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Riley/Davis 3rd and 4th

Week 6: September 21 - 24 9/20/2020 0 Comments 4thPlanning your week: Tues. 9/22 - Act IV reading guide questions - due to Turnitin.com by 11:59 p.m. Wednes. 9/23 - Thesis, topic sentences, and conclusion statement check - Email/Remind message Mrs. Riley by 5:30 p.m. Fri. 9/25 - ALL missing work due including the PRE-COURSE Upcoming Due Dates: Sun. 9/27 - The Crucible Synthesis Outline (assignment explanation here) (outline template here) (rubric here) due to Turnitin.com by 11:59 p.m. Resources: The Crucible Act IV Act IV reading guide questions The Crucible Synthesis Outline (assignment explanation here) (outline template here) (rubric here) Springboard Textbook PDF CTLS Learn website CTLS Learn Access information 3rd Period Additional Resources: The Crucible Synthesis Assignment Annotations Model of The Crucible Synthesis Outline 4th Period Additional Resources: The Crucible Synthesis Assignment Annotations Model of The Crucible Synthesis Outline Monday, September 21 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act IV of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/21 - The Crucible - Act IV Day 1

  • Instruction/Work Session:


Homework:

Tuesday, September 22 (Synchronous) Learning Goal: Argue how Reverend Parris uses the fear of the Puritan society to gain power in groups, using primary and secondary sources to support the argument. Standards Addressed: 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). ELAGSE11-12RL9: 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. ELAGSE11-12W7: 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. Agenda:



  • Work Session:

    • As a class, craft a model outline for the following prompt: Explain how Reverend Parris uses the fears of Puritan society to gain power.

    • When crafting the outline, use evidence from “Sinners in the Hands of an Angry God” by Jonathan Edwards, “Lessons from Salem” by Laura Shapiro, and Arthur Miller's play The Crucible.

      • There should be at least one quote from The Crucible per paragraph AND one quote from "Sinners in the Hands of an Angry God" OR “Lessons from Salem” per paragraph.



Homework:

Wednesday, September 23 (Asynchronous) Agenda:

  • Craft your thesis statement, ALL topic sentences for each body paragraph (there are THREE), and your concluding statement - EMAIL or REMIND message these to Mrs. Riley by 5:30 p.m.

Thursday, September 24 (Synchronous) Learning Goal: Argue how a character in The Crucible uses the fear of Puritan society to gain power. Standards Addressed: 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). ELAGSE11-12RL9: 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. ELAGSE11-12W7: 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. Agenda:



  • Work Session:

    • Work on your own outline! 

      • This is a summative assessment and is a Major Grade (all major grades are 50% of your overall grade!)

      • Due to Turnitin.com on Sunday, September 27th by 11:59 p.m.



Homework:


Friday, September 25 (Synchronous) Learning Goal: Argue how a character in The Crucible uses the fear of Puritan society to gain power. Standards Addressed: 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). ELAGSE11-12RL9: 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. ELAGSE11-12W7: 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. Agenda:



  • Work Session:

    • Work on your own outline!

      • This is a summative assessment and is a Major Grade (all major grades are 50% of your overall grade!)

      • Due to Turnitin.com on Sunday, September 27th by 11:59 p.m.



Homework:


0 Comments Week 5: September 14 - 18 9/13/2020 0 Comments Planning your week: Tues. 9/15 - Act II reading guide questions - due to Turnitin.com by 11:59 p.m. Sun. 9/20 - Act III reading guide questions - due to Turnitin.com by 11:59 p.m. Upcoming Due Dates Tues. 9/22 - Act IV reading guide questions - due to Turnitin.com by 11:59 p.m. Resources: CTLS Learn website CTLS Learn Access information NoRedInk Login Information Types of Lead-ins handout The Crucible Character Tracking Sheet  The Crucible Act II Act II reading guide questions The Crucible Act III Act III reading guide questions The Crucible Act IV Act IV reading guide questions The Crucible Synthesis Outline and rubric Monday, September 14 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/14 - The Crucible - Act II Day 1

  • Instruction/Work Session:


Homework:

Tuesday, September 15 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act II and Act III of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/15 - The Crucible - Act II Day 2, Act III Day 1

  • Instruction/Work Session:


Homework:

Wednesday, September 16 (Asynchronous) Agenda:

Thursday, September 17 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act III and Act IV of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/17 - The Crucible - Act III Day 1

  • Instruction/Work Session:


Homework:

Friday, September 18 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act IV of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/18 - The Crucible - Act III Day 2

  • Instruction/Work Session:

