Thursday, August 17, 2017

Day 11 (8/17): Visual Analysis Final Workday

Warm Up:




Diction Warm-up #1

Standards:
ELAGSE11-12RL1 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.
ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
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.

Essential Questions:
  1. How do images act as arguments?
  2. How do the formal elements of images work to enhance their meaning?
    Agenda:
    • Finish Visual Analysis Essay
    • Intro to the Rhetorical Situation
    Homework:
    • 8/18 - Vocab Quiz #1
    • 8/20 - Blog #1 Due 

    Wednesday, August 16, 2017

    Day 10 (8/16): Visual Analysis Essay

    Image Source

    Warm Up:


    Standards:
    ELAGSE11-12RL1 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.
    ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
    ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
    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.

    Essential Questions:
    1. How do images act as arguments?
    2. How do the formal elements of images work to enhance their meaning?
    Agenda:
    • Review Essay Rubric and Models
    • Write Visual Analysis Essay using Image and Planning Document
    Homework:
    • 8/18 - Vocab Quiz #1
    • 8/20 - Blog #1 Due 

    Tuesday, August 15, 2017

    Day 9 (8/15): Visual Understanding



    Warm Up:
    Diction Warmup #1

    Standards:
    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.
    ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
    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.
    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.

    Essential Questions:
    1. How do images act as arguments?
    2. How do the formal elements of images work to enhance their meaning?
    Agenda:
    Homework:
    • Finish Essay Planning Document

    Monday, August 14, 2017

    Day 8 (8/14): Visual Understandings, Cont'd

    Image Source


    Warm Up:
    Standards:
    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.
    ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
    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.
    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.

    Essential Questions:

    1. How do images act as arguments?
    2. How do the formal elements of images work to enhance their meaning?

    Agenda:
    Homework:

    Friday, August 11, 2017

    Day 7 (8/11): Visual Analysis, Cont'd

    Image Source

    Warm Up:
    Please take out your annotated "Seeing" essay and a pen or pencil and remove all other items from your tables.

    Standards:
    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.
    ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
    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.
    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.

    Essential Questions:
    1. How do images act as arguments?
    2. How do the formal elements of images work to enhance their meaning?
    Agenda:
    Homework:

    • 8/14 - Summer Reading Due 
    • 8/18 - Vocab Quiz #1
    • 8/20 - Blog #1 Due 

    Thursday, August 10, 2017

    Day 6 (8/10): Intro to Visual Analysis

    Image Source


    Warm Up:
    Common App Warm-Up #5 (When you are done, collect all 5 and prepare to turn them in to me.)

    Standards:
    ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events
    using effective technique, well-chosen details, and well-structured event sequences.
    ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

    Essential Questions:
    1. How have my personal experiences shaped me as a person and a student?
    2. How is analysis like a new way of seeing?
    Agenda:
    • Intro to Visual Analysis
      • Read excerpts from "Seeing" by Annie Dillard
      • Discuss and analyze as a class
      • Mark and make notes - Open notes quiz tomorrow!
    • AP Exam Intro & MC Practice
    Homework:

    Wednesday, August 9, 2017

    Day 5 (8/9): Blogging

    Image Source

    Warm Up:
    Common App Freewrite #4 (10 minutes)

    Standards:
    ELAGSE11-12RL1 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.
    ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
    ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
    ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

    Essential Questions:
    1. How can I best prepare for the AP Language & Composition Exam?
    2. How do I develop my ability to read critically and analytically?
    Agenda:
    Homework:

    Complete any of the following steps that you did not complete in class:

    Tuesday, August 8, 2017

    Day 4 (8/8): "Boxman" & AP Exam

    Image Source

    Warm Up:
    Common App Freewrite #3 (10 minutes)

    Standards:
    ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    ELAGSE11-12W2 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.
    ELAGSE11-12W4 Produce clear and coherent writing in which the development,organization, and style are appropriate to task, purpose, and audience.
    ELAGSE11-12W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,including new arguments or information.
    ELAGSE11-12W10 Write routinely over extended time frames (time for research,reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,and audiences.

