English III
Monday, August 30, 2010
Learning Targets
  • I can establish a purpose for reading
  • I can identify main ideas
  • I can identify how subheadings relate to the main idea
  • I can interpret possible influences of historical contexts on literary works.
Independent Work
  • Copy Glossary of Usage Terms
  • Complete Daily Language SkillBuilder
  • Complete Vocabulary Sentence Check #1
  • Read "Between Heaven and Hell" p. 134-136 (Lit. Book)
Guiding Purpose
Review Learning Targets
Interactive Instruction
  • Discuss grammatical rules and examples from Glossary of Usage Terms
  • Correct grammar usage in Daily Language SkillBuilder
  • Discuss correct vocabulary terms (context clues)
  • Discuss purpose, tone, stereotyping ("Between Heaven and Hell")
Tuesday, August 31, 2010
Learning Targets
  • I can understand and appreciate a court transcript
  • I can detect bias in a speaker's language
  • I can identify vocabulary through use of context clues.
  • I can write grammatically correct sentences
  • I can recognize descriptive modes of persuasion such as loaded words.
Independent Work
  • Copy Glossary of Usage Terms
  • Complete Daily Language SkillBuilder
  • Complete Vocabulary Sentence Check #2
  • Read "The Examination of Sarah Good" (Court document, pp. 144-147)
Guiding Purpose
Review Learning Targets
Interactive Instruction
  • Discuss grammatical rule and example from Glossary of Usage Terms
  • Correct Grammar Usage in Daily Language SkillBuilder
  • Discuss Correct Vocabulary Terms (Sentence Ck. #2)
  • Discuss (and note-taking) bias, modes of persuasion, loaded language found in transcript "The Examination of Sarah Good". Identify metaphors in selected piece.
Wednesday, September 1, 2010
Learning Targets
  • I can read and analyze a newspaper article.
  • I can evaluate the credibility of information sources including how the writer's motivation may effect that credibility.
  • I can connect secondary sources to historical contexts.
  • I can distinguish fact from opinion.
  • I can write grammatically correct sentences.
  • I can use identify correcty vocabulary usage by using context clues.
Independent Work
  • Copy Glossary of Usage Terms
  • Complete Daily Language SkillBuilder
  • Test over Vocabulary Chapter 2
  • Read "History Clashes with Commercialism" pp. 150-151 (Lit. book)
Guding Purpose
Review Learning Targets
Interactive Instruction
  • Discuss grammatical rule and example from Glossary of Usage
  • Correct grammar usage in Daily Language SkillBuilder
  • Read through the article ("History Clashes...") with students using a "Facts" and "Opinion" chart to distinguish the bias used in Wilson's word choice regarding the controversy reflected in the article. After identifying facts and opinions from the article, students will determine which side of the argument they would be on if they lived in Salem. What facts and opinions from the article helped you form your opinion?
Thursday, September 2, 2010
Learning Targets
  • I can analyze an 18th-century sermon (Literary Analysis)
  • I can identify and appreciate an author's use of persuasive writing (Literary Analysis)
  • I can analyze emotional language (Active Reading)
  • I can identify correct grammar usage
  • I can identify correct vocabulary usage using context clues.
Independent Work
  • Copy Glossay of Usage Terms
  • Complete Daily Language SkilBuilder
  • Complete Correct Vocabulary Usage
  • Read "Sinners in the Hands of an Angry God" pp. 153-156.
Guiding Purpose
Review Learning Targets
Interactive Instruction
  • Discuss grammatical rule and examples from Glossary of Usage Terms
  • Correct grammar usage in Daily Language SkillBuilder
  • Identify correct vocabulary terms
  • Textproof today's reading ("Sinners in the Hands...") by identifying Edwards's use of imagery, logical appeal, and emotional appealas persuasive techniques
Friday, September 3, 2010
Learning Targets
  • I can analyze an 18th-century sermon.
  • I can identify and appreciate an author's use of persuasive writing (Literary Analysis)
  • I can analyze emotional language (Active Reading)
  • I can identify correct grammar usage
  • I can use vocabulary correctly based on context clues.
  • I can effectively summarize and critique information found in real world writing (newspaper or magazine article)
Independent Work
  • Copy Glossary of Usage Terms
  • Complete Daily Language SkillBuilder
  • Complete Vocabulary Sentence Check #1
  • Draft a letter to Edwards, giving your personal reponse to the religious views presented in his sermon.
Guiding Purpose
Review Learning Targets
Interactive Instruction
  • Discuss grammatical rules and examples from Glossary of Usage Terms
  • Correct Grammar usage in Daily Language SkillBuilder
  • Identify correct vocabulary terms in Sentence Check #1
  • Continue yesterday's lesson with thinking critically about the selection "Sinners in the Hands...". Consider whether Edwards's goal of saving his congregation from eternal damnation justifies his use of language that instills terror.
  • Conference with students as they draft their letter to Edwards.