Tag Archive for vocab quiz

American Lit: The Crucible, Act I, Continued

Standard: 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).

Learning Target: I can analyze a dramatic text to determine appropriate tone and inflection to convey meaning.

Opening Session: Video SparkNotes on The Crucible

Work Session: Today our main focus will be finishing act I of The Crucible, through the end of the act. I will be reading as the narrator, and I need volunteers to read for each of the following parts:

  • Tituba
  • Parris
  • Abigail
  • Susanna
  • Mrs. Putnam
  • Putnam
  • Mercy
  • Mary
  • Betty
  • Proctor
  • The Narrator (Mrs. Bristow)

As we finish reading today, we’ll work on activity 2.5 on page 127 of your books.

Closing Session: Vocab QUIZ!

Assessment: Informal – class reading and discussion

Differentiation: Interest, Process (student choice in reading parts, varied reading lengths)

World Lit: Taking a Stand Against Hunger, Day 2

Standard: 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. 

Learning Target: I can identify an author’s purpose and analyze an argument presented, and I can synthesize information from print and nonprint persuasive texts. 

Opening Session: Check out this animated video from No Kid Hungry about childhood hunger: 

Work Session: Let’s continue our discussion from yesterday about childhood hunger. Today you’re going to read an essay that is supposed to convince you to take action against childhood hunger in America. This is on page 199 in your Springboard – “School’s Out for Summer”. 

After we read, I want you to work on the Second Read questions, and then we will have a brief class discussion on whether or not the author convinced you to take action, and if so, what will you do? 

Closing Session: VOCAB QUIZ and BOOK CHECK! 

Assessment: Informal (class discussion); Formal (vocab quiz) 

Differentiation: Process (scaffolding) 

 

AP Lang: Finishing The Crucible

Standard:  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).

Learning Target: I can analyze the characters’ actions and the author’s intent in The Crucible.

Opening Session:  The Crucible summary by Shmoop

Work Session: Today we’re continuing to read The Crucible! Let’s try and finish the play today!!!

Closing Session: VOCAB QUIZ! and Journal Check!!

Assessment: Formative (journal check, class discussions)

Differentiation: Process (scaffolding)

Homework: Read 20 minutes in your Free Choice book

AP Lang: AP Practice Questions!

Standard: 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.

Learning Target: I can cite evidence from the text to answer selected response questions.

Opening Session: Write a journal entry considering what we’ve been reading this week with slave narratives and The Souls of Black Folk. These candid depictions of the lives of black Americans have become “classics” of literature. Why do you think these stories are “classics”? What does it mean to be a “classic” and why are they so extensively studied in schools?

Work Session: VOCAB QUIZ!!!!! And Journal Check 🙂

After your vocab quiz, we’re going to take a slight break from AP Essay writing, since you guys wrote a major essay earlier this week, and you’ll be doing AP Exam Multiple Choice questions instead! I have two sets of questions for you, then we’re going to really take our time and read the passages together and go over the questions.

Also, I wanted to take a few minutes to go over the stuff we read yesterday and get your reaction 🙂

Closing Session: Reflection: Write a journal entry reflecting on how you’re feeling for the AP Exam so far. Do you feel prepared? Is what we’re doing in class helpful? What could we do more, what should we do less? Share any feedback you have with me as well!

Assessment: Vocab Quiz, Journal Check, Informal class discussion of Multiple Choice questions

Differentiation: Process (scaffolding)

Homework: Read 20 minutes in your Independent Reading book; Work on your Alternative Book Report (Due Friday, 2/16)

 

World Lit: Argumentation in “An Indian Father’s Plea”

Standard: 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.

Learning Target: I can analyze the structure of an argument and how an author builds their argument.

Opening Session: Cherokee Language

Work Session: Today we’re reading a story called “An Indian Father’s Plea,” and although I know we’ve read a lot about India, this is actually about Native Americans, so switch your mode of thinking!!

After we read this text (which is long!) I want you guys to consider your own beginnings – your first days of kindergarten. Think back to that time in your life, and using the same argumentation techniques that Lake used in his letter, write a letter about yourself going into Kindergarten.

You’ll have the rest of the class to do this!

Closing Session: VOCAB QUIZ!!! AND BOOK CHECK!

Assessment: Formal – vocab quiz, Informal – book check

Differentiation: Process (scaffolding), Interest (student life)