Friday, February 12th
Equip
Pen/Pencil, notebook
Establish
SWBAT Explore flash
Engage
- Students complete "Girl" stories
Evaluate
- Written work
- Participation
Week 5 Q3
Monday, February 1st
Equip
Pen/Pencil
Establish
SWBAT Complete Character Essay and consider the nature of stories and learn to write more concisely by reading and writing flash fiction
Engage
- Students discuss: What are the essential elements of a story? How can writing flash fiction help us become better writers?
- Students consider the story: "For sale, baby shoes, never worn" (attributed to Ernest Hemingway) and consider whether or not they think it is a story.
- Students Discuss:
- What does a story need in order to be a story?
- What questions does this story leave you with?
- What do you think is happening beneath the surface of these six words?
- Is the amount of what’s left unsaid unsettling? Interesting? Annoying?
- Do you think it’s harder to write a short short story like this one or a longer work, like a novel? Why?
- According to the author, how is the narrative form of the novel particularly suited to America?
- How does Mr. Faulkner define flash fiction?
- What is gained in “writing short”?
- What must each line of a short short story do?
- What do you think Mr. Faulkner means by “Such evocative, fragmentary brevity makes this Twitter and Facebook era perfect for flash fiction. Flash allows literature to be a part of our everyday life, even if we are strange multitasking creatures addled by a world that demands more, more, more”? Do you agree?
Written work
Homework:
Complete article questions
Tuesday, February 2nd
Equip
Pen/Pencil
Establish
SWBAT
Engage
- Students read several flash fiction pieces and discuss the following in small groups:
- What do you know about the plot, characters, setting and theme of the story?
- What questions does the text raise?
- What is unwritten?
- What literary devices do they notice?
- What individual words or phrases jump out? What denotations or connotations are important to note about individual words?
- How “complete” a story is this? Why?
- In general, do you think these stories work?
- How do you read them differently from the way you read a longer work?
- What do they give you that a longer work doesn’t?
Examples: Kids sneak around, get married, die. “ Romeo and Juliet”
Students consider, character, setting, theme, and plot. What is the bare minimum a text needs to reveal its story?
- Class discussion
- What is lost, and gained, by adhering to strict and brief word limits?
- What skills are engaged in writing concisely as opposed to developing an idea?
- What choices did you have to make?
- How is the effect different on the reader?
- How easy or hard was this task? Why?
- Written work
HOMEWORK
Read Night and The Appalachian Trail
Wednesday, February 3rd
Equip
Pen/Pencil, notebook, Computer Lab
Establish
SWBAT
Engage
- Students independently research and find flash fiction stories to share with class
Evaluate
- Participation
- Written Work
Thursday, February 4th
Equip
Pen/Pencil, notebook, flash fiction
Establish
SWBAT
Engage
- Students share the flash they found with partners
- Students view https://www.youtube.com/watch?v=DW8hOX6QcLk
- Students view video on 6 word memoir tips
- Students write their own 6 word memoir rough draft and peer edit
Evaluate
- Written work
HOMEWORK
Revise memoir and bring final 6 word memoir to school
Friday, February 5th
Equip
Pen/Pencil, notebook
Establish
SWBAT Write their own 6 word memoir
Engage
- Students write their final 6 word memoir
- Students create digital images of their memoir
Evaluate
- Written work
Week 4 Q3
Monday, January 25th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Complete a peer edit on their 2nd draft
Engage
- Students will work in revision card groups to complete a peer edit
Evaluate
- Participation
Tuesday, January 26th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Complete a peer edit on their 2nd draft
Engage
- Students will work in partner groups to complete a peer edit using the revision the cubes the made for their own papers
Evaluate
- Participation
Wednesday, January 27th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Begin revising 2nd draft into final draft
Engage
- Students will work individually to revise their 2nd draft into a final draft based off their peer revision notes
Evaluate
- Participation
Thursday, January 28th
Equip
Pen/Pencil, 2nd Draft of Character Essay (typed)
Establish
SWBAT Begin revising 2nd draft into final draft
Engage
- Students will work individually to revise their 2nd draft into a final draft based off their peer revision notes
Evaluate
- Participation
Friday, January 29th
No School!
