Tag Archive for american lit

American Lit:EOC Prep!!

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
I’m going to pass out some EOC Prep packets! Please read the info on the front, and I’ll answer any questions.

Work Session
For our work session today, we’re going to really go through the first set of selected response items in the packet., items 14-18, then Example Item 1 and Example Item 2 on the pages after that. I’ll give you about ten minutes to do them on your own, and then we will go over every single question and answer and discuss.

As we go through the questions, you can take notes in your packet over which ones you got right and wrong and why you think that happened. This is YOUR chance to practice so you can totally rock the EOC, so you should be using this time wisely!

Closing Session
For our closing, grab the Writing Rubrics packet on your table. Tomorrow we will start going over the writing parts, so you should familiarize yourself with the rubrics.

Assessment
Formative (EOC Prep packet)

Differentiation
Scaffolding, learning style

American Lit: Write a Myth, Day 2

Standards

  • ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE11-12W3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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
    • ELAGSE11-12W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE11-12W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Georgia ELA
    • ELAGSE11-12W3.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
    • ELAGSE11-12W3.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
Students will compose a creation myth of their own imagining, writing an engaging narrative in the style we have studied in class.

Opening Session
Crash Course Mythology: Creation Stories 2

Work Session
Today we are finishing our creation myths!

  • -Look over the feedback from yesterday
  • -Write another draft of the myth, continuing to work in dialogue. Create your own “voice” and style in the story!
  • -Trade with a different friend for feedback and revise one last time before we turn them in!

Closing Session
Upload your myth to the class Google Drive (or print it out)

Assessment
Summative – myth writing

Differentiation
Scaffolding, flexible grouping, learning styles, content

American Lit: Write a Myth, Day 1

Standards

  • ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE11-12W3.a Engage and orient the reader by setting out a problem, situation, or observation and its significance, 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
    • ELAGSE11-12W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE11-12W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). Georgia ELA
    • ELAGSE11-12W3.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
    • ELAGSE11-12W3.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
Students will compose a creation myth of their own imagining, writing an engaging narrative in the style we have studied in class.

Opening Session
Crash Course Mythology: Creation Stories 1

Work Session

We are writing our own creation myths today!

  • -10ish minutes to brainstorm for your myth (Where? When? How?)
  • -30 minutes to draft a myth: 2 paragraphs minimum, must include dialogue in addition to the two paragraphs.

Closing Session
Trade papers with a friend and write feedback on their myth! Does it sound like a myth? How could they strengthen it?

Assessment
Summative – myth writing

Differentiation
Scaffolding, learning style, flexible grouping (intentional pairings for closing session)

American Lit: Creation Stories!

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

Learning Target
Students will examine a Native American creation myth and then read a second creation myth in small groups and present it to the class.

Opening Session
-Read Earth on Turtle’s Back

Work Session

-Divide into groups
-Each group reads another creation myth:

  • When Grizzlies Walked Upright
  • Genesis
  • Hindu Myth
  • Buddhist Creation Myth
  • Aztec Creation Myth
  • Greek Flood story
  • Mayan Creation Myth

Each group learns and presents their myth to the class.

Closing Session
Brainstorm for writing your own creation myth

Assessment
Formative – presentations, brainstorming

Differentiation
Scaffolding, learning style, difficulty of myth

American Lit: Into the Wild, Day 8

Standards:

  • ELAGSE11-12RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
  • ELAGSE11-12RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Learning Targets:

  • I can analyze the life and death of Chris McCandless, considering why he felt called to live alone in the wilderness and why his story resonates with so many people.
  • I can analyze how Jon Krakauer tells the story of Chris McCandless, from a journalist’s and outdoorsman’s point of view, and consider areas of the text where the author seems particularly biased or objective.

Opening (do as soon as independent reading ends): 10 minutes

  • VOCAB QUIZ!!!!

Work Session Part 1: Reading (20 minutes)

  • Find pages 200-212 of Into the Wild.
  • Find your final Literary Circle Job ever!
  • Once everyone has their chosen job, read today’s chapters with your group.
  • When you are done reading, move on to part 2.

Work Session Part 2: Working (10 minutes)

  • Find the page with your Literary Circle Job on it. Write the chapters you’re working on at the top of the page.
  • Do your Literary Circle Job on your own. You can use classroom resources (such as a dictionary) to help you, but you do not need to talk with your classmates.
  • If you finish before the rest of your group, help your other group members with their jobs. When everyone is done, move on to part 3.

Work Session Part 3: Sharing (10 minutes)

  • Go around your group and share what you wrote down. Discuss what you think it means and why it is important.
  • Find a small box on the page for each of your group members’ roles. Take notes over what your group member is saying in the small box.
  • Make sure you understand what your group members are saying, because I might call on you to share!

Closing Session: 10 minutes

  • Noble or Nuts? – In the Author’s Note, Krakauer comments, “Some readers admired the boy immensely for his courage and noble ideals; other fulminated that he was a reckless idiot, a wacko, a narcissist who perished out of ignorance.” What do you think? Write a paragraph summarizing your opinion.