    Essential Questions:
    1. How does writing act as a way of knowing?
    2. How can I use digital technologies to reach an authentic audience?
    3. What do I have to contribute to the conversation?
    Agenda:
    Homework:



    Monday, August 7, 2017

    Day 3 (8/7): Junior Class Meetings



    Warm Up:
    Common App Essay Warm-up #2

    Standards:
    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.

    Essential Questions:
    1. How do the conventions of modern education compare with best practices for student success?
    Agenda:
    • Juniors: Class Meeting
    • Sophomores: Sir Ken Robinson: Do Schools Kill Creativity
      • As you watch:
        • 3 problems with current school structures that Robinson identifies
        • 2 changes he suggests or implies
        • 1 personal example that connects to his talk
    Homework:

    • Summer Reading due 8/14

    Friday, August 4, 2017

    Day 2 (8/4): Asher, "The Boxman"

    Image Source

    Warm Up:
    Common App Essay Freewrite #1 (15 minutes)

    Standards:
    ELAGSE11-12RL1 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.
    ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
    ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
    ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
    Essential Questions:
    1. What tools can we use to understand texts?
    Agenda:
    • Discussion: "For Julia" (15 minutes)
    • Asher, "The Boxman"
      • Work independently to understand the text (15 minutes)
      • Work with group to clarify understandings (10 minutes)
      • Create Analysis Visualization (25 minutes).
      • Prepare to Present Out (5 minutes)
      • We will begin class tomorrow with your discussion
    Homework:


    • Summer Reading Due 8/14
    • Thursday, August 3, 2017

      Day 1 (8/3): Introduction to Analysis, Introduction to Course



      Image Source

      Warm Up:
      Image Analysis & Discussion

      Standards:
      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.
      ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

      Essential Questions:
      1. How do we construct and interpret arguments?
      2. What are the expectations for this course?
      Agenda:


      Homework:

      Friday, April 28, 2017

      Day 76 (4/28): The Things We Carry



      Standards:
      ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      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 of formal and informal tasks.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

      Essential Questions:
      1. How do themes develop and interact with one another?
      2. How do we reconcile our desire for certainty with the ambiguity of theme (and of life!)?
      Agenda:
      • Quiz, Ch. 8-11
      • Discussion
      • Synthesis Essay Explanation


      Homework:

      Thursday, April 27, 2017

      Day 75 (4/27): The Things We Carry



      Warm Up:
      TTTC Review Discussion

      Standards:
      ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      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 of formal and informal tasks.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

      Essential Questions:
      1. How are we shaped by the things we carry?
      Agenda:
      • The Things We Carry Workday
      Homework:

      • Continue Reading TTTC, Ch. 8-11 Quiz Tomorrow

      Wednesday, April 26, 2017

      Day 74 (4/26): The Things We Carry

      Brewer's EDC. Photo Credit Nate Moore.

      Warm Up:
      Using Evidence Warm-up #2: The Signal-Quote

      Standards:
      ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      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 of formal and informal tasks.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

      Essential Questions:
      1. How are we shaped by the things we carry?
      Agenda:
      Homework:
      • Continue Reading TTTC, Ch. 8-11 (Quiz Friday)
      • Begin Brainstorming For "The Things We Carry" Project
      • USATestPrep Practice #3 (Due Sunday Night)

      Monday, April 24, 2017

      Day 73 (4/25): Literary Latrinalia



      Warm Up:
      Quiz 1-3 Discussion

      Standards:

      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.
      ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

      Essential Questions:
      1. What can we gain from close analysis of literature?
      2. How can we "enter the conversation?"
      Agenda:
      Homework:
      • USATestPrep Milestone Practice #3 (Due Thursday)
      • Continue Reading TTTC, Ch. 8-11 (Quiz Friday)

      Monday, April 17, 2017

      Day 67 (4/17): Final Thoughts on Gatsby


      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.  (Include at least one play by Shakespeare as well as one play by an American dramatist.)