    • Complete reading Act III  together as a class

    • Complete Act III reading guide questions- due Sunday by 11:59 p.m. to Turnitin.com


Homework:

  • Complete Act III reading guide questions - due Sunday by 11:59 p.m. to Turnitin.com

0 Comments Week 4: September 8 - 11 9/7/2020 0 Comments Planning your week: Fri. 9/11 - Act I reading guide questions due to Turnitin.com by 11:59 p.m. Resources: CTLS Learn website CTLS Learn Access information The Crucible Act I Types of Lead-ins handout MODEL questions Act I reading guide questions The Crucible Character Tracking Sheet  The Crucible Act II Act II reading guide questions ​EXTRA CREDIT OPPORTUNITY ON YOUR FIRST SUMMATIVE ASSESSMENT!! 3rd period CLICK HERE 4th period CLICK HERE Tuesday, September 8 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/8 - The Crucible - Act I Day 1

  • Instruction/Work Session:


Homework:

  • Complete Act I questions if needed of what we have read so far

Wednesday, September 9 Agenda:

  • Use this time to get caught up on any missing assignments!! Check Synergy!

Thursday, September 10 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act I of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/10 - The Crucible - Act I Day 2

  • Instruction/Work Session:


Homework:

  • Complete Act I questions if needed

Friday, September 11 Learning Goal: Practice close reading for information, gathering evidence, and making inferences in Act II of The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/11 - The Crucible - Act I Day 3

    • Discuss connection between The Crucible and September 11th


  • Instruction/Work Session:

    • Continue  reading Act I together as a class

    • Answer the Act I reading guide questions

    • Introduce The Crucible Character Tracking Sheet - we will use this over the course of the entire play! Save it to your Drive or Desktop for quick reference!

    • Discuss summative assessment for The Crucible - what you need to pay close attention to!


Homework:

0 Comments Week 3: August 31 - September 4 8/30/2020 0 Comments Planning your week: Mon. 8/31 - Pre-Course for American Literature (turn in instructions) - due by 11:59 pm Tues. 9/1 -  “The Cutting of My Long Hair” CEI paragraph - 40 minutes to complete in class - submit to Turnitin Thurs. 9/3 - “Sinners in the Hands of an Angry God” reading guide questions - due to Turnitin.com in class Fri. 9/4 - “The Lessons of Salem” reading guide questions - due to Turnitin.com by the START of class time; The Crucible Digital Scavenger Hunt - due to Turnitin.com by 11:59 p.m. EXTRA CREDIT OPPORTUNITY ON YOUR FIRST SUMMATIVE ASSESSMENT!! 3rd period CLICK HERE 4th period CLICK HERE Resources: CTLS Learn website CTLS Learn Access information Types of Lead-ins handout MLA format handout CEI format presentation CEI checklist CEI rubric Monday, August 31 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain knowledge on Native American Boarding Schools and Native American Assimilation. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:



Tuesday, September 1 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain knowledge on Native American Boarding Schools and Native American Assimilation. Practice close reading for information, gathering evidence, and making inferences to gain background knowledge on the Salem Witch Trials. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/1 - Native American Assimilation/Salem Witch Trials

  • Work Session:

    • Craft a CEI to the following prompt: What is the author’s purpose in writing “The Cutting of My Long Hair”?

    • Review CEI checklist and rubric


  • Instruction: 

    • Complete KIQ chart over the Salem Witch Trials - discuss the “KNOW” column

    • Read “Sinners in the Hands of an Angry God” (Springboard Textbook p. 184-185) (full text here as well)


Homework:

  • Complete reading of “Sinner in the Hands of an Angry God”

Wednesday, September 2 (Asynchronous) Agenda:

Thursday, September 3 Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain background knowledge on the Salem Witch Trials. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 9/3 - Salem Witch Trials Day 2

    • ​Review No Red Ink account information - take the diagnostic by Tuesday at the beginning of class


  • Instruction:

    • Review “Sinners in the Hands of an Angry God”

    • Answer reading guide questions for the sermon

      • When finished, submit to Turnitin.com



  • Work Session: 

    • Read “The Lessons of Salem” (Springboard textbook p. 200-203)

    • Answer reading guide questions - when finished, submit to Turnitin.com by class time tomorrow!


  • Closer: Review all assignments and where to submit!

Homework:

  • Complete reading guide questions for “The Lessons of Salem” - submit to Turnitin.com by class time tomorrow.

  • Create your No Red Ink account and take the diagnostic by Tuesday at the beginning of class time.

