Tag Archive for SQPRRS

Love at first sight

Standards

  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 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

Learning Target
I can consider the possibility of love at first sight by discussing with my class so that I can write about whether or not it is real.

Opening Session
Reading quiz! This quiz is over the reading you did yesterday, from page 71-103.

Work Session
my hero’s journey map worksheet continued (choose a map, label, boxes 1-3

Santiago falls in love with Fatima from the first moment he sees her. Do you believe in love at first sight?
Article: https://www.psychologytoday.com/us/blog/meet-catch-and-keep/201801/is-love-first-sight-real

Write a paragraph explaining if you think you could ever fall in love at first sight, and why or why not?

Closing Session
Continue your reading of The Alchemist to the end of page 127.

Assessment
Formative (reading quiz, fantasy map labels)

Differentiation
scaffolding, graphic organizers

World Lit: Act II!

Standard:

  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

 

Learning Target: I can relate the themes and elements of Shakespeare’s Julius Caesar to the modern-day #blacklivesmatter civil rights movement by a close reading of the play and using various reading strategies of current events articles.

Opening Session: Cheesy student-made Caesar summary video! This will review act I and preview act II for you:

Work Session:

Welcome back to class! Today we’re going to get right down to it!

For each of these articles, let’s do a quick “Say, Mean, Matter” – what does it SAY? What does that MEAN? Why does it MATTER? We’ll put it up on the board together!

Closing session:

Ticket out the door: Would you join a protest? What issues are important enough to you personally that would make you get out there?

Assessment: TOTDs can be graded, Say Mean Matter can be formatively assessed to gauge student understanding of the modern texts (and guide future instruction thereof).

Differentiation: Process, readiness, interest (Student choice in reading parts of the play); Process (students can be given a printed/annotated copy of the articles as needed).

#pleblivesmatter

Welcome to THURSDAY!!!!!!!

Standard: 

  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can write about the similarities and differences in the Ancient Roman oligarchy and the people in power in modern America; I understand how Caesar was killed because he wanted to help the people, and how that relates to the modern #blacklivesmatter civil rights movement.

Opening Session: Daily video! An overview of the #blacklivesmatter movement, from the origins of the hashtag to now:

Work Session: Today we’re going to spend more time relating Julius Caesar’s rule in Rome to modern-day America. We’re going to read 2 articles together and do SQPRRS on them. The first is about Julius Caesar and how his assassination was a tool used by the oligarchy to control the Roman people: http://historynewsnetwork.org/article/1643 And the second is about the modern-day #blacklivesmatter civil rights movement, and how this grassroots movement seeks to better represent the people of America in our leadership positions: https://newsela.com/articles/activist-baltimoremayor/id/14776/

After we read those two together, I want you guys to do a little writing on your own: According to this article, Julius Caesar was assassinated to keep the people of Rome from gaining any power. The senators killed Caesar so the oligarchy (the small, rich ruling class) could keep their power. The #blacklivesmatter leader who ran for office in Maryland, is hoping that he can make life better for the people of Baltimore if he gets elected as Mayor. Mckesson lost the race for mayor of Baltimore. Compare and contrast: How is the oligarchy (rich ruling class) in ancient Rome similar and different to modern-day America? How is Julius Caesar trying to get more power in Rome similar and different to a #blacklivesmatter activist running for the office of mayor of Baltimore? Write a 2-3 paragraph essay comparing and contrasting Ancient Rome with modern-day America, using evidence from the two articles you read today.

Closing session: Get with a partner and tell them about the essay you just wrote. When your partner tells you what they wrote, write a 2-sentence summary of your partner’s essay and turn it in.

Assessment: Essays will be graded

Differentiation: Annotated texts offered as needed (content, process); shortened length requirement (product).