      Essential Questions:
      1. How does Gatsby relate to our own lives?
      2. How do different readers reach different interpretations of the same novel?
      3. What effect does translation across media have on the meanings of a work?
      Agenda:
      • Finish watching Film
      Homework:

      • Read Chapter 1-3 of The Things They Carried - Quiz and Discussion Thursday
      • Meet in Room 208 All this week!

      Friday, April 14, 2017

      Day 66 (4/14): Baz Luhrman's "The Great Gatsby"

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.  (Include at least one play by Shakespeare as well as one play by an American dramatist.)

      Essential Questions:
      1. How does Gatsby relate to our own lives?
      2. How do different readers reach different interpretations of the same novel?
      3. What effect does translation across media have on the meanings of a work?
      Agenda:
      • Continue watching Film

      Thursday, April 13, 2017

      Day 65 (4/13): Gatsby Party



      Warm Up:
      If you need to change for the party, please do so now!

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.  (Include at least one play by Shakespeare as well as one play by an American dramatist.)
      ELAGSE11-12W3 Write narratives to develop real or imagined experiences or events
      using effective technique, well-chosen details, and well-structured event sequences.


      Essential Questions:
      1. How does Gatsby relate to our own lives?
      2. How do different readers reach different interpretations of the same novel?
      3. What effect does translation across media have on the meanings of a work?
      Agenda:
      • Share foodstuffs
      • Share Projects
      • Begin watching Film

      Tuesday, April 11, 2017

      Day 63 (4/11) - Socratic Seminar


      Warm Up:
      Pick-a-Quote Warm Up

      Standards:
      ELAGSE11-12RL1 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.
      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.
      ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
      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 of formal and informal tasks.

      Essential Questions:
      1. How can I make a positive contribution to the discussion?
      Agenda:
      • Socratic Seminar
      Homework:
      • Finish Gatsby Project (All Parts Due Thursday)
      • Gatsby Party Thursday - Bring Snacks and DRESS UP (bonus credit on project)
      • Secure a copy of The Things They Carried, by Tim O'Brien

      Monday, April 10, 2017

      Day 62 (4/10): Socratic Seminar Prep



      Warm Up:
      Gatsby Quiz, 7-9

      Standards:
      ELAGSE11-12RL1 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.
      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.
      ELAGSE11-12SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
      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 of formal and informal tasks.


      Essential Questions:
      1. How can I ask questions that target specific skills and knowledge?
      2. How can the Socratic Seminar Model foster intelligent and productive discussion about the text?
      Agenda:
      • Gatsby Quiz 7-9
      • Assign Gatsby Tic-Tac-Toe Project
      • Socratic Seminar Prep
        • Process and Expectations
        • Academic Language Scripts
        • Socratic Seminar Discussion Prep
          • Complete/Submit your Standards Based Questions (if you have not already)--I will print them
          • For each of your SBQs, create a set of notes/references within the text to help guide discussion (Point to important passages, draw connections, jot ideas.
        • Teacher Observation and Assessment Rubric
      Homework:
      • Complete SS Discussion Prep.  Come to class prepared to participate positively in the Seminar.


      Friday, March 31, 2017

      Day 61 (3/31): Gatsby Multimodal Workday


      Agenda:

      You have the period today to work on the following:

      Great Gatsby Multimodal Menu - Project-based assessment
      • You must pick one from each column
      • You have THREE partner slots to fill, but ONE of your project elements MUST be completed individually.
      • If you don't like the options here, you may create your own, but I have to approve it!
      Read Gatsby, Chapters 7-9 (Due 4/10)

      Homework:
      • Finish Gatsby
      • Finish Gatsby Project

      Thursday, March 30, 2017

      Day 60 (3/30): AP Practice

      Image Source


      Warm Up:
      Discuss Weaknesses in EOCT Practice #1

      Standards:
      ELAGSE11-12RL1 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.
      ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
      ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
      ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

      Essential Questions:
      1. How can I best prepare for the AP Language & Composition Exam?
      2. How do I develop my ability to read critically and analytically?
      Agenda:
      • MC Practice 1: 2 Passage
        • Do (20 minutes)
        • Debate (10 minutes)
        • Discuss (20 minutes)
      • Finish SBQ Assessment (On Google Classroom)
      Homework:

      Wednesday, March 29, 2017

      Day 59 (3/29): Standards Based Questioning



      Warm Up:
      Pick-a-quote discussion.

