- ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
- ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)
- ELAGSE9-10L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Target: I can evaluate and strengthen my writing and presentation skills by conferencing with my teacher so that I can make an awesome capstone presentation!
Opening Session: LIBRARY TIME!! We’re walking down to the media center today so that you guys can return your old books (if you need to) and get a new one. Remember, you have your second Alternative Book Report due on Friday, April 3rd – that’s only 3 weeks away!
When we return from the library, we’ll set the timer for 20 minutes of Independent Reading. Use this time to dig into the book you just got!
After that, I want everyone to flip to activity 5.2, page 389, in your Springboard book. You’re going to be reading the lyrics to a song and answering some questions about it, since this song is an example of a call to action. You should also go watch the video! The song is “I Need To Wake Up” By Melissa Etheridge. Here it is
Obviously, this song is about climate change and the imminent danger we face. This is an example of a call to action. Although the ones you’re writing will be a little more straightforward than a song like this, I think you can tell what Etheridge wants you to do, right?
After listening to this song and reading the lyrics in the book on page 389, I want you to independently do the following:
- Do the second “Setting a Purpose for Reading” bullet on page 389 (circle the vocab words and use context clues to determine their meaning)
- Answer Second Read questions 1-3 on page 391
- Complete the chart (Question 5) on page 392
We will be doing a book check on this activity!!!!
While you guys are working on the Springboard Activity, Ms. Jones, Ms. Hannah, and I will be calling you up for individual conferences. I want to make sure we check in with how you’re doing in the class so far and how you’re feeling as we move into the capstone presentation, since this is your final exam grade.
Share out! The song you listened to today is about a topic that y’all usually love to discuss. Any burnign thoughts or questions before we go?
Assessment: Formative (Book check)
Differentiation: Process (scaffolding), individual conferences, learning style (auditory / use of music)