Week of January 14th

How will the students learn? 

Detail of activities / strategies used to engaged students: 

• Monday: 

• Opening:  What does it meant to be American? Students will name things that are associated with being an American.  
• Work Session - 

• Instruction (I do):  Review Embedded Assessment Review (Springboard pg. 60), Review Unit 1: The American Dream Review/Questions 
• Guided Practice (We do): In pairs students will break down the embedded assessment; As a class, we will discuss the term, “The American Dream” Independent Practice (You do): Students will complete Frayer Model on “The American Dream” 

• Closing:  Partner Share 

• Tuesday: 

• Opening:  Notebook Set-up 
• Work Session - 

• Instruction (I do):  Teacher will explain the concept of Cornell Notes. 
• Guided Practice (We do): Review Unit 1 Vocabulary; as a class we will read “I Hear America Singing” and “ I, Too, Sing America” in the Springboard books. 
• Independent Practice (You do): Students will take notes on Unit 1 Vocabulary, students will complete comprehension questions on the previous poems. 

• Closing:  Review second read questions (comprehension) 

• Wednesday: 

• Opening:  Vocabulary Review 
• Work Session - 

• Instruction (I do):  Teacher introduces “Defining an American” (Springboard) 
• Guided Practice (We do): As a whole class, we will discuss and read “Growing up Asian in America”; “Let America Be America Again” 
• Independent Practice (You do): Second Read questions (pg. 40 & 44) 

• Closing:  Ticket Out the Door 

• Thursday: 

• Opening:  Vocabulary Review 
• Work Session - 

• Instruction (I do):  Teacher will introduce “What IS Freedom?”  
• Guided Practice (We do): As a whole class we will discuss and read, “The Bills of Rights” and “What is Freedom?”  
• Independent Practice (You do): Second Read questions (pg 54 & 57) 

• Closing:  Ticket Out the Door 

• Friday:   

• Opening: TPCAST - “Harlem” - Dream Deferred (Figurative Lang) 
• Work Session - 

• Instruction (I do):  Teacher will introduce the American Dream TL 
• Independent Practice (You do): Students will complete the American Dream TL, Students will take Mini #1 (CTLS) 

• Closing:  Discuss Mini #1 Results

Summer Reading (American Literature)

Summer Reading - AP Literature

12^th: AP Literature:

1.     Read How to Read Literature like a Professor by Thomas Foster

2.     After reading the novel, choose a chapter of the text to apply to your reading of the short stories listed below.  While reading, think about how you can apply the concepts that Foster illustrates in the text to your analysis.  For instance, based on my reading of the chapter “Is that a Symbol?” how can I analyze “A Rose for Emily” for symbolic relevance?  After you have read the short stories, you will write a 2-3 paragraph analysis of each short story applying the information from Foster’s book.  You must use 5 different chapters from the novel (not just the same one over again).

Short Stories:

“A Rose for Emily” by William Faulkner

“Story of an Hour” by Kate Chopin

“A Good Man is Hard to Find” by Flannery O’Conner

“Stranger in the Village” by James Baldwin

“Battle Royal” by Ralph Ellison

Summer Reading - Multicultural Literature

Grade	Book and Author	On-Level Assignment	Honors/AP Assignment
12th	See Specific Course for Reading Titles	Multi Lit: Read each of the four articles and respond by generating a video blog or written blog post, How to Set up a Blog. Article 1: Why the Best Kids Books are Written in Blood by Sherman Alexie Article 2 Why Black Lives Matter (Pick one of the articles from this list to read.) Article 3 Who am I?  Think Again Ted Talk by Hetain Patel Article 4 NPR Race Card Project– Read three of the six word essays and complete one of the summary activities.	Honor’s British Literature: Read Grendel by John Gardner and complete the attached blog assignment. AP Lit: Read How to Read Literature like a Professor AND Complete the assignment listed below.

Nov. 5 -9, 2018

How will the students learn?

Detail of activities / strategies used to engaged students:

·       Monday:

o   Opening:  Students will complete the “L” on their KWL Charts in their notebooks

o   Work Session -

§  Instruction (I do):  Teacher will review peer edit form requirements

§  Independent Practice (You do):

1.       Students will take the UNIT 2 Full assessment

2.       Students will switch peer edit a peer’s essay & begin typing their own final

o   Closing:  Ticket Out the Door -  Students will email me their final draft before leaving class.

·       Tuesday: NO SCHOOL

·       Wednesday:

o   Opening: KWL Chart: Point of View, Unit 3 Intro: Pursuit of Happiness

o   Work Session -

§  Instruction (I do):  Teacher will review/teach Point of View: First, Second, Third Person (Powerpoint)

§  Guided Practice (We do): Students will break into groups of 4-5 and review various reading excerpts around the classroom to determine which point of view is being used.

§  Independent Practice (You do): As a group, students will complete Point of View form that allows students to write down which point of view was used in each excerpt along with an explanation. Students must be able to justify their answers.

o   Closing:  Ticket Out the Door –

·       Thursday:

o   Opening: Do’s & Don’ts of Presenting (Brainstorm)

o   Work Session -

§  Instruction (I do):  Teacher will talk to students about the do’s and don’ts of presenting

§  Guided Practice (We do):

1.       BRAINPOP (Point of view) Video/Quiz

2.       Class will review the presentation grading rubric that each of the students will have to complete for each presenter

§  Independent Practice (You do): Students will begin completing the presentation form for each student. Students will each of their peers a “Glow & Grow” comment.

o   Closing:  Ticket Out the Door – Presentation Feedback

·       Friday:

o   Opening:

o   Work Session -

§  Guided Practice (We do): Class will review the presentation grading rubric that each of the students will have to complete for each presenter

§  Independent Practice (You do): Students will continue completing the presentation form for each student. Students will each of their peers a “Glow & Grow” comment.

o   Closing:  Ticket Out the Door – Presentation Feedback