Friday, September 4 (Synchronous) Learning Goal: Practice close reading for information, gathering evidence, and making inferences to gain background contextual knowledge of Arthur Miller’s The Crucible. Standards Addressed: 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. 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. ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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. 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. Agenda:



Homework:

  • Complete The Crucible Digital Scavenger Hunt if needed- when finished, submit to Turnitin.com by 11:59 p.m. TONIGHT

  • Take the No Red Ink  diagnostic by Tuesday at the beginning of class time.

  • Click HERE to sign up to read a part aloud in Act I (BONUS POINTS opportunity on your SUMMATIVE) - sign up BEFORE class time

0 Comments Week 2: August 24 - 28 8/23/2020 0 Comments Planning your week: Thurs. 8/27 - Native American Myth CEI due to Turnitin.com by the start of class - 3rd period by 10:40 a.m.; 4th period by 12:20 p.m. Thurs. 8/27 - Complete the “Welcome Sheet” form; Email signed syllabus Fri. 8/28 - Native American Creation Myth assignment due to Turnitin.com by the end of class Upcoming Due Dates: Mon. 8/31 - Pre-Course for American Literature (turn in instructions) Resources: CTLS Learn website CTLS Learn Access information Types of Lead-ins handout MLA format handout CEI format presentation CEI checklist CEI rubric “The Earth on the Turtle’s Back” sample annotations (3rd period click here) (4th period click here) Sample CEI (3rd period click here) (4th period click here) Pre-Course for American Literature Monday, August 24 (Synchronous) Learning Goal: Use the model to craft your own CEI paragraph analyzing cultural elements in a Native American Myth. Standards Addressed: ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/24 - Native American Myth CEI - Day 2



  • When you finish reading and annotating, begin crafting your own CEI based on the prompt listed below:

    • “When Grizzlies Walked Upright” prompt: What social customs does this myth explain, and what does this suggest about the ways members of the Modoc tribe may have felt about the place in which they lived?

    • “The Navajo Legend” prompt: What does the ceremony show about Navajo attitudes toward order and ritual? (handout linked here)


  • At any point, please share your CEI with Mrs. Riley for review and to get feedback BEFORE submitting.

  • When finished, submit your CEI paragraph to Turnitin.com under the assignment “Native American Myth CEI”


Homework: 

Tuesday, August 25 (Synchronous) Learning Goal: Use the model to craft your own CEI paragraph analyzing cultural elements in a Native American Myth. Standards Addressed: ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/24 - Native American Myth CEI - Day 2



  • When you finish reading and annotating, begin crafting your own CEI based on the prompt listed below:

    • “When Grizzlies Walked Upright” prompt: What social customs does this myth explain, and what does this suggest about the ways members of the Modoc tribe may have felt about the place in which they lived?

    • “The Navajo Legend” prompt: What does the ceremony show about Navajo attitudes toward order and ritual? (handout linked here)


  • At any point, please share your CEI with Mrs. Riley for review and to get feedback BEFORE submitting.

  • When finished, submit your CEI paragraph to Turnitin.com under the assignment “Native American Myth CEI”


Homework: 

Wednesday, August 26 (Asynchronous) Learning Goal: Use prewriting strategies to plan a narrative, implementing effective narrative techniques. Standards Addressed: ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology Agenda:

Homework:

Thursday, August 27 (Synchronous) Learning Goal: Use prewriting strategies to plan a narrative, implementing effective narrative techniques. Standards Addressed: ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/27 - Native American Creation Myth Narrative Writing

    • Ponder and Respond: Can pictures alone tell a full story? Can words alone tell a full story? How do you make sure when you’re telling a story that your listener gets all of the details?


  • Instruction: Lesson on Narrative Writing

  • Work Session: 

    • Discuss and explain the Native American Creation Myth assignment

      • Use stylistic elements and characteristics found in Native American myths (what we annotated for in the previous Native American Myths we read). 

      • Use dialogue

      • Use sensory details (sight, touch, smell, taste, sound)



  • Closer: Review expectations for tomorrow!

Homework: 

Friday, August 28 Learning Goal: Use prewriting strategies to plan a narrative, implementing effective narrative techniques. Standards Addressed: ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/28 - Native American Creation Myth Narrative Writing Day 2

  • Instruction: Review lesson on Narrative Writing

  • Work Session: 

    • Complete your Native American Creation Myth assignment - this is due TODAY at the end of class to Turnitin.com!!

      • Use stylistic elements and characteristics found in Native American myths (what we annotated for in the previous Native American Myths we read). 

