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American Lit: EOC Prep Friday!

Standards

  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently. Georgia ELA

Learning Target
Students will practice test taking strategies for the EOC.

Opening Session

Hands up! Raise your hands to indicate how prepared you feel for the EOC. One finger = I’m gonna die, 5 fingers  = I’m gonna rock this thing!

Work Session

Today is going to be our catch up day for EOC studying! Flip through your EOC packet and take about five minutes to circle areas where you think you need help or more practice.

I’m going to come around to every table and conference with all of you guys about where you think you need more practice, and next week I’m going to customize your EOC Prep to match the areas where you think you’re weak. While I’m not at your table, be working on any parts of the Prep Packet you haven’t completed or where you think you need a redo.

Closing Session

Hands up! Raise your hands to indicate how prepared you feel for the EOC. One finger = I’m gonna die, 5 fingers  = I’m gonna rock this thing!

Assessment
Formative (EOC Prep packet)

Differentiation
Scaffolding, learning style

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World Lit: Solution Essay Prewriting!

Standard: 

  • ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can analyze a model position paper for rhetorical appeals and the elements of an effective argument, and construct a position paper by incorporating research on a stakeholder position.

Opening Session: Grab your Springboard books! Flip to page 455 and look at the chart. In the center box, write the issue you wrote about for your Social Issue Essay. Make sure you write a whole sentence, not just one word – that is, write “Children are being removed from sports teams for wearing traditional Black hairstyles,” do NOT write “Racism.”

Then, fill in the Causes and Effects boxes. This is all review, but hopefully it gets your brain turning so you can start thinking of a solution for your social issue.

Work Session: On page 456 in Springboard, you’ll see a prewriting chart. I want you to spend some time thinking of what could be a potential solution to help mitigate the social issue you wrote about. Then, fill in the chart. Here’s an example:

Issue: Sexism in gaming – female gamers are often mocked until they quit playing entirely.

Hook (rhetorical question:) How would you feel if you sat down to relax and play a game, and someone demanded you go make them a sandwich?

Claim: We can fight sexism in the gaming community by randomly assigning avatars instead of letting players choose.

Reasons and evidence: Here are several ways this would help and why….

Here are examples of people playing randomly assigned avatars and how it cut back on sexist banter…

Counterclaims: You might think gamers will be upset if they can’t customize their own character; however…

Call to Action: Gaming companies will need to be petitioned to make this a permanent change, but YOU can help today by choosing to play a female avatar next time you log in to a video game to help push the gender ratio closer to 50/50.

Closing Session: Let’s do a little peer editing! Trade with a partner at your table and go over their chart, looking for logical flaws or places where the argument could be strengthened.

Assessment: Summative (Solution Essay)

Differentiation: Process (Scaffolding)

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World Lit: Bias and Sea Lions

Standards

  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Georgia ELA
  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Learning Target
Students will evaluate the use of evidence in support of a potential solution to a conflict.

Opening Session
Let’s talk about what we know about bias! What does it mean if someone is biased? Can a source be both biased and credible?

Work Session
Flip in your Springboards to page 443. I’m going to number the class while you guys find the right page. Odd numbers are going to be reading the article titled “The HSUS and Wild Fish Conservancy File Suit top Stop Sea Lion Killing at Bonneville Dam” and then do the second read questions. Even numbers will read “Sea Lions vs. Salmon: Restore Balance and Common Sense” and answer those second read questions.

After we have read and answered the questions, let’s talk about bias again. Do you think either article was biased, and if so how?

Closing Session
Each article we read was a proposal about how to solve an environmental issue. For your essay we will start tomorrow, YOU will be writing a proposal for how to help the social issue you wrote about in your last essay. Consider the bias (or non-bias) of the sources we have read today and how that affected the persuasiveness of the proposal. Then, start brainstorming for your essay tomorrow.

Assessment
Formative (book check)

Differentiation
Process (scaffolding, learning style) Interest

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American Lit: EOC Prep, Still! It Is Endless!!

Standards

  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently. Georgia ELA

Learning Target
Students will practice test taking strategies for the EOC.

Opening Session
We’re going to start out the day by going over in great detail the test you took yesterday. So grab it and let’s go!

Work Session
After we go over yesterday’s test, let’s start looking at another type of writing task. Take the rest of the work session to read the TWO passages and then write the responses that go with both of them. Remember to refer to the writing rubrics if you need some guidance!

Closing Session
Let’s share! I’ll call on a couple people to read their responses aloud 🙂

Assessment
Formative (EOC Prep packet)

Differentiation
Scaffolding, learning style

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American Lit: More EOC Prep!

Standards

  • ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia ELA
  • ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. Georgia ELA
  • ELAGSE11-12RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band independently and proficiently. Georgia ELA

Learning Target
Students will practice test taking strategies for the EOC.

Opening Session
I’m going to pass out some EOC Prep packets! The first several pages are vocab terms and definitions and literary information and some test taking strategies. Take ten minutes to read through the info and circle 3 things you didn’t already know. Then we’ll go around the room and share!

Work Session
We’re going to pretend like it’s the EOC today! Flip to page 24 in your packet – which is right after where we left off yesterday – and we’re going to spend about 40 minutes quietly testing just like it’s the real thing. Don’t talk to your neighbors, don’t use your phone – really try like this is the real deal!

Closing Session

At the end of class, I’ll give you the correct answers so you can score yourself. Tomorrow we will go over each question in detail and talk about why the answers are right or wrong.

Assessment
Formative (EOC Prep packet)

Differentiation
Scaffolding, learning style

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