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Students Who Soar Like Eagles

The function of education is to teach one to think intensively and to think critically.

Intelligence plus character---that is the goal of true education. MLK, Jr.


Teacher: S. Saulsberry

Subject: English 12

Week: February 1-5, 2016

Block: 2nd and 4th





Monday: February 1

Tuesday: February 2

Wednesday: February 3

Thursday: February 4

Friday: February 5

Homework

1. Complete S/V Ag. Ex. 9

2. Read Anthem Chapters 7-9

pp. 68-87 [19 pages] by

THURSDAY, February 4 (Group 4:

2nd BLOCK: Denaris, Nikenya,

Delacia, Kayla, Tiffanie / 4th

BLOCK: Samantha, Portia,

Jazmine, Victoria, Teresa)

SEE ME FOR TEACHING NOTES 

2. Study for tomorrow’s

Macbeth Act III/IV Test


1. Complete S/V Ag. L48-10

2. Read Anthem Chapters 7-9

pp. 68-87 [19 pages] by

THURSDAY, February 4th

3. Study for Friday’s Unit 3 Test

4. Study Macbeth Vocabulary Act

V for next Tuesday’s Test




1. Complete S/V Ag. L48-11

2. Study for Friday’s Unit 3 Test

2. Read Anthem Chapters 7-9

pp. 68-87 by tomorrow

3. Study Macbeth Vocabulary Act

V for next Tuesday’s Test





1. Study for tomorrow’s Unit 3

Test


2. Complete S/V Ag. L48-12

3. Read Anthem Chapters 10-13

pp. 88-103 [17 pages]

by THURSDAY, February 11 (Group



4: 2nd BLOCK: Mircale, Chakhori,

Ashley, Zhada, DeVonte, Zamya /

4th BLOCK: Brian, Allison

4. Study Macbeth Vocabulary Act

V for next Tuesday’s Test


1. Read Anthem Chapters 10-13

pp. 88-103 [17 pages]

by THURSDAY, February 11 (Group

4: 2nd BLOCK: Mircale, Chakhori,

Ashley, Zhada, DeVonte, Zamya /

4th BLOCK: Brian, Allison

SEE ME FOR TEACHING NOTES 

2. Study Macbeth Vocabulary Act

V for Tuesday’s Test

3. Study for next week’s Macbeth Unit

Test & S/V Ag. Test

4. We are one week away from



beginning research





















ACCRS:

RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL 12.1 Cite strong textual evidence

RL 12.2 Determine 2 or more themes and analyze their development

RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

RL. 12.6 Discuss a case where POV means figuring out the real meaning (satire, sarcasm, irony, understatement)

RL 12.7

SL. 12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

SL. 12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b] c. 1.Propel conversations by posing and responding to questions that probe reasoning

Additional Tasks

1. Review S/V Ag. Rules

2. Review for Unit 3 Test



1. Complete Macbeth Act III/IV

Vocabulary Tests

2. Check S/V Ag. Ex. 9

3. Review for Unit 3 Test



1. Check S/V Ag. Ex. L48-10

1. Check S/V Ag. L48-11

1. Complete Unit 3 Test

2. Check S/V Ag. L48-12



Before:

1. Review Macbeth Act III Scene I

1. Review Macbeth Act III

1. Review Macbeth Act IV

1. Complete Anthem Quiz (EDMODO)

1. Review Macbeth Act IV

During:

1. Continue Macbeth Act III Scene II

2. Analyze words for meaning both

literally and figuratively


1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


1. Produce student-centered discussion

Chapters 3-6 plot and literary devices

2. Facilitate a student created novel-

related game



1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


After:

1. Discuss author’s choice in the

development of Act III




1. Discuss author’s choice in the

development of Act III




1. Discuss author’s choice in the

development of Act IV




1. Formulate assessments of their

peers’ presentation (Peer Evaluation)



1. Discuss author’s choice in the

development of Act IV




Desired Outcome:

1. Identity the elements of plot:

Conflict leading to Climax




1. Identity the elements of plot:

Conflict leading to Climax




1. Identity the elements of plot:

Climax



1. Compile info for a formal

presentation

2. Work with peers to formulate

Discussion and a novel-related game



1. Identity the elements of plot:

Climax



Formative /

Summative

1. Google Classroom writing

assignment



1. Socrative Exit Slip

1. Google Classroom writing

assignment



1. Complete Anthem quiz

1. Google Classroom writing

assignment



Higher Order Questions:

Essential question:
1. What is the relationship of the

writer to tradition?