      Standards:
      ELAGSE11-12RL1 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.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
      ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
      ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
      ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

      Essential Questions:
      1. What are the Georgia Standards asking me to know and do?
      2. How do I develop questions targeted at particular skills?
      Agenda:
      • Pick-a-quote Warm-up
      • Standards Deconstruction Activity (Complete with a group - on Google Classroom)
      • Standards Based Question Assessment (Complete Individually)
      Homework:
      • Read reading Gatsby, Ch. 7-9 (Due 4/10)
      • Continue work on Gatsby Multimodal
      • Work on SBQ Assessment (20 minutes to finish next class)


      Tuesday, March 28, 2017

      Day 58 (3/28): Questioning Gatsby


      Warm Up:
      Please get out your Gatsby text.  Using the slips of paper I have provided, please locate (in chapters 4-6) and copy down either
      • a quote that you find beautiful, important, interesting, compelling, confusing, or otherwise worthy of discussion, OR
      • a moment, situation, scene, character detail, or setting that stands out to you as powerful, intriguing, unexpected, etc.
      Be sure to also record the page number where the quote or scene can be found.

      Standards:
      ELAGSE11-12RL1 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.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
      ELAGSE11-12RL5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
      ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
      under investigation.

      Essential Questions:
      1. How does Fitzgerald develop a compelling story that implies more than it says?
      2. How can questioning help me develop my critical reading skills?
      Agenda:
      • Quiz, Chapters 4-6
      • Pick-a-quote warm-up
      • Gatsby Question Development and Analysis Exercise (On Google Classroom)
      Homework:
      • EOCT MC Practice #1 Due Tomorrow (On USATestPrep)
      • Continue Reading Gatsby, Chapters 7-9

      Monday, March 27, 2017

      Day 57 (3/27): Gatsby Multimodal Menu Project


      Agenda:

      You have the period today to work on the following:

      Digital Porfolio

      • Use Videos in Friday's blog to guide Portfolio Creation
      • Add Essays as appropriate
        • Essay 1: Common App
        • Essay 2: Midterm Revision
        • Wildcard: Your Choice
      • Reflect briefly on each exhibit
      BEFORE YOU SUBMIT, WATCH THIS VIDEO AND FOLLOW THE INSTRUCTIONS:

      • When you are TOTALLY Finished, Publish and submit to THIS FORM for assessment.
      Great Gatsby Multimodal Menu - Project-based assessment
      • You must pick one from each column
      • You have THREE partner slots to fill, but ONE of your project elements MUST be completed individually.
      • If you don't like the options here, you may create your own, but I have to approve it!
      Read Gatsby, Chapters 4-6 and write 15 Questions (Due Tomorrow)

      Homework:

      • Gatsby Ch. 4-6 by 3/28 
        • Write 15 original questions about these chapters 
        • Bring them to class on Quiz Day
      • Gatsby Project Due 4/12
      • USATestPrep Milestones Practice #1 Due Thursday (3/30)

      Friday, March 24, 2017

      Day 56 (3/24): Digital Portfolios



      Warm Up:
      Standards:
      ELAGSE11-12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(Grade-specific expectations for writing types are defined in Standards 1–3 above.)
      ELAGSE11-12W5 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 11-12.)
      ELAGSE11-12W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

