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Pre-AP English 2

Pre-AP English
 
Week of September 15-19, 2014

 

Pre-AP English 2

Monday, September 15, 2014

Objective

(Student will…)

  1. cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1
  2. determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.4
  3. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1. use parallel structure L.9-10.1

Class Starter

Complete Apex quiz over Prepositional and infinitive. Depending on mastery-this week will be either a review of participles or move on to participial and gerunds phrase.

Teacher Activities

  1. Allow teams 5 minutes to reconstruct their ideas for presentation.
  2. In small groups ask students to look at the story again and discuss how the story provides a commentary on these situations:
    1. How does “The Lottery” prevent the breakdown of society in this community?
    2. Respond to the roles of the men and women, how the children act, and what the social and business goals are for each facet of this society.
    3. Sacrifice rituals operate on the principle of “scapegoating”. After defining the term, describe how the process of “The Lottery” uses the scapegoat and tell what end is desired. Are there any examples in our current society of using scapegoats?
    4. “The Lottery” has been used to describe the emotions of people in medicine misdiagnosis cases. Draw the parallels between elements in each situation and describe how this can be true.
  3. Have the class report their findings and report back to the class. Encourage discussion and full explanations of each report.

Student Activities

  1. Meet in groups
  2. In small groups ask students to look at the story again and discuss how the story provides a commentary on these situations:
    1. How does “The Lottery” prevent the breakdown of society in this community?
    2. Respond to the roles of the men and women, how the children act, and what the social and business goals are for each facet of this society.
    3. Sacrifice rituals operate on the principle of “scapegoating”. After defining the term, describe how the process of “The Lottery” uses the scapegoat and tell what end is desired. Are there any examples in our current society of using scapegoats?
    4. “The Lottery” has been used to describe the emotions of people in medicine misdiagnosis cases. Draw the parallels between elements in each situation and describe how this can be true.
  3. Have the class report their findings and report back to the class. Encourage discussion and full explanations of each report.

Assessment/Evaluation

Quiz: Prepositional and Infinitive Phrases, group presentation

Homework

Continue reading “There Will Come Soft Rains” and “Searching Summer”

Academic Vocabulary

theme, scapegoating, infinitive, prepositional

Pre-AP English 2

Tuesday, September 16, 2014

Objective

(Student will…)

  1. cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1
  2. determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.4
  3. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. use parallel structure L.9-10.1

Class Starter

 

Teacher Activities

  1. On the board, write the following statements:
    1. Technology will be the salvation of humankind
    2. Technology will be the destruction of humankind
  2. Students will individually pick the statements that they believe to be most true and complete a fast write in which they explain/support the assertion they selected. 5-8 minutes
  3. Teacher will facilitate a debate of the students’ thinking in response to the fast write
    1. Have all students get up and pick a side that agrees with their position.
    2. Play Devil’s advocate and argue with the students

Student Activities

  1. Read the following statements:
    1. Technology will be the salvation of humankind
    2. Technology will be the destruction of humankind
  2. Individually pick the statement that you believe to be most true and complete a fast write in which you explain/support the assertion you believe. 5-8 minutes
  3. Teacher will facilitate a debate of the students’ thinking in response to the fast write
    1. Get up and pick a side that agrees with your position.
    2. Play Devil’s advocate and argue with the teacher

Assessment/Evaluation

Debate

Homework

 

Academic Vocabulary

theme, scapegoating, infinitive, prepositional



Pre-AP English 2

Wednesday, September 17, 2014

Objective

(Student will…)

  1. cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1
  2. determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.4
  3. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

use parallel structure L.9-10.1

Class Starter

 

Teacher Activities

  1. Play the introduction video over the Gerund and Participial phrases
  2. Continue teaching phrases with Apex Tutorial.
    1. Select English 10 tutorial
    2. Unit 13 Sentence Structure
    3. Lesson: Gerund and Participial phrases
  3. If time, use the Try It to determine mastery of skill

Student Activities

  1. Watch the introduction video over the Gerund and Participial phrases
  2. Continue learning phrases with Apex Tutorial.
    1. Select English 10 tutorial
    2. Unit 13 Sentence Structure
    3. Lesson: Gerund and Participial phrases
  3. If time, use the Try It to determine mastery of skill

Assessment/Evaluation

Apex lesson,

Homework

Gerunds and Participial Phrases

Academic vocabulary

gerunds, participial phrase

Pre-AP English 2

Thursday, September 18, 2014

Objective

(Student will…)

  1. cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1
  2. determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.4
  3. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    1. use parallel structure L.9-10.1

Class Starter

 

Teacher Activities

  1. In small groups, have students read the Sara Teasdale poem, “There will come soft rains” and discuss the question: “How does the poet imagine nature would respond to the eradication of humankind?”
  2. Students complete a compare/contrast chart on board of the post-humankind images in the poem versus the short stories.
  3. Introduce the Writing Workshop on Argument using Power Notes

Student Activities

  1. In small groups, read the Sara Teasdale poem, “There will come soft rains” and discuss the question: “How does the poet imagine nature would respond to the eradication of humankind?”
  2. Students complete a compare/contrast chart on board of the post-humankind images in the poem versus the short stories.
  3. Introduce the Writing Workshop on Argument using Power Notes

Assessment/Evaluation

Apex quiz preposition and infinitive, participation, and discussion

Homework

Brainstorm for the writing workshop

Academic vocabulary

theme , scapegoating, infinitive, prepositional

Pre-AP English 2

Friday, September 19, 2014

Objective

(Student will…)

  1. cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.1
  2. determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone RL.9-10.4
  3. demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. use parallel structure L.9-10.1

Class Starter

 

Teacher Activities

  1. Review participial phrase work
  2. Proctor vocabulary review game
  3. Distribute and monitor vocabulary unit 3

Student Activities

  1. Review participial phrase work
  2. Play vocabulary review game
  1. Distribute and monitor vocabulary unit 3

Assessment/Evaluation

Greek and Latin Root words Unit 3 Quiz

Homework

???? Read Something-anything

Academic Vocabulary

 

 

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