Archive for August 9, 2019

AP Lit: Story of an Hour, Day 2

Standards

  • SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Common Core State Standards English
  • SL.11-12.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Common Core State Standards English
  • SL.11-12.1.c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Common Core State Standards English
  • CCR.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Common Core State Standards English
  • W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Common Core State Standards English

Objective
Scholars will be able work in groups to collaborate on an AP level essay

Warm Up
Voice lesson
grammar lesson
show Soapstone

Activator
Thumbs up thumbs down activity: Did you understand the lesson from the day previous? What parts of the story did you find difficult?

Work Session
10 mc questions about story of an hour (p. 6-7 of teacher handbook)
In groups of 3 answer essay 1 of 2009 exam form B:
https://secure-media.collegeboard.org/apc/ap09_frq_english_literature_formb.pdf

Closing Session
Quick doodles Doodle / draw two or three concepts presented in the lesson may include words or numbers

Assessment Strategies
Essays will be read and evaluated on an AP scale.

Differentiation
as the day previous

World Lit: Cultural Identity 5 – Narrative

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, 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
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.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
    • ELAGSE9-10W3.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
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up Microsoft Word. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much).

Work Session
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance 🙂

Closing Session
To close the day, I want to come back together as a group and tell you how to upload your essay! You will need to save your essay with YOUR NAME in the filename, then navigate to the class Google Drive and upload your essay to the correct folder. It’s not hard, but it’s important that you do it right so I can grade your writing!

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)