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World Lit: Things Fall Apart Review!!

Standards

  • ELAGSE9-10RL1 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
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Learning Target
Students will review the themes and characters of Things Fall Apart in preparation for their unit test tomorrow.

Opening Session
Turn in your SAGs and let’s take five minutes to talk about what we feel we need to review 🙂

Work Session

Things Fall Apart JEOPARDY!!

https://jeopardylabs.com/play/bristow-and-mellmans-tfa-jeopardy

And DOUBLE JEOPARDY!

https://jeopardylabs.com/play/bristow-and-mellmans-tfa-double-jeopardy

Closing Session
Final Jeopardy Category is….

Assessment
Formative (Jeopardy, SAG check)

Differentiation
Scaffolding, learning style

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AP Lang: Practice Essay!

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Georgia ELA

Learning Target
Students will practice writing AP-style essays using old AP prompts.

Opening Session
Let’s review the AP Grading rubric again! There is one on the wall and you should have one in your binders as well.

Work Session
And now let’s try it! I’ve got an essay prompt for you from an old AP Lang exam, and you will have 40 minutes to write the essay.

When we are done writing the essays, everyone should trade with a friend and grade them according to the AP Rubric. I may call on you to defend the grade you’ve given, so be ready for that!

Closing Session
After we grade each other’s essays, let’s look at a couple of exemplar essays and see how the AP readers marked them. Then, reflect on how you and our class marked essays versus how the AP readers did. Were you easier? Harsher? What was helpful? What was strange?

Assessment
Formative (AP Essay)

Differentiation
Scaffolding, learning style, interest

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AP Lang: Write A Myth, Day 2

Standards

  • ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE11-12W3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE11-12W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE11-12W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Georgia ELA
    • ELAGSE11-12W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE11-12W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
Students will compose a creation myth of their own imagining, writing an engaging narrative in the style we have studied in class.

Opening Session
Crash Course Mythology: Creation Stories 2

Work Session
Today we are finishing our creation myths!

  • -Look over the feedback from yesterday
  • -Write another draft of the myth, continuing to work in dialogue. Create your own “voice” and style in the story!
  • -Trade with a different friend for feedback and revise one last time before we turn them in!

Closing Session
Upload your myth to the class Google Drive (or print it out)

Assessment
Summative – myth writing

Differentiation
Scaffolding, flexible grouping, learning styles, content

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AP Lang: Write A Myth, Day 1

Standards

  • ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE11-12W3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE11-12W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE11-12W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Georgia ELA
    • ELAGSE11-12W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE11-12W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
Students will compose a creation myth of their own imagining, writing an engaging narrative in the style we have studied in class.

Opening Session
Crash Course Mythology: Creation Stories 1

Work Session

We are writing our own creation myths today!

  • -10ish minutes to brainstorm for your myth (Where? When? How?)
  • -30 minutes to draft a myth: 2 paragraphs minimum, must include dialogue in addition to the two paragraphs.

Closing Session
Trade papers with a friend and write feedback on their myth! Does it sound like a myth? How could they strengthen it?

Assessment
Summative – myth writing

Differentiation
Scaffolding, learning style, flexible grouping (intentional pairings for closing session)

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AP Lang:Creation Stories!

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

Learning Target
Students will examine a Native American creation myth and then read a second creation myth in small groups and present it to the class.

Opening Session
-Read Earth on Turtle’s Back

Work Session

-Divide into groups
-Each group reads another creation myth:

  • When Grizzlies Walked Upright
  • Genesis
  • Hindu Myth
  • Buddhist Creation Myth
  • Aztec Creation Myth
  • Greek Flood story
  • Mayan Creation Myth

Each group learns and presents their myth to the class.

Closing Session
Brainstorm for writing your own creation myth

Assessment
Formative – presentations, brainstorming

Differentiation
Scaffolding, learning style, difficulty of myth

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