Essential question:
1. What is the relationship of the

writer to tradition?




Essential question:
1. What is the relationship of the

writer to tradition?




Essential Question:

1. How might a dystopia serve our society today?


Developing the Essential Question:

1. Can the government make better choices for the individual than the individual himself?

2. What causes a perfect society to

have dysfunction?



Essential question:
1. What is the relationship of the

writer to tradition?



CARROLL HIGH SCHOOLimage result for lesson plansimage result for eagle

Students Who Soar Like Eagles

The function of education is to teach one to think intensively and to think critically.

Intelligence plus character---that is the goal of true education. MLK, Jr.

Teacher: S. Saulsberry

Subject: English 12 Honors

Week: February 1-5, 2016


Block: 3rd Block





Monday: February 1

Tuesday: February 2

Wednesday: February 3

Thursday: February 4

Friday: February 5

Homework

1. Complete S/V Ag. Ex. 4

2. Read TMOC Chapters 28-32

pp. 162-218 [56 pages]

by THURSDAY, February 4th

(Group 4: Kierra, Kei, Deanna,

Holman, Maekala )

SEE ME FOR TEACHING NOTES 

3. Study for tomorrow’s

Macbeth Act III/IV Test


1. Complete S/V Ag. Ex. 5

2. Read TMOC Chapters 28-32

pp. 162-218 [56 pages]

by THURSDAY, February 4th

3. Study for Friday’s Unit 3 Test

4. Study Macbeth Vocabulary Act

V for next Tuesday’s Test


1. Complete S/V Ag. Ex. 6

2. Study for Friday’s Unit 3 Test

2. Read TMOC Chapters 28-32

pp. 162-218 [56 pages]



by tomorrow

3. Study Macbeth Vocabulary Act

V for next Tuesday’s Test



1. Study for tomorrow’s Unit 3

Test


2. Complete S/V Ag. Review

3. Read TMOC Chapters 33-45

pp. 219-271 [52 pages]

by THURSDAY, February 4th

(Group 5: Devon, Summer, Arabian,

Asia, Brittany )

4. Study Macbeth Vocabulary Act

V for next Tuesday’s Test


1. Read TMOC Chapters 33-45

pp. 219-271 [52 pages]

by THURSDAY, February 4th

(Group 5: Devon, Summer, Arabian,



Asia, Brittany )

SEE ME FOR TEACHING NOTES 

2. Study Macbeth Vocabulary Act

V & S/V Ag. Unit for Tuesday’s Test

3. Study for next week’s Macbeth Unit

Test & S/V Ag. Test

4. We are one week away from



beginning research





















ACCRS:

RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

L. 12.1 Use correct grammar and usage when writing or speaking

L.12.2 Use correct grammar and spelling (punctuation, including hyphen) for writing


RL 12.1 Cite strong textual evidence

RL 12.2 Determine 2 or more themes and analyze their development

RL. 12.3 Analyze author choice regarding the development and elements of a story

RL. 4 Determine the meaning of words/phrases including figurative language as it relates to meaning and tone.

RL. 5 Discuss the author’s choices and how it impacts the overall structure and meaning (aesthetically)

RL. 12.6 Discuss a case where POV means figuring out the real meaning (satire, sarcasm, irony, understatement)

RL 12.7

SL. 12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas

SL. 12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b] c. 1.Propel conversations by posing and responding to questions that probe reasoning

Additional Tasks

1. Review S/V Ag. Rules

2. Review for Unit 3 Test



1. Complete Macbeth Act III/IV

Vocabulary Tests

2. Check S/V Ag. Ex. 9

3. Review for Unit 3 Test



1. Check S/V Ag. Ex. L48-10

1. Check S/V Ag. L48-11

1. Complete Unit 3 Test

2. Check S/V Ag. L48-12



Before:

1. Review Macbeth Act III Scene I

1. Review Macbeth Act III

1. Review Macbeth Act IV

1. Complete TMOC Quiz (EDMODO)

1. Review Macbeth Act IV

During:

