Notecards: Ad hominem, Ad populum, Ad hominem, Ad misericordiam, Red herring, Logos, Pathos, Ethos, Pedantic Tone, Bias, Anaphora, Antithesis, Asyndeton, Rhetorical Question Literary Analysis Exit Ticket: Simile, Symbolism, Theme PowerPoint Slides Notecards with AP Junior English and definitions Eudora’s Welty’s “A Worn Path” in textbook Scotch Tape Three empty trash bins Opening/Anticipatory Set: The students are preparing for an upcoming AP Literature exam at the end of the year. They already read Welty’s “A Worn Path” Monday in class and will now be looking at it in-depth. Instructional Input Teacher Will: Lead students in AP terms organizational activity and Trashketball activity activities by saying “Go.” Offer positive reinforcement to students who correctly identify their partners and students who score points in the Trashketball activity to manage behavior. Monitor students to ensure they match terms and definitions up correctly as well as answer comprehension questions correctly Student Will: Actively participate in activities Differentiation: Cognitive modification: Instructions for the activities will be provided orally by the teacher as well as visually on the PowerPoint. Guided Practice Teacher Will: “AP Terms – Find Your Partner!” activity Begin giving instructions for activity before handing out index cards with either a term or definition on it. Ask students to pair up with the student who has the matching term/definition on his or her card. Ask students to with their partner and give the teacher a thumbs-up. Go over different terms/definitions once all students are in pairs. Trashketball Split class into two teams based on whether they had a term or definition. Students Will: “AP Terms – Find Your Partner!” Not moving until the teacher has told the class to begin. Find the peer with the matching term or definition with their partner and give a thumbs-up sign to the instructor. Read their term and definition to the class once the teacher calls upon them to do so. Trashketball into two teams based on whether they had a term or definition
Final Project: The Modern Gothic Essay Rubric Criteria A (10-9) B (8) C (7) D/F (6-0) Organization Clear organization that walks the reader through the paper, does not stray off topic (includes an Introduction paragraph with a thesis, well-developed body paragraphs, and a conclusion) Clear organization but strays slightly Organization is less than clear, or organization is clear but some digressions Organization is unclear and/or paper strays substantially from topic Argumentation has clear, strong arguments (clearly stated in a thesis) that go beyond description Paper has discernable arguments but may be somewhat unclear or weak Paper has arguments but often falls into description Paper has little to no arguments, spends most time describing Support Numerous, varied and relevant details and facts support arguments; references at least two outside sources Details and facts support arguments, but may not provide enough or may be as relevant as possible; references at least two outside sources Some details and facts to support arguments, but not enough and some lack relevancy; references only one outside source Little to no relevant details and facts to support arguments; references no outside sources Content Knowledge Demonstrates excellent understanding of content and is comfortable with nuances in material Conveys content adequately but fails to elaborate Gets basic content correct but is otherwise uncomfortable with material content is wrong, incorrect, or substantially incomplete Grammar/Spelling/ Mechanics No major errors, a few minor errors that do not distract One major error or several minor errors that do not distract Two or three major errors combined with minor errors Numerous major errors Format MLA format, correct in-text citations, correct works cited, A couple minor Major errors in citations, Major errors in citations
