Tag Archive for eoc

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

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

American Lit: EOC Prep Again!

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
  • ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Georgia ELA

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

Opening Session
Get out your packet from yesterday and read over your notes. Keep them in mind as we continue today!

VOCAB!

  1. Adulterate
    1. (verb) to corrupt, make worse by the addition of something of lesser value.
  2. Ambidextrous
    1. (adj.) able to use both hands equally well; very skillful; deceitful, hypocritical
  3. Augment
    1. (verb) to make larger, increase
  4. Bereft
    1. (adj., part.) deprived of; made unhappy through a loss
  5. Deploy
    1. (verb) to position or arrange; to utilize; to form up
  6. Dour
    1. (adj.) stern, unyielding, gloomy, ill-humored
  7. Fortitude
    1. (noun) courage in facing difficulties
  8. Gape
    1. (verb) to stare with open mouth; to open the mouth wide; to open wide
  9. Gibe
    1. (verb) to utter taunting words
    2. (noun) an expression of scorn
  10. Guise
    1. (noun) an external appearance, cover, mask

Work Session
Today we’re going to start with a writing prompt, from the Margaret Atwood essay we read yesterday. Take a few minutes to attempt the writing prompt on your own, then I’ll pull it up on the board and write one “out loud” for you. Next, I would like you to go back and refine your first attempt to make it perfect.

Everyone got that? Great, let’s do another! This is my favorite, and the hardest, passage in the packet!

Closing Session

Trade your “The Eyes Have It” writing with someone at your table and evaluate each other’s according to the writing rubrics.

Assessment
Formative (EOC Prep packet)

Differentiation
scaffolding, learning style, interest

American Lit: EOC Countdown: 3 days left!

Standard: ELAGSE11-12RI1 – 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.  

Learning Target: I can cite strong evidence from a text.

Opening Session: Test Taking Strategies: Tricky Words (aka Game Changers)

Work Session:  Today we are going to start by doing an EOC review packet together! Check this one out:

AmLitFormAssRI2Post

After we go over one together, I want to give you another packet to complete on your own. I will give you a few minutes to work on this by yourself, and then we will go over it together.

Closing Session: Write your own EOC question for the passage you read today and challenge a partner to answer it!

Assessment: Informal (class discussions)

Differentiation: Process (Scaffolding)