      • Use dialogue

      • Use sensory details (sight, touch, smell, taste, sound)



Homework:

0 Comments Week 1: August 17 - 21 7/30/2020 0 Comments WELCOME TO AMERICAN LITERATURE!! Planning your week: Tues. 8/18 - Complete syllabus form by the start of class time Thurs. 8/20 - Complete American Dream Vision Board - be sure to share with your teacher by the start of class Resources: CTLS Learn website CTLS Learn Access information Syllabus American Dream Vision Board assignment Types of Lead-ins handout MLA format handout CEI format presentation “The Earth on the Turtle’s Back” sample annotations (3rd period click here) (4th period click here) ​Sample CEI (3rd period click here) (4th period click here) Pre-Course for American Literature Monday, August 17 (Synchronous) Learning Goals: Reflect on personal qualities and characteristics; produce a short narrative; meet your new American Literature community; understand class policies, procedures, and expectations. Standards Addressed: ELAGSE11-12W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/17 - Welcome to American Literature!

  • Instruction: Review the Syllabus/Expectations/Class Procedures - you will need to know this information to complete your homework!

    • American Literature Syllabus document linked here OR found on the “Syllabus” button at the top of this blog page!


  • Work Session: Six word memoir- Create your own as a get-to-know-you activity

    • Once asked to write a full story in six words, legend has it that American novelist Ernest Hemingway responded: "For Sale: baby shoes, never worn." Think about what makes you who you are. Create your own six-word memoir on a Google Slide or Powerpoint slide and be prepared to share tomorrow as a get-to-know-you activity!


Homework: 

Tuesday, August 18 (Synchronous) Learning Goal: Determine the definition of the American Dream, and personalize it.  Standards Addressed: ELAGSE11-12RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.  Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/18 - The American Dream

    • Present six word memoirs to the class - full class presentation available here after class ends (3rd period link) (4th period link)


  • Instruction:

    • Ponder and Respond: What is the definition of the American Dream?

    • Watch a TEDTalk to help understand our definition of the American Dream.

      • While watching, take notes/answer the following questions:

        • Bullet points you agree with

        • What makes you the “Weirdo you are”?

        • What is the speaker’s claim/main point? 

        • Which three would you pick? Family, fun, fitness, friends, financing, the Dream. 





Wednesday, August 19 (Asynchronous) Learning Goal: Develop independent working skills and communication skills; review qualities of a CEI paragraph; develop background knowledge of Native American myths. Standards Addressed: ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. Agenda:

Thursday, August 20 (Synchronous) Learning Goal: Craft a CEI paragraph as a class as a model for the rest of the semester. Standards Addressed: ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/20 - “The Earth on the Turtle’s Back” CEI modeling

    • Native American Myths (presentation here) Ponder and Respond: What are some stories that have been passed down from generation to generation in your family? Are there certain stories that SHOULD be passed down and others that SHOULD NOT?



  • Work Session: Craft a CEI paragraph as a class based on the following prompt: What message about human achievement is conveyed by the success of the Muskrat after the other creatures could not accomplish the same task?

    • Make sure you have your own paper to write as we write the CEI (this can be written by hand or typed). You will need this example when you write your own tomorrow!


Homework: 

  • Preview the grouping sheet linked HERE.  This will inform you of what Native American Myth you are reading tomorrow, and then writing a CEI paragraph.

Friday, August 21 (Synchronous) Learning Goal: Use the model to craft your own CEI paragraph analyzing cultural elements in a Native American Myth. Standards Addressed: ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. 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. b. 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. c. 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. 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. Agenda:

  • Opener: Attend the live session in CTLS. For login information,  click HERE! In our CTLS class, navigate to “Digital Sessions” > 8/21 - Native American Myth CEI!

  • Instruction/Work Session: Complete the CEI paragraph as a class (if needed) based on the following prompt: What message about human achievement is conveyed by the success of the Muskrat after the other creatures could not accomplish the same task?

    • Make sure you have your own paper to write as we write the CEI (this can be written by hand or typed). You will need this example when you write your own today!





    • If and when you finish reading and annotating, begin crafting your own CEI based on the prompt listed below:

      • “When Grizzlies Walked Upright” prompt: What social customs does this myth explain, and what does this suggest about the ways members of the Modoc tribe may have felt about the place in which they lived?

      • “The Navajo Legend” prompt: What does the ceremony show about Navajo attitudes toward order and ritual? (handout linked here)



Homework: 

  • Complete your reading and annotating of your Native American Myth. DO NOT work on your CEI this weekend!! We will be working on that on Monday!


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