Week 3 Q3
Monday, January 18th
No School - MLK Day
Tuesday, January 19th
Equip
1st Draft
Peer Edit HO
Establish
SWBAT Understand their own needs from a revision, and how to communicate this need
Engage
-Students complete a "revision dice" which lists 6 things that they want their partner to look for in their paper
Evaluate
- Written work
Wednesday, January 20th
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will complete peer edit
Engage
- Students begin peer edit exercise (reading paper aloud to their partner)
Evaluate
- Written work
Thursday, January 21st
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will develop 1st Draft into 2nd Draft using peer edit notes
Engage
- Students take peer edit notes and develop 1st draft into 2nd draft
Evaluate
Written work
Friday, January 22nd
Equip
Pen/Pencil, notebook, 2nd draft
Establish
SWBAT Students will develop 1st Draft into 2nd Draft using peer edit notes
Engage
- Students take peer edit notes and develop 1st draft into 2nd draft
Evaluate
Written work
Week 2 Q3
Monday, January 11th
Equip
Pen/Pencil, notebook
Establish
SWBAT Understand character essay rubric and assignment
Engage
- Students read through character essay rubric and assignment
- Students read through and discuss maxims
- Students select a maxim to write about
Evaluate
- Participation
Tuesday, January 12th
Equip
Pen/Pencil, assignment/rubric, notebook
Establish
SWBAT Analyze their chosen maxim and dissect the meanings to prepare for essay
Engage
- Students complete a handout on their chosen maxim
- Students pair up and share their responses
- Some responses are modeled on the board
Evaluate
- Written work
Wednesday, January 13th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students work independently on their 1st draft
Evaluate
- Written work
Thursday, January 14th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students work independently on their 1st draft
Evaluate
- Written work
Friday, January 15th
Equip
Pen/Pencil, rubric/assignment, notebook
Establish
SWBAT Begin work on 1st draft
Engage
- Students complete introduction handout
- Students complete body paragraphs handout
- Students complete conclusion handout
Evaluate
- Written work
Homework
Compose 1st draft (due 1/19)
Q3 Week 1
Monday, January 4th
Equip
Pen/Pencil, notebook
Establish
SWBAT Provide a writing sample and practice college application writing
Engage
Quarter 3 Writing Sample/In-Class Essay
Select 1 of the following essay prompts to respond to. In deciding which prompt to use, make sure you will be able to write a structured in-class essay (intro, body paragraphs, conclusion) that will take you through the end of class time.
- Think back to a situation in your life where you had to decide between taking a risk and playing it safe. Which choice did you make? What was the outcome of your choice? Would you have made the same decision looking back on the experience or would you have made a different decision?
- What movie, poem, musical composition, or novel has most influenced your life and the way that you view the world? Why?
- Describe an experience where you were unsuccessful in achieving your goal. What lessons did you learn from this experience?
- If you had the chance to have a 30-minute conversation with any person in human history (either living or deceased), who would be the person you choose? Why? What topics would you discuss with this person?
- Written work
Tuesday, January 5th
Equip
Pen/Pencil, notebook, computer lab
Establish
SWBAT Begin reflecting on quotes important to their life
Engage
- Students will select a quote and then research the biography of the person who first said this quote
Evaluate
- Participation
Wednesday, January 6th
Equip
Pen/Pencil, notebook
Establish
SWBAT Recite quotes and create visual representations of quotes
Engage
- Students recite quotes in front of class
- Students create visual representation to hang around class
Evaluate
- Written work
Thursday, January 7th
Equip
Pen/Pencil, notebook
Establish
SWBAT Gain skills analyzing quotes
Engage
- Students pair up and try to list as many famous lines as they can from movies
- Students share list
- Students try and guess other lines
- Students discuss the following questions:
Why do we quote movies to one another?
What movies do you tend to quote?
Do your parents or teachers quote movies?
Are they the same movies you quote?
Do you think the movies you quote today will always mean something to you?
- Students read article "Longing for the Lines"
Evaluate
- Participation
- Group work
HOMEWORK
- Write down 3 movie quotes that mean something about movie plot, setting, or character (for example, "Life is like a box of chocolates" shows Forrest Gump's simple character) and explain what deeper meaning these quotes have.
Friday, January 8th
Equip
Pen/Pencil, notebook
Establish
SWBAT Continue exploring and reacting to quotes
Engage
- Students fill out handout responding to article and follow the instructions
- Students then use "Quotation Interpretation" handout to continue back side of handout with partner
Evaluate
- Written work