WEEK 5
Bring Streetcar and In the Lake of the Woods to class Mon.—Wed.
T 1/31—Post your follow-up response to group microlabs to Schoology
Th 2/2—Read/annotate “The Other Woman”; Post your research novel analysis to Schoology
F 2/3—Bring materials for group meeting (directors should provide an agenda; reading coaches should provide discussion questions)
Monday, January 30
Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.
Tuesday, January 31
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Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.
Wednesday, February 1
Learning goal(s): Demonstrate mastery of standards on timed writing assessment.
Standards Addressed: ELACC12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ELACC11-12SL1 a-d. Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.
Thursday, February 2
Learning Goal(s): Cite evidence to support analysis of a short story, relating themes across works.
Standards Addressed: 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.
Friday, February 3
Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties; ELACC12RL2: 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.
Bring Streetcar and In the Lake of the Woods to class Mon.—Wed.
T 1/31—Post your follow-up response to group microlabs to Schoology
Th 2/2—Read/annotate “The Other Woman”; Post your research novel analysis to Schoology
F 2/3—Bring materials for group meeting (directors should provide an agenda; reading coaches should provide discussion questions)
Monday, January 30
- Wrap up conversation on “Dulce Et Decorum Est” and CEI paragraph structure
- Group Microlabs: Apply concepts from How to Read Literature Like a Professor and How to Read Novels Like a Professor to A Streetcar Named Desire and In the Lake of the Woods; conduct a silent discussion within your group then gallery walk to visit and question/comment on other groups. Take a picture of the poster to which you want to respond in a follow-up discussion on Schoology.
Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.
Tuesday, January 31
- Collaborate with peers to develop evidence and interpretation for open FRQ topics using yesterday’s discussion.
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Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties.
Wednesday, February 1
- Review essay topics and pre-writing from previous discussion.
- Compose a response to one of the open prompts from released AP exams.
Learning goal(s): Demonstrate mastery of standards on timed writing assessment.
Standards Addressed: ELACC12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ELACC11-12SL1 a-d. Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.
Thursday, February 2
- Creative Writing: Respond to the prompt based on the story.
- Table for Three: Discuss “The Other Woman”
Learning Goal(s): Cite evidence to support analysis of a short story, relating themes across works.
Standards Addressed: 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.
Friday, February 3
- MCM#1 Prose
- Fun Friday: Critical thinking through analogies
- Group meetings for research novels: collaborate with peers to analyze style in the opening sections of the novel, build community among group members, and plan museum presentations.
Learning Goal(s): Use textual evidence to support your analysis of the explicit and inferred meanings of a novel, including uncertainties; understand that texts may illustrate multiple themes with many implications; understand film as text.
Standards Addressed: ELACC11-12RL1 Cite textual evidence to support analysis of explicit and inferred meanings of a text, including uncertainties; ELACC12RL2: 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.
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