Today's objectives:
By the end of class today, students will demonstrate -- by writing the second part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate a two-part argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min] --> last day of SSR
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the second part of the next grad. portfolio essay.
HW: Finish reading Kindred; work on your History ESGP essay
Friday, February 19, 2010
Lesson 48: February 11-16
During this lesson, students who turned in their EAP essay on time (at the beginning of class) worked on their History Grad. Portfolio papers for the entire block. Students who did not come with their EAP essays completed finished those first and received two zeros in the grade book (one under College Work Habits and the other under Leadership Skills); student who submitted essays on time received fours in both categories.
Monday, February 8, 2010
Lesson 47: February 8-9
Today's objectives:
By the end of class today, students will demonstrate -- by writing the first part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate an argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min]
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the first part of the next grad. portfolio essay.
HW: Read through page 239 in Kindred and finish the EAP essay that you started in class. Due to the modified schedule over the next two weeks, these assignments are due on Thursday, 2/11 for periods 1 and 2 and on Tuesday, 2/16 for periods 5 and 6.
By the end of class today, students will demonstrate -- by writing the first part of their ESGP Lit. Analysis essay #2 -- that they are able to analyze and evaluate an argument presented as a complex quotation.
Agenda:
1) SSR in Kindred [20 min]
2) work time in small groups to break down quotation and come up with examples/evidence to support opinion [40 min]
3) silent, individual writing time to begin essay [35 min]
This essay is both practice for the EAP and the first part of the next grad. portfolio essay.
HW: Read through page 239 in Kindred and finish the EAP essay that you started in class. Due to the modified schedule over the next two weeks, these assignments are due on Thursday, 2/11 for periods 1 and 2 and on Tuesday, 2/16 for periods 5 and 6.
Friday, February 5, 2010
Lesson 46: February 4-5
Today's objectives:
By the end of today's lesson, students will demonstrate that they are able to analyze and evaluate an argument using EAP essay structure.
Agenda:
1) SSR in Kindred
2) Students will read six sample EAP quotations (at varying levels of difficulty) and choose one that they want to analyze/respond to.
3) Students will orally "pre-write" in groups using standard EAP discussion questions.
4) Students will individually write EAP essays for 40 minutes.
HW: Read through p. 213 in Kindred. If you are behind, it's very important that you get caught up over the weekend because we will begin working towards the next English graduation portfolio essay (using the parts of Kindred that you should have read) next Monday/Tuesday.
By the end of today's lesson, students will demonstrate that they are able to analyze and evaluate an argument using EAP essay structure.
Agenda:
1) SSR in Kindred
2) Students will read six sample EAP quotations (at varying levels of difficulty) and choose one that they want to analyze/respond to.
3) Students will orally "pre-write" in groups using standard EAP discussion questions.
4) Students will individually write EAP essays for 40 minutes.
HW: Read through p. 213 in Kindred. If you are behind, it's very important that you get caught up over the weekend because we will begin working towards the next English graduation portfolio essay (using the parts of Kindred that you should have read) next Monday/Tuesday.
Monday, February 1, 2010
Lesson 45: February 1/2
Today's objectives:
By the end of class today, students will orally analyze arguments in pages 132-160 of Kindred, identify the parts and grading criteria of the EAP essay, and begin outlining EAP practice essay #1
Agenda:
1) SSR in Kindred
2) What is EAP? How is EAP assessed? What are the elements of a strong argument essay?
3) Literary discussion circle #6 with three roles (all except quote scribe)
4) Each student will choose one quotation (from the lit. discussion questions) to respond to and, on the back of the question sheet, organize/plan/outline an EAP essay.
HW: Read up to page 188; finish outlining/organizing/brainstorming your practice EAP essay (these will be collected and graded based on quality, not just completion)
By the end of class today, students will orally analyze arguments in pages 132-160 of Kindred, identify the parts and grading criteria of the EAP essay, and begin outlining EAP practice essay #1
Agenda:
1) SSR in Kindred
2) What is EAP? How is EAP assessed? What are the elements of a strong argument essay?
3) Literary discussion circle #6 with three roles (all except quote scribe)
4) Each student will choose one quotation (from the lit. discussion questions) to respond to and, on the back of the question sheet, organize/plan/outline an EAP essay.
HW: Read up to page 188; finish outlining/organizing/brainstorming your practice EAP essay (these will be collected and graded based on quality, not just completion)
Friday, January 29, 2010
Lesson 44: January, 28-29
Today's objectives:
By the end of today's lesson, students will orally analyze p. 108-131 in Kindred, analyze the Willie Lynch letter as a contest primary source, and begin to track slaveholders’ methods of controlling slaves (i.e., mental slavery) and identify analogous situations within contemporary culture.
Agenda:
Do-now: SSR in Kindred [30 min]
1) Literary discussion circles #5
2) Willie Lynch Letter activity in small groups
3) Whole class discussion/debrief on Willie Lynch Letter
HW:
Read through page 160 in Kindred
By the end of today's lesson, students will orally analyze p. 108-131 in Kindred, analyze the Willie Lynch letter as a contest primary source, and begin to track slaveholders’ methods of controlling slaves (i.e., mental slavery) and identify analogous situations within contemporary culture.
Agenda:
Do-now: SSR in Kindred [30 min]
1) Literary discussion circles #5
2) Willie Lynch Letter activity in small groups
3) Whole class discussion/debrief on Willie Lynch Letter
HW:
Read through page 160 in Kindred
Lesson 43: January, 25-26
Today's objectives:
By the end of today's lesson, students will answer the unit’s essential questions by looking deeply at one character in Kindred and justify their response to the essential question using quotations from the text.
Agenda:
Do-Now: SSR in Kindred [30 min.]
1) Review of “mental slavery” as a concept
2) Literary discussion circle #4 with three roles (all but questioner) → each group finishes by writing their paragraph on chart paper
HW: Read through page 131 in Kindred
By the end of today's lesson, students will answer the unit’s essential questions by looking deeply at one character in Kindred and justify their response to the essential question using quotations from the text.
Agenda:
Do-Now: SSR in Kindred [30 min.]
1) Review of “mental slavery” as a concept
2) Literary discussion circle #4 with three roles (all but questioner) → each group finishes by writing their paragraph on chart paper
HW: Read through page 131 in Kindred
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