Junior English Weeks of October 1 through October 15, 2012

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of October 1, 2012, October 8, 2012, October 12, 2012
Learning Development:	Performance Objective:  UW.G11.3W.C1 PO 1. Write in a variety of expressive forms (e.g. poetry, short story, and/or drama) that: a. use voice and style appropriate to audience and purpose b. organize ideas in writing to ensure coherence, logical progression, and support c. employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice Learning Objective: See above. Kid-Friendly Language: I can write in a variety of expressive forms. Key Terms: Voice, Style, Audience, Purpose, Coherence, Logical Progression, Literary devices Essential Questions: 1. What does it mean to write expressively? How do audience and purpose influence the mode of expression? 2. What does organization look like in expressive writing? What effect does the organization have on the writer’s purpose? 3. What are literary devices? What effect does the use of literary devices have on the Writer’s voice?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	In scaffolding upon the prior essential standard, students will write and present a children’s fable with a concrete moral to their fellow students.  The class will then explore the various literary devices that create a well-written piece of literature.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of October 1, 2012 Students will present their fable children’s stories to their classmates. Teacher will lead class discussion on literary devices utilized in the student made fables and explain why such devices are necessary to the plot and overall readability of a piece of writing.  Students will take interactive notes on PowerPoint presentation reviewing literary devices and brainstorm ways to integrate them in their own writing using a graphic organizer in their journal/notebook. Students will be given a description essay writing activity, in which students will select a picture from a teacher provided National Geographic and construct a well-thought, detailed, and engaging essay.  A anticipatory worksheet will be given to students as a means for brainstorming, a explicit rubric with essay requirements, and a model essay will all be presented and modeled to students to increase overall comprehension and clarity of expectations.  Side note: Students will begin reading The Great Gatsby. Weeks of October 8 and 15, 2012 In teacher created cooperative groups, students will analyze a scene from The Great Gatsby for specific language and scenarios that are unique to the 1920s. They will re-write the scene with modern language and events. The students final product should include a presentation of the scene. A rubric will be provided for the students. Students will be given the opportunity to enter some of their expressive writing in a national contest.
Guided Practice	Teacher will model numerous writing forms and/or techniques before each expressive writing assignment.  Students will be encouraged to actively engage in discussions and generate clarifying questions.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of various writing assignments and explicit use of literary devices.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing/meeting rubric requirements, and successful completion of various expressive writing activities.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize the importance of literary devices when executing expressive writing and include specific examples these devices have improved their own writing over the previous weeks.
Independent Practice	Students will take interactive notes, complete various expressive writing activities, analyze, assess, and critique their writing utilizing a rubric.

Senior's Career Research Report

Career Mini Research Report

For this assignment, you will research your dream career.  You must provide a description for your career including specific work-related duties/responsibilities, a progressive pay scale, prospective employers, and the education necessary to attain this career.  Your research must be a minimum of three pages (not including your cover page, abstract, or reference page) and follow APA format guidelines.  NO EXCEPTIONS! This report will be due September 17, 2012.

APA Format

***Your research report will not be graded and you will receive a zero if the following guidelines are not met.

Double spaced.  Do not put extra spaces in between paragraphs!!!!

1 inch margins

10-12 fonts

Times New Roman

Cover page

Abstract

Reference Page

5 in-text citation

Example: According to the World Wildlife Association, “tundra inhabitants typically write better research reports” (World Wildlife Association 2012).

Cover Page:

Running Head: TITLE (left hand top corner)

Page number (top right corner, the cover page is your first page, 1)

Title of your report ( 3 inches down the margin guide, centered)

Your Name (under title, centered)

Miami High School (under your name)

Abstract:

TITLE (left hand top corner)

Page number (top right corner, 2)

Abstract (typed in the center top of the page)

50-75 words summarizing your report’s contents

Report:

TITLE (left hand top corner)

Page number (top right corner, 3. Subsequent pages in your report will be numbered accordingly; for example, 4,5,6,7,8…)

References:

TITLE (left hand top corner)

Page number (top right corner, 3. Subsequent pages in your report will be numbered accordingly; for example, 4,5,6,7,8…)

References (centered at top of page)

REFERENCES MUST BE IN APA FORMAT. Use the guide on the following website:

http://owl.english.purdue.edu/owl/resource/560/01/

Senior Research Report 8/29 through September 17

Teacher: Racquel O’Connor-Mesa	Class: Senior English		Dates: August 29-September 17, 2012
Learning Development:	Performance Objective:  UW.G11-12.3W.C6.PO1 Write a research product that: a. incorporates evidence in support of a thesis or claim b. integrates information and ideas from multiple primary and secondary sources c. makes distinctions between the relative value and significance of specific data, facts, and ideas. d. includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate. e. integrates direct quotes f. that uses internal citations. g. includes a works cited, bibliography, or reference page. Learning Objective: See above. Kid-Friendly Language: I can write a research report in APA format. Key Terms: Research, Evidence, Thesis, Primary and Secondary sources, Visual aids, Quotes, Citations, Works cited page Essential Questions: 1. What is the purpose of using research to support a claim? How is this done effectively? 2. What are citations? How and why are they used?
Bloom’s Level	Low  Knowledge  Comprehension	Middle x Application		High  Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Students will complete a resume and cover letter for an application they previously completed for class.  Using this occupation as a jumping off point students will begin thinking about and then discussing careers they wish to pursue long-term.  Students will then briefly write a paragraph describing their dream career and how they plan to attain it.
Instructional Strategies	Student-Led  Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation x Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice  Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Students will take interactive notes on PowerPoint presentation reviewing APA format and research report guidelines/requirements. Students will also be placed in cooperative groups practice taking in-text citation utilizing a class set of Encyclopedias after observing the teacher model such technique.  Students will have to complete research and their career research report in their own time.  Requirements will be posted on class blog via the miamiusd40.org website. This will be the first of 4 research reports students will complete this year, Additions will be made to this learning plan as the year progresses.
Guided Practice	Teacher will model how to create a cover page, abstract, in-text citation, and reference page by use of laptop, document camera, and lcd projector.
Comprehension Check	The students’ comprehension will be assessed through the successful completion of the research report.
Active Participation ·         All Students ·         All the Time	All students will be active learners and have a role in the successful mastery of this skill through individual note taking, discussion, observing teacher modeling, processing report requirements, and successful completion of the research report.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response x Performance Assessment                                          x Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize the importance of planning for their desired career.  They will summarize the steps they must take in order to better-prepare themselves for successful attainment of said career.
Independent Practice	Students will take interactive notes, complete in-text citations, and evaluate various pieces of research to incorporate within their specific mini-research report.  Students will also successfully complete the research report according to APA format and teacher stipulations.

Juniors weeks of 8-27 and 9-3

Teacher: Racquel O’Connor-Mesa	Class: Junior English		Dates: Week of 8-27-12 and Week of 9-3-12
Learning Development:	Performance Objective:  UW.G11.2R.C1.PO 2 Learning Objective: Interpret figurative language, including personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers’ emotions. Kid-Friendly Language: I can identify how an author uses figurative language to advance the work and make the reader feel emotion. Key Terms: Figurative language, Personification, Hyperbole, Symbolism, Imagery, Extended metaphor, Emotion Essential Questions: 1. What is figurative language? How is my emotional reaction to literature affected by the author’s use of figurative language?
Bloom’s Level	Low  Knowledge x Comprehension	Middle x Application		High x Analysis  Synthesis x Evaluation
Anticipatory Set ·         Congruent ·         Active ·         Past Experience	Think of your favorite song and write down some of the lyrics (school-appropriate). Can you identify any type of figurative language in the lyrics you wrote? If so, what type and what does the artist want you to feel by selecting to express themselves using those words?  If you cannot identify figurative language, describe what the artist is saying and how they are trying to make you feel.  (One paragraph minimum and be ready to share with a partner).
Instructional Strategies	Student-Led x Identifying Similarities & Differences x Summarizing x Project-Based  Nonlinguistic Representation  Setting Objectives x Peer Feedback  Generating/Testing Hypothesis		Teacher-Led x Lecture x Discussion x Homework x Practice x Cooperative Learning x Instructor Feedback x Questions, Cues, Advanced Organizers
Learning Activities & Modeling the H.O.T.S.	Week of 8-27-12 Students will take interactive notes on figurative language; specifically on symbols-similes-metaphors-allusion-personification-and hyperboles.  The teacher will then assist the students in creating a figurative language graphic organizer by modeling the desired format.  The teacher will then play a popular song and have the students dissect the song seeking out figurative language and noting it in their graphic organizer. This will happen as a focus activity Monday through Thursday.  Students will be placed in teacher created cooperative groups and given a page with song lyrics.  The groups will color code the figurative language it contains through the use of highlighters, and then explain what the meaning is behind each usage is as well as describe the feeling the artist was trying to create.   Students will be given Song Analysis homework to complete over the weekend. Week of 9-3-12 The teacher will have students discuss their Song Analysis homework in cooperative groups and offer constructive feedback to their peers.  The teacher will then explain that figurative language is not only used in songs to create emotion, but in many genres such as poems and short stories.  The teacher will then assign two poems, Langston Hughes’ “A Dream Deferred” or Wilfred Owen’s, “Dulce et Decorum Est” for the students to read. The students will then identify and label the figurative language used throughout the work and describe how the student’s emotional response connects to the overall tone of the work. Students will read Shirley Jackson’s, “The Lottery” and analyze the use of allusion and symbolism.
Guided Practice	Teacher will guide and model figurative language graphic organizer and song analysis.
Comprehension Check	Individual assessment will be based on poem and short story analysis.
Active Participation ·         All Students ·         All the Time	Students will be engaged in a variety of activities ranging from interactive notes, cooperative groups, figurative language analysis, and internal tone evaluation.				Covert   Overt x  Combination
Assessment	Selected Response                                                    x Extended Written Response  Performance Assessment                                           Personal Communication
Closure ·         Congruent ·         Active ·         Past Experience ·         Student Summary	Students will summarize how figurative language is used in various genres to produce emotional effects.
Independent Practice	Students will complete several analysis on various genres.