      Essential Questions:
      1. How can ongoing reflection improve my writing?
      2. How can I present myself as a thoughtful, serious, and professional student?
      Agenda:
      • Create Digital Portfolios
      • By the end of next week, your portfolio MUST contain.
        • A basic bio and picture.
        • Your Revised Common App Essay with reflective statement (Essay #1)
        • Your Revised Midterm essay with reflective statement (Essay #2)
        • A Wildcard Exhibit with reflective Statement (Wildcard)
      • Options (for extra credit)
        • Work from your previous grades with reflective statements.
        • A more interesting/extensive biography.
      Step 1


      Step 2:


      Step 3:


      Homework:
      • Gatsby Ch. 4-6 by 3/28
        • Write 15 original questions about these chapters
        • Bring them to class on Quiz Day
      • Blog Due, 3/26
      • Gatsby Project Due 4/12
        • Workday Monday - Bring Supplies

      Thursday, March 23, 2017

      Day 55 (3/23): The Great Gatsby


      Warm Up:
      Please get out your Gatsby text.  Using the slips of paper I have provided, please locate and copy down either
      • a quote that you find beautiful, important, interesting, compelling, confusing, or otherwise worthy of discussion, OR
      • a moment, situation, scene, character detail, or setting that stands out to you as powerful, intriguing, unexpected, etc.
      Be sure to also record the page number where the quote or scene can be found.

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

      Essential Questions:
      1. How does Fitzgerald develop his narrative through the first third of the book?
      2. What are the keys to a good analytical question?
      Agenda:
      Homework:
      • Gatsby Ch. 4-6 by 3/28
        • Write 15 original questions about these chapters
        • Bring them to class on Quiz Day
      • Blog Due, 3/26
      • Gatsby Project Due 4/12


      Wednesday, March 22, 2017

      Day 54 (3/22): Argument Essay Exemplar Analysis

      Image Source


      Warm Up:
      Voice Lessons: Syntax Lesson #2

      Standards:
      ELAGSE11-12RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
      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.
      ELAGSE11-12W5 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.


      Essential Questions:
      1. What are the qualities of an effective AP Argument Essay?
      2. How can peer revision help make me a stronger writer?
      Agenda:
      • Review Argument Rubric and AP Rubric
      • AP Exemplar Analysis (30 minutes)
        • Go to Assigned Group
        • Read Exemplar Essays individually
        • Assign Marks to Exemplar Essays
        • Discuss Marks and reasoning within group
      • Student Essay Blind Marking (60 Minutes)
        • Read each student essay individually
        • Using the CORRECTED Marks for your Exemplar Essays, give each essay a Predicted Mark
        • Discuss Marks and reasoning within Group, attempt to reach consensus
        • Write a brief Global Comment on each essay (identify at least one overall strength and one weakness)
      Homework:

      Tuesday, March 21, 2017

      Day 53 (3/21): Writer's Workshop


      Warm Up:
      Intro to EOCT Multiple Choice Homework

      • Due Dates: 3/30, 4/13, 4/19
      Explanation: Gatsby Questions HW


      Standards:
      ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
      • Develop claim(s) and counterclaims fairly and thoroughly,supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
      • Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
      • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
      • Provide a concluding statement or section that follows from and supports the argument presented.

      Essential Questions:
      1. How do authors develop effective arguments?
      Agenda:

      You have the period today to work on the following:
      I will give you the last 15 minutes of class to seek partners/groups for your Gatsby Project.

      Homework:

      Monday, March 20, 2017

      Day 52 (3/20): Argument Essay




      Image Source

      Warm Up:
      Review Argument Essay Rubric & AP Rubric

      Standards:
      ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
      • Develop claim(s) and counterclaims fairly and thoroughly,supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
      • Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
      • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
      • Provide a concluding statement or section that follows from and supports the argument presented.

