Standard: 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 a reflective essay explaining my cultural identity.
Opening Session: P!NK – Raise Your Glass: P!nk sings her identity!
Work Session: We’ve got the laptop cart today! You guys will be grabbing a laptop and typing and revising your cultural identity essays you write yesterday. You will have all class period to complete your essay 🙂
If we run short on computers, we will have a couple people write by hand. I’ll take volunteers first, then choose randomly.
Closing Session: Trade with a friend and make any last-minute edits, then turn in your paper by uploading to Google Drive.
Assessment: Formal – essays will be graded
Differentiation: Process (scaffolded essays); Product (varied essay length).
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Target: I will compose an argumentative essay, citing evidence from the text to back up my claims.
Opening Session: Argumentative Essay by Shmoop
Work Session: Welcome to class! Today we’re going to be continuing the essay we began yesterday. We are down in Ms. Gelston’s room (203) to type using the laptops, and you’ll have all class to work on your essay. We can also send people two or three at a time upstairs to get textbooks as needed.
You will have all class period to work, as well as the second halves of Monday and Tuesday. We will be in this room all three days.
Good luck!
Closing Session: Put your laptops back and return your textbooks; essay check-in
Assessment: Formative checks for understanding; essays will be graded
Differentiation: Process (scaffolded essay prompts, frameworks); product (modified essay length)
(look at that, I’m a poet and don’t know it! or do I?)
Standard:
ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Target: I will finish writing my communism essay and peer edit a friend’s; I digitally turn in my essay.
Opening Session: An Editing Checklist to run through before you turn your paper in!
Work Session: Welcome to the lab for day 2! Today your goal is to finish typing your essay.
1st block: I’m going to give you the same timers you had yesterday so you can go through and systematically finish or edit each of your paragraphs:
10 minutes for your introduction
15 minutes for your first body paragraph
15 minutes for your second body paragraph
15 minutes for your third body paragraph…
…and the rest of class to work on a conclusion, a fourth body paragraph, or to revise your earlier paragraphs.
Honors: You guys should be more or less done with your essays, so you will do some peer editing. I want you to go on to our shared Google Drive folder, and open up a document that was uploaded by a friend in the class. This is important! You MUST turn on “Track Changes” in Word and use the Comment feature to peer edit!!! You are NOT supposed to just type over your friend’s essay. You need to make absolutely sure you’re using track changes and comments to do your editing!!
While you’re peer editing, I want you to check for the following things:
Is the essay written in the proper font and style (12 point Times New Roman double spaced, no extra spaces, no bold, italics only where needed)?
Is the MLA heading correct (Student Name, Teacher Name, Class Name, Date)?
Is there a centered title? No other formatting besides centering?
Indented paragraphs?
Does the author write in first person – I, me, me, you, us, we, our, your, etc.? If you find first person, suggest an alternate way to phrase things in a comment!
Does the author use contractions (don’t, can’t, won’t, etc.)? If you find any contractions, type out the complete words.
Are there any points in the essay where the author is unclear or drifts away from his or her main purpose? If so, put a comment on the paper and make a suggestion for fixing it.
At the end of class, make sure everything is saved and uploaded to Google Drive!
Closing Session: Essay Reflection TOTD – how did this essay go? What grade do you think you will get?
Assessment: Essays will be graded
Differentiation: Process (scaffolding questions); product (varied length as needed; quote requirements increased or decreased as needed).
ELAGSE9-10W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Learning Target: I will work with a partner or individually to create a hero and hero’s journey of my own devising, using various media formats of my own choice.
Opening Session: A little Gilgamesh review 🙂 We’re not done with this guy, don’t forget him!
Work Session: Today, I would like for you to continue to work on your hero project. YOUR FINAL PROJECT IS DUE TODAY!!!
Closing Session: Turn in project, volunteers present.
Assessment: Make-A-Hero Project
Differentiation: Students have choices in their partners or to work alone, students may work in various media formats to create their final product.
CCW7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCW9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Target
Continue working on unit project; OR, if students have finished the project already, we will watch a portion of the movie “Mean Girls” and students will compare the two stories.
Activator
Meet in classroom, check over projects – if we need time with computers, send kids to lab. If we don’t need time with computers, give Mean Girls instructions and turn on movie.
Work Session
Students will have as much of class time as they need to complete their projects. If we are at a point where we can work in the classroom, students will also have the opportunity to watch the movie “Mean Girls.”
After completing their project, I would like everyone to write a little compare/contrast for me. Make a T chart on your paper, and put Mean Girls on one side and Julius Caesar on the other. On the Mean Girls side, write a short paragraph (5-7 sentences) about things that are unique to Mean Girls. Do the same thing on the Caesar side.
Next, underneath the T chart, write a longer paragraph (9-11 sentences) about things that the two stories have in common. Remember, you can look for parallels in characters, in plot, in story, or even in mood/tone.
Your T-charts will be due at the end of the day, along with your projects!
Welcome to Osborne10thlit.com! This is the homepage for Mrs. Bristow’s, Ms. Jones’s, Ms. Milton’s, Mr. Mellman’s, and Ms. Fullilove’s classes! Check out our online learning plan and don’t forget to leave a comment!
