Tag Archive for group work

World Lit: Circle 8, Fraud

October 12, 2018 / / No comments

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia
  • 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
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting  motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia
  • 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
  • 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
  • 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). Georgia

Learning Target
I can understand circle 8 of Dante’s Inferno by analyzing the theme of symbolic retribution in my area of the circle; I can summarize my ring of circle 8 for my classmates.

Opening Session
Dante’s Inferno – “Oh, Hell!” summary video!

Work Session
Welcome to CIRCLE 8: FRAUD! We are almost done!

So, in circle 8, we see 10 different types of sinners, all variations of fraud, all punished in different ways. You might have noticed the desks are in 10 groups? You’re going to draw a card from my box to be randomly assigned to a group. Your group’s job is to explain who the sinners in your bolgia are, what their sin was, and what their punishment is.

You must include the following information:

  • What are the sinners in your circle called?
  • What is the definition of that word?
  • What is the punishment?
  • How does this show the law of symbolic retribution (the punishment fits the crime)?

You will make a poster with this information on it and present your findings to the class. You’re going to need to include words, illustrations, paragraphs, graffiti, etc. to really show what’s going on in your circle. We’ll hang these posters up outside in the hallway when we’re done with them!!
Good luck!

Closing Session
Collaborative poster activity ticket out the door!

Assessment
Readiness (group work); product (any presentation option); learning style (visual, kinesthetic, auditory).

Differentiation
Formative (presentations, posters, collaborative poster activity)

AP Lang: Presentations, Day 3

August 24, 2018 / / No comments

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA
  • ELAGSE11-12SL1 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. Georgia ELA
  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA

Objective
Students will present the articles they analyzed to the class, focusing specifically on how their article relates to the American Dream.

Opening Session
Everyone get out 4 half-sheets of paper and number them “Presentation 9” – “Presentation 11”. You will use these to write a short, one-paragraph response to each of your classmates’ presentations. Groups 9-11, come see me so I can pull your stuff up on my computer!

Work Session
Today we will have groups 9-11 presenting their essays!

After each presentation, respond with a 1-paragraph blurb in which you discuss how the essay presented relates to the American Dream.

Closing Session
Share out! Let’s give a compliment to the presenters of today 🙂 Tell them something they did well!

Assessment
Summative (presentations)

Differentiation
Process (scaffolding, varied difficulties, flexible grouping strategies)

AP Lang: Presentations, Day 2

August 23, 2018 / / No comments

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA
  • ELAGSE11-12SL1 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. Georgia ELA
  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA

Objective
Students will present the articles they analyzed to the class, focusing specifically on how their article relates to the American Dream.

Opening Session
Everyone get out 4 half-sheets of paper and number them “Presentation 5” – “Presentation 8”. You will use these to write a short, one-paragraph response to each of your classmates’ presentations. Groups 5-8, come see me so I can pull your stuff up on my computer!

Work Session
Today we will have groups 5-8 presenting their essays!

After each presentation, respond with a 1-paragraph blurb in which you discuss how the essay presented relates to the American Dream.

Closing Session
Share out! Let’s give a compliment to the presenters of today 🙂 Tell them something they did well!

Assessment
Summative (presentations)

Differentiation
Process (scaffolding, varied difficulties, flexible grouping strategies)

AP Lang: Creating Presentations

August 21, 2018 / / No comments

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA
  • ELAGSE11-12SL1 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. Georgia ELA
  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA

Learning Target
Students will work together to create a presentation to teach an essay they have analyzed to the class.

Opening Session
Get with your groups, everyone grab a laptop, and let me get your names and laptop numbers written down! You’ll always use the same laptop in class 🙂

Work Session
Today your goal is to finish creating the lesson you will present to the class tomorrow. Remember, you should present the essay you analyzed to the class and explain its significance related to the American Dream.

You can create anything you want to help your presentation – a PowerPoint, Google Slides, Prezi, or similar medium would be great. If you choose to make a handout or something like that, talk to me about making copies for your classmates.

Remember, you’ll be graded on how well you teach the class, so do a good job!

Closing Session
Draw numbers! I’ll have everyone draw a number to decide what order the groups will present. 1-4, get ready to go tomorrow!

Assessment Strategies
Formative (group work); Summative (presentation)

Differentiation
Process (scaffolding, varied difficulties, flexible grouping strategies)

AP Lang: Group Essay Analysis

August 15, 2018 / / No comments

Standards

  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Georgia ELA
  • ELAGSE11-12SL1 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. Georgia ELA
  • ELAGSE11-12SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks. Georgia ELA

Learning Target
Students will read an essay about the American Dream and answer questions to analyze it.

Opening Session
Get into your groups we chose on Monday! I’m going to assign an essay to each group. These will come form one of the textbooks we’re using for the class – either Patterns or The Norton Reader. You’ll be reading, analyzing, and presenting this essay to your class with your classmates.

Work Session

Here are the essays you may be assigned:

From Patterns:

  • The Myth of the Latin Woman (230)
  • Black Men and Public Spaces (238)
  • Indian Education (142)
  • Get it Right, Privatize Executions (296)
  • The Case for Birthright Citizenship (593)
  • An Argument Should Be Made About Immigrant Babies and Citizenship (598)

From Norton

  • Is America Falling Apart (hard) (286)
  • Aria (492)
  • Learning to Read (408)
  • Rewriting American History (hard) (828)
  • Tyranny of the Majority (hard) (885)

I want everyone to read their essay silently to themselves for about 20 minutes. If you finish early, start answering the questions at the end of the essay. Once the 20 minute timer is up, you can work with your group to answer the questions together.

If you’re reading out of the Patterns book, only answer the “Comprehension” and “Purpose and Audience” questions. For Norton essays, answer all the questions, and remember that you need to answer them fully – some of them might take a page worth of writing to really discuss.

Closing Session
3-2-1! On a little exit ticket, write down 3 things you learned today, two questions you still have, and one thing you’re excited to share with the class.

Assessment Strategies
Formative (Group work, questions); Summative (presentation).

Differentiation
Process (scaffolding, varied essay difficulties, flexible grouping strategies)

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