Tag Archive for the 11th hour

Capstone 3: Conference Friday


  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)
  • ELAGSE9-10L6 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 evaluate and strengthen my writing and presentation skills by conferencing with my teacher so that I can make an awesome capstone presentation!

Opening Session:  LIBRARY TIME!! We’re walking down to the media center today so that you guys can return your old books (if you need to) and get a new one. Remember, you have your second Alternative Book Report due on Friday, April 3rd – that’s only 3 weeks away!

Work Session:

When we return from the library, we’ll set the timer for 20 minutes of Independent Reading. Use this time to dig into the book you just got!

After that, I want everyone to flip to activity 5.2, page 389, in your Springboard book. You’re going to be reading the lyrics to a song and answering some questions about it, since this song is an example of a call to action. You should also go watch the video! The song is “I Need To Wake Up” By Melissa Etheridge. Here it is

Obviously, this song is about climate change and the imminent danger we face. This is an example of a call to action. Although the ones you’re writing will be a little more straightforward than a song like this, I think you can tell what Etheridge wants you to do, right?

After listening to this song and reading the lyrics in the book on page 389, I want you to independently do the following:

  • Do the second “Setting a Purpose for Reading” bullet on page 389 (circle the vocab words and use context clues to determine their meaning)
  • Answer Second Read questions 1-3 on page 391
  • Complete the chart (Question 5) on page 392

We will be doing a book check on this activity!!!!

While you guys are working on the Springboard Activity, Ms. Jones, Ms. Hannah, and I will be calling you up for individual conferences. I want to make sure we check in with how you’re doing in the class so far and how you’re feeling as we move into the capstone presentation, since this is your final exam grade.

Closing Session:

Share out! The song you listened to today is about a topic that y’all usually love to discuss. Any burnign thoughts or questions before we go?

Assessment: Formative (Book check)

Differentiation: Process (scaffolding), individual conferences, learning style (auditory / use of music)


World Lit: DiCaprio Sheds Light on The 11th Hour


  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Georgia ELA
  • ELAGSE9-10RI6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Georgia ELA

Learning Target
Students will analyze an interview to evaluate the impact of subjectivity on a text and identify fallacies in order to evaluate a text’s credibility.

Opening Session
Read the article “DiCaprio Sheds Light on 11th Hour” in Springboard, page 413, and then answer the Second Read questions that follow it if you finish early.

Work Session
While I cue up the DVD, look at the fallacies on page 415 in Springboard. Read over them and highlight the important information that will help you remember them. I’m going to show you a clip from the movie we just read about, The 11th Hour, which is a documentary about climate change made by Leonardo DiCaprio. While I show you chapter 5 of the movie, take notes using the SMELL organizer on page 416 of the Springboard book.

Next, we’re going to do the chart on page 417 together. We’ll look for each fallacy in the clip, then consider if it is fair or not.

Closing Session
Flip to page 418 and look at the Check Your Understanding question. Write a short response and then we will share out!

Formative (book check)

Process (scaffolding, learning style) Interest

World Lit: The 11th Hour


  • ELAGSE9-10RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • ELAGSE9-10SL1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Opening Session: Grab your Springboards and flip to page 401. Do question 2 while I play the beginning of our movie today, The 11th Hour!

Work Session: Today we are spending the entire class period watching the movie The 11th Hour, which is a documentary starring Leonardo DiCaprio about climate change. Take notes on page 402 of your book as you watch.


Closing Session: Debrief: What did you think of the movie? Did it change your perspective? Enlighten you? How so?

Assessment: Formative (book check, class discussions)

Differentiation: Learning style (visual)

World Lit: The Art of Objectivity

Standard: ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can write and revise an effective, objective summary.

Opening Session: Let’s finish The 11th Hour from yesterday! We should have just a few minutes left.

Work Session: Flip in your books to page 407 and let’s talk summary! We’re going to briefly discuss the Looking For Evidence section on page 407, then turn over to 408 and I would like each of you to complete the chart. Afterwards, you will share with a peer. Finally, we will do the Explanatory Writing Prompt on page 409 to summarize the movie we just watched.

Closing Session: Share out! What did you think of the movie? Did it change your opinion on climate change?

Assessment: Informal (book check of summary)

Differentiation: Process (Scaffolding)