margins, 12-pt. Times New Roman errors in citations minor errors in MLA format and formatting Project: The Modern Gothic Presentations Rubric Criteria A (5) B (4) C/D (3) F (2-0) Content Student presentation is interesting and demonstrates understanding of the contemporary gothic Student presentation demonstrates understanding of the contemporary gothic Student presentation demonstrates some understanding of the contemporary gothic Student presentation demonstrates little understanding of the contemporary gothic Clarity Presentation is easy to follow; student has clearly rehearsed in preparation Presentation is generally easy to follow; student has done some rehearsal in preparation Presentation is confusing at student has done little rehearsal in preparation Presentation is confusing and difficult to follow; the student has done little or no rehearsal in preparation Time Presentation hits the mark Presentation is just under five minutes Presentation is two or minutes too short. Presentation is of an inadequate length or not complete. Sample Junior English Curriculum Map Monday Tuesday Wednesday Thursday Friday
1 Write and share dictionary definition of self. Go over classroom procedures. Polleverywhere: What constitutes a good classroom environment? Journal & Discuss: What is your worst experience in education? Sign up for Semester 1 Occasion Papers (2 topic of student’s choice; 2-3 students read aloud every Wed.) Journal entry: What does it mean to be American? Why read American literature? Define literary canon. Read “The Declaration of Independence.” Highlight significant quotes. J&D: What does the declaration say about our values? List as many rights as you have. Read “The Bill of Rights.” J&D: Has everyone in America always had these rights? Do we have them today? 2 Assign vocabulary & reading guide for “Incidents in the Life of a Slave Girl.” Introduction to Incidents & Harriet Tubman Autobiography vs. Biography Pseudonyms J&D: What reasons exist for using a pseudonym? Why would Harriet use a pseudonym? Do people use pseudonyms today (online)? DUE: Chapters in Incidents. Read OPs The Slave Narrative Genre Go over reading guide REVIEW: Vocabulary for Incidents. Vocabulary Balloons Pair-and-review DUE: Chapters in Incidents. TEST: Vocab for Incidents. Go over reading guide Free reading 3 DUE: Chapters in Incidents. Go over reading guide Assign project: “Incidents in the life of YOU” Read example advice columns Advice column: Write a letter to an advice columnist from Linda’s perspective DUE: Chapters 11-13 in Incidents. Read OPs Go over reading guide Advice column: Answer one of Defining POV (first, second, etc.) Changing perspectives: Writing passages from other characters’ POV DUE: Chapters 14-16 in Incidents. Go over reading guide Silent Discussion over Chapters 1 – 16
autobiography) Facebook statuses of Linda’s stay in Mr. Flint’s house Linda’s letters as an advice columnist 4 DUE: Chapters 17-21 in Incidents. DUE: First two pages of autobiography Go over reading guide rich, active verbs in our writing Peer editing Newspaper article: In groups of two, write a newspaper article about an event in Chapters 17-21. Make sure to draw a photo to go with it! Share articles with the class DUE: Chapters 22-25 in Incidents. Read OPs Go over reading guide Drawing the garret J&D: Linda’s garret is feet. If it were you, what would you bring with you into the Garret? Read Fugitive Act and highlight important features J&D: In what ways can you see this act affecting DUE: Chapters 26-30 in Incidents. Go over reading guide Read Frederick Douglass’s “The Hypocrisy of American Slavery” Create a poster advocating for abolition 5 DUE: Chapters 31-35 in Incidents. DUE: Second two pages of autobiography Go over reading guide Peer editing Using adjectivals Elements of résumés Create a resume for Linda, who is now looking for a job in New York. DUE: Chapters 36-38 in Incidents. Read OPs Philosophical Chairs: Race & Identity in Incidents Go over reading guide Finish Philosophical Chairs: Race & Identity in Incidents Philosophical chairs reflection DUE: Chapters 39-41 in Incidents. Go over reading guide J&D: Your final reactions to the novel. page
6 DUE: “Incidents in the life of YOU” project Assign vocabulary & reading guide for “The Great Gatsby.” Create vocabulary cards Introduction to F. Fitzgerald & The Roaring 20s Create folders for tracking patterns: symbols, beginnings, endings, etc. What is symbolism? DUE: Chapter 1 in Gatsby. Go over reading guide Read OPs Create pattern cards REVIEW: Vocabulary for Gatsby Vocabulary matching game Pair-and-review DUE: Chapter 2 in Gatsby. TEST: Vocab for Gatsby Go over reading guide Create pattern cards 7 DUE: Chapters in Gatsby. Quiz: Chapters Go over reading Live-tweeting Gatsby’s party Create pattern Padlet: Share best Tweets J&D: What similarities do these tweets share? What do they say of the behavior of the wealthy? DUE: Chapter 5 in Gatsby. Read OPs Go over reading guide Create pattern The American Dream J&D: Does the novel embrace American ideals or satirize them? DUE: Chapter 6 in Gatsby. Go over reading guide Create pattern cards 8 DUE: Chapters in Gatsby. Quiz: Chapters Go over reading guide Create pattern cards J&D: Nicks tells Gatsby, “You can’t repeat the past.” Can you? What is Fitzgerald trying to say? Read OPs Read aloud: Chapter 9 of Gatsby J&D: Your reactions to the end of the novel. Why does Fitzagerald leave Picking a Thesis workshop What is a thesis? How-to cite books Identifying textual evidence
the final sentence unfinished? 9 Structure of a literary Putting together an outline draft workshop Transition sentences DUE: Rough Draft Read OPs Peer editing Comma Splices Watch “The Great Gatsby” Identify 10 differences between film and book DUE: Final draft of literary essay on patterns in Gatsby Finish watching “The Great Gatsby” J&D: What differences were there in the movie? Why would these changes be made? How do they affect the story? Monday Tuesday Wednesday Thursday Friday 1 Assign vocabulary & reading guide for “The Grapes of Wrath” Introduction to John Steinbeck & “The Grapes of Wrath” Word Walls The Great Depression Writing short stories based on photos DUE: Chapters in Grapes Read OPs Go over reading J&D: Drawing comparisons between parallel chapters REVIEW: for Grapes Vocab Charades Pair-and-review DUE: Chapters in Grapes TEST: Vocab for Grapes Go over reading guide Irony Free reading
Introduction to Sylvia & “The Bell Jar” for a silent discussion Go over reading guide Graffiti Gallery walk Pair-and-review Go over reading guide Free reading 6 DUE: Reading Chapters 5-7 in Bell Jar. Go over reading guide Blackout poems from passages in Bell Jar. American women’s role in the 1950s Examining ads of the ‘50s J&D: What do the ads of the ‘50s say about how women were viewed then? What about ads today? DUE: Reading Chapters 8-9 in Bell Jar. Read OPs Go over reading guide J&D: Your feelings toward Esther so far. Mental Illness in the J&D: What stigmas were associated with mental illness in the ‘50s? what stigmas exist today? DUE: Reading Chapters 10-11 in Bell Jar. Go over reading guide In groups, research a mental health facility in Arizona and put together a PPT 7 DUE: Reading Chapters 12-15 in Bell Jar. Go over reading guide Continue working on PPT PPT Presentations Presentation reflection DUE: Reading Chapters 16-17 in Bell Jar. Read OPs Go over reading guide Create brochures for Caplan Finish brochures for Caplan J&D: Were the facilities in Caplan adequate for Esther? DUE: Reading Chapters 18-19 in Bell Jar. Go over reading guide Write a eulogy for Joan 8 DUE: Reading Chapters 20 in Bell Jar. Go over reading guide J&D: Final reactions to novel What is a character sketch? Character sketch workshop: Finding textual evidence Read OPs Character sketch workshop: Writing a rough draft Character sketch workshop: Peer editing Sentence combining DUE: Character Sketch of Esther Philosophical Chairs for Gender & Mental Illness in Bell Jar
Assign character sketch for Esther Philosophical Chairs reflection 9 REVIEW: “Incidents in the Life of a Slave Girl” and related concepts, vocab, etc. Free study/reading REVIEW: “The Great Gatsby”and related concepts, vocab, etc. Free study/reading REVIEW: “The Grapes of Wrath”and related concepts, vocab, etc. Free study/reading REVIEW: “The Bell Jar” and related concepts, vocab, etc. Free study/reading Midterm Exam Free reading Monday Tuesday Wednesday Thursday Friday 1 Assign vocabulary and study guide to “A Raisin in the Sun” Vocabulary Trees Introduction to “A Raisin in the Sun” Langston Hughes’s “A Deferred” Assign parts for read-aloud of “A Raisin in the Sun” Read ACT I of Raisin Discussion Qs Sign up for Semester 2 Occasion Papers Finish Reading ACT I of Raisin Discussion Qs REVIEW: Vocabulary for Raisin Vocabulary Pictionary Due: ACT I of Raisin study guide TEST: Vocab for Raisin Go over ACT I study guide Post-It responses for ACT I 2 Read ACT II, Scene I of Raisin Discussion Qs Finish reading ACT II, Scene I of Raisin Discussion Qs Read OPs Martin Luther King’s “I Have a Dream” Read ACT II, Scene II of Raisin Discussion Qs Read ACT II, III of Raisin Discussion Qs
J&D: Compare & Contrast ideals of King’s speech to play 3 DUE: ACT II of Raisin Study Guide Go over ACT II guide Silent Discussion for ACT II Read ACT III of Raisin Discussion Qs Read OPs Finish reading ACT III of Raisin J&D: Final reactions to play DUE: ACT III of Study Guide Go over ACT III guide Drafting Amazon.com reviews Peer editing Finish & post Amazon.com reviews 4 Introduction to Slam Poetry “Why I Hate School But Love Education” by Suli Breaks TED Talk: Sarah Kay “Pinata” by Pages Matam “Fat Girl” by Megan Falley Brainstorming Read OPs “Dear Straight People” by Denice Frohman K.I.D.S. activity “Friend Zone” by Dylan Garity “I Know You Didn’t Mean to Kill Him” by Jasmine Mans Voice “When Love Arrives” by Sarah & Phil Kaye “Us – Black Women” by T. Miller Picking the perfect 5 “What Guys Look For in Girls” by Savannah Brown “What Kind of Asian Are You?” by Alex Dang Slam Poem Workshop/Practice Read OPs “Scars” by Rudy Francisco” “I Will Fight You For the Library” by Taylor Mali Slam Poem Workshop “Shrinking Women” by Lily Myers “OCD” by Neil Hilborn Peer editing DUE: Final Draft of Slam Poems Share Slam Poems Comment Slam Poems Comment cards 6 Introduction to (U.S.-Mexico) border literature “Poem for the White Man” by Lorna de Cervantes Read OPs SB 1070 Finish reading “Detained in the Desert” by Josefina Lopez Discussion Qs Philosophical Chairs: Stances on SB 1070 Philosophical chair reflection
do you stand?: U.S. Immigration Albertos Rios poetry J&D: Is there racism today? Read “Detained in the Desert” by Josefina Lopez 7 Putting together a timeline of U.S. Immigration Research time Continue working on Timeline Research time Read OPs Finish working on Timeline Research time DUE: Timeline of Immigration in the U.S. Migrant Literature “Immigant Me & Other Short Stories” by C. Osvaldo Gomez Discussion Qs “Immigrant Me & Other Short Stories” by C. Osvaldo Gomez Discussion Qs 8 “Immigrant Me & Short Stories” by C. Osvaldo Gomez Discussion Qs “Immigrant Me & Other Short Stories” by C. Osvaldo Gomez Discussion Qs Read OPs “Immigrant Me & Other Short Stories” by C. Osvaldo Gomez Discussion Qs “Immigrant Me & Other Short Stories” by C. Osvaldo Gomez Discussion Qs Assign letter to U.S. Representative advocating for immigration policy of student’s choosing Know your representatives Research time 9 Research time Quick write: Why do you support this particular immigration policy? Formatting a letter Writing time Read OPs Quiz: Letter formats Writing time DUE: Rough draft of letter Peer editing Watch to Culture Clash’s Bowl of Beings Video reflection DUE: Final draft of letter
Literature circles Assign Literary Essay: The Hunger Games 5 DUE: Hunger Literary Analysis Paper Assign essay: “What is the issue that affects American teens the most Today?” Philosophical Chairs Finish Philosophical Chairs discussion Philosophical chairs reflection Read sample essays Read OPs Good sources vs. bad sources Source sheets Brainstorming time Revisiting Research PPT Research time DUE: Topic Proposal Searching databases Research time 6 DUE: Source Ethos, Logos, Pathos Highlighting sample essays for Ethos, Logos, etc. Integrating narrative into arguments Writing time Read OPs Sensory details: Fleshing out narrative in essay Writing time Developing a thesis Outline workshop DUE: Outline Outline conferences Writing time 7 Continue outline conferences Writing time DUE: Narrative Intro Editing for voice, word choice, and sensory details in narrative Pair-and-share Read OPs Writing time Integrating sources How-to cite sources: works cited and in-text citations Works cited workshop DUE: Works Cited Citation quiz Peer editing of works cited 8 Writing time Balancing arguments Writing time Concluding paragraphs DUE: Rough draft Read OPs Peer Editing Oral presentations Comment cards DUE: Final Essay Finish oral presentations Comment cards
9 REVIEW: “A Raisin in the Sun” and related concepts, vocab, etc. Free study/reading REVIEW: Border literature and related concepts, vocab, etc. Free study/reading REVIEW: “The Hunger Games” and related concepts, vocab, etc. Free REVIEW: Elements of persuasive /research papers (works cited; ethos, logos, pathos, etc.) Free Final Exam Free reading