This is a general outline of this week's activities and is subject to change, based on
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Monday, August 14: Solar Eclipse Moana, Myth, and the Hero’s Journey Activity
Tuesday, August 22: View film: The Crucible
Wednesday, August 23: Finish viewing The Crucible. Write group synthesis essay.
Thursday, August 24: Timed Synthesis Essay: Bring outline, study guide, and supplemental reading/notes.
Friday, August 25: Presentations for Friday Forum, vocabulary check (interactive notebook), Rhetoric Wrap-Up from Friday, August 18th due, Writing Lab: Technology Sign-off, USA TestPrep, and Popplet
Learning Goals: Understand appropriate structure and style for a synthesis argument. Build a sophisticated synthesis argument, with a specific claim and precise language. Read for pleasure, for information, and for a combination of purposes. Analyze and discuss the effects of texts that are adapted for specific purposes/audiences. Strengthen reading comprehension and stamina, while sharpening linguistic skill and precision.
Focus 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.ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. 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. ELAGSE11-12RI1: 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.ELAGSE11-12W1: 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. ELAGSE11-12W7: 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. ELAGSE11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELAGSE11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).
Monday, August 21- Solar Eclipse
Handouts provided by teacher: “Moana Teacher’s Background information: Storytelling and Mythology” & “The Hero’s Journey” (pgs. 5-6)
Tuesday, August 22
Materials provided by student: The Crucible study guide
Handouts provided by teacher: MLA Parenthetical Citation Guide, Synthesis Essay Template
Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, and History Channel’s In Search of History: The Salem Witch Trials viewing guide
Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, History Channel’s In Search of History: The Salem Witch Trials viewing guide, and chosen Springboard text
Handouts provided by teacher: Rhetoric Wrap-Up assignment
Materials provided by student: Written deliverables from students presenting today, Friday Forum notes document (completed in class) from all students, Rhetoric Wrap-Up
the needs of the students. Please continue to check the blog daily, for detailed information on class activities, assignments, requirements, and deadlines.
Planning Your Week:
Monday, August 14: Solar Eclipse Moana, Myth, and the Hero’s Journey Activity
Tuesday, August 22: View film: The Crucible
Wednesday, August 23: Finish viewing The Crucible. Write group synthesis essay.
Thursday, August 24: Timed Synthesis Essay: Bring outline, study guide, and supplemental reading/notes.
Friday, August 25: Presentations for Friday Forum, vocabulary check (interactive notebook), Rhetoric Wrap-Up from Friday, August 18th due, Writing Lab: Technology Sign-off, USA TestPrep, and Popplet
Learning Goals: Understand appropriate structure and style for a synthesis argument. Build a sophisticated synthesis argument, with a specific claim and precise language. Read for pleasure, for information, and for a combination of purposes. Analyze and discuss the effects of texts that are adapted for specific purposes/audiences. Strengthen reading comprehension and stamina, while sharpening linguistic skill and precision.
Focus 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.ELAGSE11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELAGSE11-12RL7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. 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. ELAGSE11-12RI1: 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.ELAGSE11-12W1: 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. ELAGSE11-12W7: 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. ELAGSE11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELAGSE11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses]”).
Monday, August 21- Solar Eclipse
Handouts provided by teacher: “Moana Teacher’s Background information: Storytelling and Mythology” & “The Hero’s Journey” (pgs. 5-6)
- Opening: Answer and discuss EOC/SAT/ACT warm-up question.
- Viewing: Students will engage is a special viewing of Disney’s Moana, in connection with the solar eclipse and the study of Native cultures
- Student Work Session: Students will discuss Native storytelling and mythology, while making connection between the film and her arch of the hero’s journey
- Closing: Discuss EQ: How does understanding the stories of our past connect to our appreciation for contemporary natural phenomenons?
Tuesday, August 22
Materials provided by student: The Crucible study guide
- Opening: Answer and discuss EOC/SAT/ACT warm-up question.
- Viewing: The Crucible
- Student Work Session: Students will use their study guide questions to compare events from the written play to events in the film.
- Closing: Discuss EQ: Can one use “creative license” in adaptation, while still staying true to the original?
Handouts provided by teacher: MLA Parenthetical Citation Guide, Synthesis Essay Template
Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, and History Channel’s In Search of History: The Salem Witch Trials viewing guide
- Opening: Answer and discuss EOC/SAT/ACT warm-up question.
- Viewing: The Crucible
- Student Work Session: Write small-group synthesis essay on prompt, based on The Crucible
- Closing: Brief review of expectations and materials need for Thursday’s individual timed synthesis essay
- Out-of-class assignment: Choose one of the following texts, found in Unit 2 of Springboard online) to read and annotate for Thursday’s timed synthesis essay. Complete synthesis outline.
- “Sinners in the Hands of an Angry God,” by Jonathan Edwards
- “The Trial of Martha Carrier,” by Cotton Mather
- “The Lessons of Salem,” by Laura Shapiro
Materials provided by student: The Crucible study guide, “Introduction to the Crucible” reading guide & Cornell Notes,” Miller’s “Why I wrote the Crucible” and questions, “Miller’s Commentary and Reverend Hale” analysis questions, PBS Secrets of the Dead: Witches Curse viewing guide, History Channel’s In Search of History: The Salem Witch Trials viewing guide, and chosen Springboard text
- Opening: Answer and discuss EOC/SAT/ACT warm-up question.
- Student Work Session: Write The Crucible Timed Synthesis Essay (65 min.)
- View Clip: The Simpsons: “Treehouse of Horror VIII ‘Easy Bake Coven’” (Season 9, Episode 4)
- Closing: Discuss the rhetorical power of parody and satire. Remind students of Friday Forum presentations and rhetoric wrap-up assignment (due Friday).
Handouts provided by teacher: Rhetoric Wrap-Up assignment
Materials provided by student: Written deliverables from students presenting today, Friday Forum notes document (completed in class) from all students, Rhetoric Wrap-Up
- Opening: Answer and discuss EOC/SAT/ACT warm-up question. Collect Rhetoric Wrap-Up from last week.
- Student Presentations: Friday Forum.
- Assign next week’s Rhetoric Wrap-Up: “Why I Wrote the Crucible” rhetorical analysis - due Friday, August 25th.
- Writing Lab: Complete technology assignment. Work on USA TestPrep assignment (due 8/28) and Popplet
- Closing: Technology assignment debriefing and questions