Weekly Assignments
NAME: / Dodson-Cook / Week: March 27 / YEAR: / 2017Mon: / 3/27 /
/ Tues: / 3/28 /
/ Wed: / 3/29 /
/ Thur: / 3/30 /
/ Fri: / 3/31 /
Pre-AP English II, Block 1
I can identify common themes in Julius Caesar
I can understand the need for change/revolution / I can identify why Shakespeare wrote JC
I can identify Shakespeare’s sources and inspiration for JC / I can make a claim and provide evidence for that claim / The student can read aloud in parts Act I of Julius / The student can read aloud in parts Act I of Julius
Procedure:
TNReady Bellringer
Teacher PowerPoint on JC
Students will take notes about the themes in Julius Caesar
Students will take notes on famous revolutions
Assessment:
Notes
Students will create a one-page essay about a time they faced change and what happened as a result of that change. / Procedure:
TNReady Bellringer
Teacher PowerPoint on Shakespeare
Students will take notes about Shakespeare/JC based on PowerPoint
Assessment:
Notes
Students will create a one-page essay on the prompt: “Does absolute power corrupt absolutely?” / Procedure: TNReady Bellringer
Instruction: I Can, We Can, You Can lesson on who we believe is a hero and why, using a graphic organizer
Assessment: Short essay on student’s hero / Procedure: TNReady Bellringer
Instruction: Students will choose parts and read Act I of Julius Caesar
Students will answer text-dependent questions about Act I
Students will identify and define difficult vocabulary words from Act I / Procedure: TNReady Bellringer
Instruction: Students will choose parts and read Act I of Julius Caesar
Students will answer text-dependent questions about Act I
Students will identify and define difficult vocabulary words from Act I
Clean-Up: Students will use time leftover to place their writing pieces in their portfolio folders / Exit Ticket: Anything confusing you need resolved by Dr. D.C.? / Exit Ticket: Anything confusing you need resolved by Dr. D.C.?
Assessment: Participation in reading
Completion of Act I questions and vocabulary / Assessment: Participation in reading
Completion of Act I questions and vocabulary
AP ENGLISH LANGUAGE, Block 2
The students can take an average-level test on The Great Gatsby / The students can take an AP-level test on The Great Gatsby / The students can identify the argument/claim of a visual argument presentation / The students can read closely
The students can begin analysis of fictional text for tone (syntax, diction, details, using DIDLS graphic organizer / The students can read closely
The students can begin analysis of fictional text for tone (syntax, diction, details, using DIDLS graphic organizer Day 2
Procedure:
Students take multiple choice test, using scantron sheet. / Procedure:
Students take multiple choice test, using scantron sheet. / Procedure: 1. Each pair will present their visual argument on PowerPoint and the other students will guess at the thesis/argument.
The visual argument that is identified correctly the most will receive extra credit ponts / Procedure: Teacher will guide students through materials found at Virginia Commonwealth University about “The Story of an Hour” in order to analyze a text for tone
This is a guided webquest that will be posted on Edmodo / Procedure: Teacher will guide students through materials found at Virginia Commonwealth University about “The Story of an Hour” in order to analyze a text for tone
This is a guided webquest that will be posted on Edmodo
If time, students will analyze political cartoons / Exit Ticket: What did learn today? / Exit Ticket: What did learn today?
Assessment: Average Test
Students are turning in their visual argument projects / Assessment: AP Test
ID: Words/terms they do not know / Assessment: Presentation and “guessing” / Assessment: Answering of exit ticket and the questions asked by webquest / Assessment: Answering of exit ticket and the questions asked by webquest
Possible quiz over AP exam terms they do not know
AP English Literature, Block 4
Monday – Friday
M - The student can read, annotate, and outline materials on poetry analysis
M- The student can do guided poetry analysis with Walt Whitman’s “When I Heard the Learn’d Astronomer”
T-The student can do independent poetry analysis with “A Poison Tree,” “The Solitary Reaper,” and “The Cambridge Ladies”
W-The student can participate in a teacher-led group discussion about the three independent poetry analysis poems
Th-The students can write a poetry analysis using TPCASTT and the explication handout found on Edmodo.
Friday-The students can take the second poetry analysis terms quiz
Friday-The students can complete and share their poetry analysis essays in a speed dating environment
1