Tag Archive for article

American Lit: Working Toward the Dream

Standard: ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can analyze multiple texts to identify the development of a recurring idea or theme.

Opening Session: Dolly Parton – 9 to 5

Work Session: Today we’re going to be talking about working towards the American Dream. We will be reading two pieces – a poem, “Who Burns for the Perfection of Paper” by Martin Espada, and an essay, “Roberto Acuna Talks about Farm Workers” by Studs Terkel. After we read and discuss, we will compare and contrast the two pieces, and then do the Second Read questions and chart on page 88 and 92.

Closing Session: 

Do the “Check your Understanding” Venn Diagram on page 92 in the book. Consider the ideas and tones of each piece we read today, and then compare and contrast them in a venn diagram 🙂

Assessment: 

Formative (Class discussions)

Differentiation:

Process (scaffolding, varied text length)

AP Lang: What Really Happened

Standards

  • ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Georgia ELA
  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12RI1 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

Learning Target
Students will analyze an article about the veracity of The Crucible and analyze how authors might sensationalize stories to get a specific reaction from the audience.

Opening Session
THUGNOTES!

Work Session
Today we’re reading an article titled “The Crucible: Fact or Fiction?” that really goes into some awesome detail about exactly what happened in history versus in the play.

Read and SOAPSTone the article, then make a T-chart in which you list the events of history on one side and the alternate events of the play on the other. Then, I want you to consider why Miller might have made some of the specific choices that he did to rewrite history.

Write a paragraph in which you specifically name one or two of the ways Miller changed history, then analyze WHY he made that decision. What affect did that change have on the play? On the audience? Or did he change the play for a completely different reason, such as racism or another prejudice?

Closing Session
With whatever time we have left, grab your books and read Act III. You will need to have the entire act read when you get back here on Monday 🙂

Assessment Strategies
Formative (T-charts and paragraph checks)

Differentiation
Process (Scaffolding, annotated text as needed)

AP Lang: Why Arthur Miller Wrote The Crucible

Standards

  • ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Georgia ELA
  • 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. Georgia ELA
  • ELAGSE11-12RI1 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

Learning Target
Students will read and analyze an article about why Arthur Miller wrote The Crucible and then begin reading the play.

Opening Session
VOCAB QUIZ!!!

Work Session
Today we’re going to be reading an article entitled “Why I Wrote the Crucible” by Arthur Miller, the guy who wrote The Crucible. I’m going to give everyone a copy of the article and I want you to practice the SOAPSTone strategy with it.

Speaker
Occassion
Audience
Purpose
Subject
Tone

Write the letters down your paper and examine each one. Then, once you’ve finished SOAPSTone-ing the article, write a short paragraph that answers the question why DID Arthur Miller write The Crucible?

Turn in your SOAPSTone and paragraph when you’re done!

Closing Session
With whatever time we have left, go ahead and begin reading The Crucible. Your HOMEWORK this weekend is to take the book home and finish reading the ENTIRE play by the time you’re back here on Monday!!

Assessment
Formative (vocab quiz, class discussion)

Differentiation
Process (scaffolding, annotated text)

Metamorphowednesday

Standards

  • RL.9-10.6 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.

Activator

Franz Kawhat?

Learning Target

I will analyize the cultural experience of Franz Kafka as I begin to read The Metamorphosis and reflect thoughtfully on why Kafka wrote the story.

Work Session

Today we’re going to start reading our Big Reading for this unit, but FIRST we’re continuing with our nonfiction reading. Whoohoo! We’re starting off with an article that’s appropriately titled “What makes a monster scary?” You’re gonna SQUEEPERS again!!! When you get to the R for reading, I want you to read the article I give you in any way you choose (you may read silently then discuss with a partner, alternate paragraphs reading aloud, have one person read aloud to the other, whatever you like). After you’ve finished reading the article, consider the definitions you wrote yesterday and work with a partner or alone to revise your definitions into a new one.

Your end product should be a 2-3 sentence concise definition that accurately explains what it means to be a monster. Yes, I’m grading it this time.

After we finish with this article, we’re going to start reading our Big Reading for this unit. This is a story entitled “The Metamorphosis” by Franz Kafka. We watched a summary video of it at the beginning of class, but for simplicity’s sake let me give you a two-word run down of this story. It is 1.) Long and 2.) Complicated.

Excited yet? We’re going to listen to me read aloud for the first half of Part I of the story. That’s page 1066-1072 in our book, stopping at the end of the first paragraph on 1072. I would like for you to follow along in your book while you’re listening to me. If you’re reading online, you’re reading to the sentence “his sister began to cry.” We’re doing a bit of “I do, we do, you do” with this story. I’ll read part I aloud, we’ll read part II together, and part III you will read on your own 🙂

This is a VERY hard text, guys. So we’re going to run through it very slowly and carefully and do a lot of checks for understanding. I hope you enjoy the story! :)

Closing Session

Ticket out the door: 3 things you liked about the story, 2 things you didn’t like, and 1 question you still have.

Assessment

TOTD to check for understanding, definition of the word monster.

Differentiation

Students may read with their partners in any way that works best for them, differentiated/simplified texts, use of audio recording.

The Problem…

Standard:

  • ELAGSE9-10RI2 Determine a central idea of a text and 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.

Learning Target: Students will examine an article about the prevalence of female protagonists in literature, determining the author’s central idea of the text.

Activator: Metroid Prime Gameplay Trailer – did you know it’s a woman inside that suit?

Work Session: Today we’re going to begin by reading the first half of Act II of A Doll’s House. I’ll need readers for the following characters:

Nora
Nurse
Mrs. Linde
Helmer

After we read today’s section of the play, let’s do a little exercise. Grab a sheet of paper and make a list of all the stories you can remember reading EVER – be it kids’ books, picture books, books you’ve read in school, ANY book you’ve EVER read – who have a FEMALE protagonist (remember, a protagonist is the person you root for – the main character of the story).

You have five minutes.

How many were you able to list?

I’ve got this article I want everyone to look at, entitled “The Problem with Female Protagonists“. Read and annotate this article, and then we’ll go through it together as a class.

Closing Session: How do you feel about what this author has to say about female protagonists? Do you agree with her assessment? Write a short paragraph of 5-7 sentences explaining how you feel as our TOTD.

Assessment: TOTDs will be graded, formative checks while reading.

Differentiation: Process (various length reading parts)