      Essential Questions:
      1. How do authors develop effective arguments?
      Agenda:
      • Complete Argument Outlining Document
      • Write Essay
        • INCLUDE YOUR STUDENT NUMBER AT THE TOP OF YOUR ESSAY
        • DO NOT INCLUDE YOUR NAME
        • Submit to Google Classroom
      Homework:
      • Blog Due, 3/26
      • Continue Reading The Great Gatsby. 
        • Chapters 1-3 Quiz, 3/23
        • Chapters 4-6 Quiz, 3/28
        • Chapters 7-9 Quiz, 4/10
      • Gatsby Project Due 4/12

      Friday, March 17, 2017

      Day 51 (3/17): Argument Socratic Seminar


      Warm Up:
      Review Expectations for Socratic Seminars

      Standards:
      ELAGSESL1 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.

      • 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.
      • Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
      • Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
      • Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

      ELAGSESL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      ELAGSESL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

      Essential Questions:

      1. How can we come to a deeper understanding of important issues through dialogue?
      2. What role does careful listening play in my ability to think clearly about important issues?

      Agenda:
      Homework:
      • Continue Reading The Great Gatsby. 
        • Chapters 1-3 Quiz, 3/23
        • Chapters 4-6 Quiz, 3/28
        • Chapters 7-9 Quiz, 4/10
      • Gatsby Multimodal, Due 4/12

      Thursday, March 16, 2017

      Day 50 (3/16): Argument Speed Dating

      Image Source

      Warm Up:
      Syntax Warmup #1

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

      • Develop claim(s) and counterclaims fairly and thoroughly,supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.


      Essential Questions:
      1. How can I best support my position when constructing an Argument?
      Agenda:
      Homework:
      Upcoming:
      • Begin Reading The Great Gatsby. 
        • Chapters 1-3 Quiz, 3/23
        • Chapters 4-6 Quiz, 3/28
        • Chapters 7-9 Quiz, 4/10
      • Continue Gatsby Multimodal, Due 4/12

      Wednesday, March 15, 2017

      Day 49 (3/15): Intro to Gatsby





      Warm Up:
      Voice Lessons: Syntax Warm Up #1

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

      Essential Questions:
      1. How can historical context help in understanding a text?
      2. What critical lenses are available for textual interpretation?
      Agenda:
      • Intro to Gatsby
        • As you watch the following "Crash Course" video, jot down at least 5 details that you find interesting, startling, relevant, or worth paying attention to.

      • Assign Critical Lenses Assignment
      • Assign Gatsby Multimodal Menu Project
      • Begin Reading Gatsby
      Homework:
      • Continue Reading The Great Gatsby. 
        • Chapters 1-3 Quiz, 10/12
        • Chapters 4-6 Quiz, 10/17
        • Chapters 7-9 Quiz, 10/20
      • Midterm, 10/13

      Tuesday, March 14, 2017

      Day 48 (3/14): Romanticism in Writing


      Warm Up:
      Sentence Pattern #10

      Standards:
      ELAGSE11-12RL1 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.
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

      Essential Questions:
      1. How are the themes of Romanticism evident in our lives?
      Agenda:
      • Share Romanticism Journals
      Homework:
      • Blog Due, 10/9
      • Begin Reading The Great Gatsby.
        • Ch. 1-3 by 3/22
        • Ch. 4-6 by 3/24
        • Ch. 7-9 by 3/28

      Monday, March 13, 2017

      Day 47 (3/13): Writers Workshop




      Warm Up:
      Get a Chromebook from the cart and continue with your work.

      Agenda:

      Please work hard to complete the following items today (in the following order?).
      1. Be good (ongoing).
      2. Finish Midterm: turn in both the REVISION and the REFLECTION DOCUMENT to Google Classroom no later than 11:00 pm tonight.
      3. Finish Walden Journal - We will present these to each other tomorrow during class.
      4. Pass out graded papers from the cart (anybody who's like, all caught up, this would be a huge help).
      Homework:

      • Finish Walden Journal
      • Bring Gatsby Book 

      Thursday, March 9, 2017

      Day 46 (3/9): Midterm, Day 2




      Agenda:
      • Workshop
      • Midterm.  You will submit Two Documents to Google Classroom.
        • A typed and correctly formatted REVISION of one of your graded essays, with changes made based on my comments as well as your learning in the class overall.
        • A completed Revision Reflection Document.
      Homework:
      • Continue work on Walden Journal (Due Tuesday)
      • Continue work on Midterm (Due Monday)
      Upcoming:
      • Gatsby Intro Wednesday

      Wednesday, March 8, 2017

      Day 45 (3/8): Midterm, Day 1

      Midterm

      Agenda:
      • Shortened class due to David Daniels Speech
      • Midterm.  You will submit Two Documents to Google Classroom.
        • A typed and correctly formatted REVISION of one of your graded essays, with changes made based on my comments as well as your learning in the class overall.
        • A completed Revision Reflection Document.
      Homework:

      • Continue work on Walden Journal (Due Tuesday)
      • Continue work on Midterm
      Upcoming:
      • Gatsby Intro Wednesday

      Tuesday, March 7, 2017

      Day 44 (3/7): Thanatopsis & This is Water



      Warm Up:
      Sentence Pattern #9

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
      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.

      Essential Questions:
      1. What are the major themes of Romanticism?
      2. How do we deal with death?
      3. How, then, should we live?
      Agenda:
      • Read "Thanatopsis"
      • Discuss Stop & Think Questions
      • View/Read/Annotate "This Is Water"
      Homework:
      • Midterm Prep
        • Continue Revision - Due 3/8
      • Continue working on Walden Journal (Due 3/13)
      • Get Gatsby
        • Book Check on 3/8
        • Ch. 1-3 by 3/22
        • Ch. 4-6 by 3/24
        • Ch. 7-9 by 3/28


      Monday, March 6, 2017

      Friday, March 3, 2017

      Day 42 (3/3): Songs of American Romanticism



      Warm Up:
      Take a few moments to sit quietly.  Consider the silence.  Now consider the sounds that are not there. Consider the sounds that fill your daily experience.

      Finally, take a few minutes to write down the sounds that define your existence. Don't be picky, but try to dig deep enough to discover some sounds that might set your existence apart from other people in the world.

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
      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.

      Essential Questions:
      1. How did the Romantics help create an American mythology?
      2. What role does sound play in our experience of the world?
      Agenda:
      • "Atlanta Sounds" is a features on 90.1 WABE that attempts to capture the texture of the city through the sounds that permeate it.  As we listen to these sounds, consider the way that each sound adds richness to your understanding of the city.  Also, consider what argument about the city the producers are trying to shape in their choices of what sounds to mention.
      • Read/Discuss "I Hear America Singing"
      • "I Hear Carrollton Singing" Collaborative Poetry Project.
      • "I Hear Carrollton Singing" MP3 performance piece.
      Homework:

      • Read Self-Reliance and Complete Maxims Analysis Activity (On Google Classroom)
      • Midterm Prep
        • Choose one of your graded essays to revise (Image Analysis, JFK Analysis, Gender Argument)
        • Begin Revision - Due 3/8
      • Continue working on Walden Journal (Due 3/13)
      • Get Gatsby
        • Book Check on 3/8
        • Ch. 1-3 by 3/22
        • Ch. 4-6 by 3/24
        • Ch. 7-9 by 3/28


      Thursday, March 2, 2017

      Day 41 (3/2): Walden & Self-Reliance



      Warm Up:
      Sentence Pattern #8

      Standards:
      ELAGSE11-12RL2 Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
      ELAGSE11-12RL9 Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works (of American Literature, British Literature, World Literature, or Multicultural Literature), including how two or more texts from the same period treat similar themes or topics.
      ELAGSE11-12W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

      Essential Questions:
      1. Can the works of the Transcendentalists help me live a more meaningful life?
      Agenda:
      Homework:
      • Continue Work on Walden Journal (Due 3/13)
      • Get Gatsby
        • Book Check on 3/8
        • Ch. 1-3 by 3/22
        • Ch. 4-6 by 3/24
        • Ch. 7-9 by 3/28