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

Wednesday, March 1, 2017

Day 40 (3/1): Walden

Warm Up:
Sentence Pattern #7

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. What are the qualities of Transcendentalist writing?
  2. What relationships can I see between Thoreau's time and my own?
Agenda:
  • Watch videos and make notes.


Homework: