Seniors
Monday- Students will respond to the journal prompt
by writing a minimum of 200 words. In pairs, Students will find,
highlight, and label appeal and then write a paragraph citing examples. A minimum of 10 sentences and 2 different
pieces of textual evidence are required.
Tuesday- Students will be given 10-15 minutes silent reading
time for pleasure. Students will respond to the following prompt in 8
sentences, using proper analysis form, “The Declaration of Independence was
always our vision of who we wanted to be, our ideal of freedom and justice, how
we were going to be different, and what the American experiment was going to be
about.” –Marian Wright Edelman. The
class will have a discussion regarding this topic focusing on connotation,
idealism, and our current state of freedom.
The teacher will then play a short video showcasing effective
argumentative strategies utilizing the media clip https://www.youtube.com/watch?v=LesGw274Kjo. In groups of four, students will silently
read through excerpt from The Declaration of Independence, without
marking on the text. Next, the teacher will allow the groups time to discuss
any concepts/words they find confusing.
Wednesday- Students will respond to the journal prompt by
writing a minimum of 200 words. The teacher will resume the previous day’s
lesson by reading the excerpt from The Declaration of Independence to the students, allowing them to highlight
unfamiliar words as the teacher reads.
The students will then read the piece a third time and underline words
or clues to help them determine the meaning of unfamiliar words. When the
reading is complete, the students will work within their groups to define the
unfamiliar words and record their definitions on their copy. The students will
work together to determine what idea is developed throughout the text utilizing
justified textual evidence, recording their answers individually. The students
will then work together to determine how the points of the argument are
presented within the piece. Again, student responses must be justified with
appropriate textual evidence. Responses
will be recorded individually.
Thursday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will be given a copy of Dr. Taylor’s Secret
Recipe and shown how to incorporate and cite textual evidence. The students will then be assigned a
five-paragraph essay regarding the following prompt: How does the excerpt from The Declaration
of Independence relate to the themes of freedom and justice? Textual
evidence must be incorporated as prescribed by The Secret Recipe.
Juniors
Monday- Students will respond to the journal prompt
by writing a minimum of 200 words. Students will watch the Twilight Zone
episode of the short story, “An Occurrence at Owl Creek Bridge” and answer
comprehension questions citing evidence from the selection.
Tuesday- Students will be given 10-15 minutes silent
reading time for pleasure. The teacher will show the students 6 different renditions
of Macbeth’s Act I Scene 1 and take notes on the similarities and differences
on each video. Students will then read through the Scene again, utilizing notes
and write an analysis of the Scene depicting differences in each and how the
change altered the scene in any way. Students
will then complete corresponding handout.
Wednesday- Students will respond to the journal prompt by
writing a minimum of 200 words. As a class, students will read, “The
Cipher in Room 214,” and answer comprehension questions with textual
evidence.
Thursday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will be given 10-15 minutes silent
reading time for pleasure. Students will be given a copy of Dr. Taylor’s Secret
Recipe and shown how to incorporate and cite textual evidence. The students will then be assigned a
five-paragraph essay regarding the following prompt: Who was Mary Anderson and why did she die?
Students must utilize evidence from the selection to support their thesis.
