Tag Archive for powerpoint

American Lit: Rhetorical Tuesday

Standard: ELAGSE11-12L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Target: I can use general academic words and phrases in order to create an organized way to acquire them.

Opening Session: What is the author’s main message?

Work Session: In your groups, I want you to find definitions for the following words. You can do this by any means at your disposal – use your book, use each other, use your phone, use a dictionary, whatever you want, except for asking me. But here’s the catch….you only have ten minutes! GO!

  1. Social Commentary
  2. Historical Context
  3. Rhetoric
  4. Rhetorical Context
  5. Vocal Delivery
  6. Fail
  7. Subtext
  8. Motif
  9. Dramatic Irony
  10. Verbal Irony
  11. Situational Irony
  12. Syntax

Once you guys have had a chance to find the definitions, let’s see how well you did by going over this PowerPoint together!

…And finally, we’re going to unpack the first Embedded Assessment in our books on page 108!

Closing Session: NEW VOCAB!!!

  1. Dominion
  2. Immoderate
  3. Wrath
  4. Appease
  5. Indictment
  6. Deposed
  7. Afflicted
  8. Lanced

Assessment: Informal – vocab word finding

Differentiation: Process (many methods of finding vocab words)

World Lit: Welcome to Julius Caesar!


  • 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.

 Learning Target: I can understand the historical and cultural context of Julius Caesar and how it relates to the modern day.

Opening Session: Sparknotes Summary video: This will give everyone a good overview of Julius Caesar with a pretty detailed but basic explanation of the plot.

Work Session: Today we’re going to start off with a little bit of background info. I have a powerpoint that goes over some background information on Julius Caesar, to give you guys some historical context, and I would like you all to take notes while we talk about it. YES, I know, that notes are BORING and you HATE them, but it really is true that if you write something down you’re more likely to remember it. Reading this play requires some knowledge of Roman culture and customs, and since our standard is to analyze a cultural experience from outside the United States, I think it’s important that you know what that culture is all about. I have guided notes if anyone needs them J

After we finish our notes, we’re going to assign characters in the play, Julius Caesar. You will keep your character for the entire play and you should be ready to read as soon as your name comes up, so you should be following along! I know not everyone likes to read aloud, so I will try and make sure that you get a shorter or smaller part if being dramatic just ain’t yo thang.

After we all have our parts, we’re going to get right into it and read Act I scene i!

Closing session:

Ticket out the door: 3-2-1: 3 things that are still relevant about Julius Caesar today (hint: think of theme), 2 things you are excited to learn, 1 goal you have for this unit.

Assessment: TOTD can be assessed formatively, participation grades for readers.

Differentiation: Process, Interest, Readiness (varied length reading parts chosen by students); process (guided notes).

Welcome to World Literature!

Welcome, everyone, to the FIRST day of your Sophomore year of high school, and WELCOME to my World Literature class!

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 will write a letter to introduce myself to the class.

Opening Session: Transcript check – everyone in the right place?

Work Session: Today we’re going to kick it off with a little introductory PowerPoint!

Welcome to World Literature!

Next up on our list, we’re going to go over the syllabus and discuss class procedures, policies, and so on. If you get this syllabus signed and returned to me before Friday, I’ll give you a free 100 on a daily grade!


Finally, with whatever time we have left, I would like for you to write a letter of introduction and tell me and the class a little about yourself 🙂 This will be due at the end of class tomorrow.


Closing Session: Share out and tell  us about yourself!

Differentiation: Product (modified letter directions)

Assessment: Students will be given a daily grade for their letter of introduction.

The Prime Monday

Welcome to Monday and welcome to our FIRST UNIT!!! WHOOOOOOOOO!!!! I’m pretty excited about this one, guys :) I’m calling it The Prime Directive :) Let’s start out with a little background, shall we?

Standard: 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.Learning Target: I will learn background information on Animal Farm, its author George Orwell, and analyze the cultural experience of different countries around the world.

Opening Session: Daily video! This is a trailer for a movie, Anastasia, which is the “other side” of the story represented in Animal Farm.

Work Session: Today we’re going to start out with this video clip from the Fox movie (ha! You thought it was Disney, didn’t you? it’s not! 20th Century Fox. Go figure!) Anastasia. You all know this is based on a true story, right? Well Anastasia is set in and around the time of the Russian revolution. The removal of Tsar Nicolas started the process, so that’s what we’re watching today. The story we’re reading this unit is an allegory for the Russian revolution. It’s called Animal Farm. Let’s get some background knowledge, shall we?

Animal Farm – this is a PowerPoint going over background information on the story.

After taking some notes, which yes I know aren’t super fun, we’re going to write a little anticipatory paragraph. Why do you suppose Orwell chose to use animals instead of people for his story? Let’s take some educated guesses, and give me your thoughts in a paragraph :)

That’s it for today gang! Tomorrow we will actually start the novel! WHOO!

Honors: Today we will also introduce our multi-genre project, which will be a major, semester-long grade.

Assessment: Anticipatory paragraphs will be graded.

Differentiation: Notes will be printed and given with highlighters as needed for students, high level students will be given an extension writing prompt – “Think of something you’ve read or watched that makes a political statement. What statement did it make and how did it do it? Was it effective? Why?”

CardinalCon: Sarcasm, Satire, and Irony!

Welcome to CardinalCon!!!


  • 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.)

Learning Target: I can understand the use of sarcasm, satire, and irony; I can analyze how an author’s choice to use sarcasm, satire, or irony changes the meaning or tone of his or her work.

Opening Session: I start every lesson with a video – actually, we have a TON of videos today, but here’s the basis for all of it: Sheldon’s Sarcasm Sign!

Work Session: Today we’ll be following a lesson I grabbed from the Fabulous Ms. Gelston, who taught about sarcasm, satire, and irony at the last two CardinalCon days. So please direct your attention now to the PowerPoint!!

Closing Session: Do the padlet activity here: https://padlet.com/jessicagelston01/wee3hgiwtuev

Assessment: Formative checks throughout lesson, padlet activity, students can take sarcasm sign back to home teacher for credit.

Differentiation: Learning style (visual, kinesthetic, auditory); process (padlet, signs, writing, partner work).