1. Continue Macbeth Act III Scene II

2. Analyze words for meaning both

literally and figuratively


1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


1. Produce student-centered discussion

Chapters 28- 32plot and literary

devices

2. Facilitate a student created novel-



related game

1. Continue Macbeth Act IV

2. Analyze words for meaning both

literally and figuratively


After:

1. Discuss author’s choice in the

development of Act III




1. Discuss author’s choice in the

development of Act III




1. Discuss author’s choice in the

development of Act IV




1. Formulate assessments of their

peers’ presentation (Peer Evaluation)



1. Discuss author’s choice in the

development of Act IV




Desired Outcome:

1. Identity the elements of plot:

Conflict leading to Climax




1. Identity the elements of plot:

Conflict leading to Climax




1. Identity the elements of plot:

Climax



1. Compile info for a formal

presentation

2. Work with peers to formulate

Discussion and a novel-related game



1. Identity the elements of plot:

Climax



Formative /

Summative

1. Google Classroom writing

assignment



1. Socrative Exit Slip

1. Google Classroom writing

assignment



1. Complete TMOC quiz

1. Google Classroom writing

assignment



Higher Order Questions:

Essential question:
1. What is the relationship of the

writer to tradition?




Essential question:
1. What is the relationship of the

writer to tradition?




Essential question:
1. What is the relationship of the

writer to tradition?




Developing the Essential Question:

1. How might a the author’s choice of setting, evets, and circumstances influence the work if they were changed?





Essential question:
1. What is the relationship of the

writer to tradition?



CARROLL HIGH SCHOOLimage result for lesson plansimage result for eagle

Students Who Soar Like Eagles

The function of education is to teach one to think intensively and to think critically.

Intelligence plus character---that is the goal of true education. MLK, Jr.

Teacher: S. Saulsberry

Subject: English BLITZ

Week: February 1-5, 2016

Block: SKINNY





Monday: February 1

Tuesday: February 2

Wednesday: February 3

Thursday: February 4

Friday: February 5

ACCRS:















Additional Tasks















Before:

1. Complete group read…

Classworks passage





1. Review Crossed Chapters 41 & 42

1. Read passage independently

1. Work in Classworks (Snapshots)


1. Complete group read…

Classworks passage





During:

1. Analyze text and answer RC

questions



1. Group read Crossed Chapter 43-

44


1. Annotate passage from RC

Worksheet



1. Complete as many skill shots as

possible and seek help when

necessary


1. Analyze text and answer RC

questions



After:

1. Write a summary and share the

main idea



1. Quiz in SOCRATIVE

1. Complete guided questions

that focus on “Context Clues”



1. Examine individual progress of

your differentiated instruction



1. Write a summary and share the

main idea



Desired Outcome:

1. Demonstrate adequate

Comprehension by utilizing

annotation and context clues


1. Examine the author’s choices and

how it impacts the overall

meaning

2. Read a text and determine



meaning based on context clues

3. Read for understanding both

literally and thematically


1. Continue to annotate complicated

texts


1. Work with differentiated activities

to strengthen individual

weaknesses


1. Demonstrate adequate

Comprehension by utilizing

annotation and context clues


Formative /

Summative

1. Review summary and guided questions (RC / Context clues)

1. Quiz in SOCRATIVE

1. Examine graded worksheet f

1. Classworks grades

1. Review summary and guided questions (RC / Context clues)

Higher Order Questions:

1. What are additional ways to approach a difficult text to maximize understanding?

1. How do individual decisions

affect society as a whole?

2. What does the author desire to

convey regarding choice



1. How might interacting with a

written text through annotation

prove to be helpful?


1. How can I work on enhancing my

independent reading skills?



1. What are additional ways to approach a difficult text to maximize understanding?

Homework

1. Your ENTIRE essay is due in

Google Classroom with

corrections BEFORE you

walk in on Friday



1. Your ENTIRE essay is due in

Google Classroom with

corrections BEFORE you

walk in on Friday



1. Your ENTIRE essay is due in

Google Classroom with

corrections BEFORE you

walk in on Friday



1. Your ENTIRE essay is due in

Google Classroom with

corrections BEFORE you

walk in tomorrow







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