Pre-AP English 2

                                   Pre-AP English 2
                                          
Week of December 5-9, 2016

Unit 1 Standards

RL.9-10.6, RI.9-10.4, RI.9-10.7, W.9-10.6, W.9-10.7, W.9-10.2a-e, SL.9-10.2, SL.9-10.5, L.9-10.1a,b, L.9-10.3a

 

Key Ideas and Details:

1.      Through reading Tan's The Joy Luck Club, students will gain a better understanding of some important ideas presented in the book, such as Chinese customs and superstitions, learn some difficulties and joys associated with mother/daughter relationships, see how the generation gap can sometimes make communication between people difficult, to understand the four mothers and four daughters better through a series of sixteen stories told from various points of view 

2.      Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.

3.      Students will have the opportunity to express their personal opinions on the aforementioned themes.

4.      Students will be given the opportunity to practice reading aloud and silently to improve their skills in each area.

5.      Students will answer questions to demonstrate their knowledge and understanding of the main events and characters in The Joy Luck Club.

6.      Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons prepared for use in conjunction with the novel.

7.      The writing assignments in this unit are geared to several purposes:

a.      To have students demonstrate their abilities to inform, to persuade, or to express their own personal ideas Note: Students will demonstrate ability to write effectively to inform by developing and organizing facts to convey information. Students will demonstrate the ability to write effectively to persuade by selecting and organizing relevant information, establishing an argumentative purpose, and by designing an appropriate strategy for an identified audience. Students will demonstrate the ability to write effectively to express personal ideas by selecting a form and its appropriate elements.

b.      To check the students' reading comprehension

c.       To make students think about the ideas presented by the novel

d.      To encourage logical thinking

e.       To provide an opportunity to practice good grammar and improve students' use of the English language.

8.      Students will read aloud, report, and participate in large and small group discussions to improve their public speaking and personal interaction skills.

Pre-AP English 2

Monday,  December 5, 2016

Objective

(Student will…)

1.      understand the themes and issues that arise in the two assigned chapters as well as connecting them to their own lives

2.      practice multiple choice AP questions

Class Starter

Phrases and clauses

Teacher Activities

1.      Have students take out their practice AP multiple choice quiz.

2.      Check work for annotations and reasoning Review answers. Discuss both reasons why and why not.

3.      Distribute 2nd AP multiple choice quiz. Remind students this is for an actual grade, not just participation.

Student Activities

4.      Have students take out their practice AP multiple choice quiz.

5.      Check work for annotations and reasoning Review answers. Discuss both reasons why and why not.

Distribute 2nd AP multiple choice quiz. Remind students this is for an actual grade, not just participation.

Assessment/Evaluation

participation and game

Homework

Chapter Seven “Rose Hsu Jordan: Half and Half” p.122-140

Chapter Eight “JingMei Woo: Two Kinds” p.141-155

I will also remind them to do their readings because there will be a quiz the next day

Academic Vocabulary

Symbolism

Resources

Joy Luck Club, enotes Plans over Joy Luck Club  http://education.library.ubc.ca/files/2011/06/11JoyLuckClub.pdf

 Pre-AP English 2

Tuesday, December 6, 2016

Daily Objective

(Student will…)

1.      understand the themes and issues that arise in the two assigned chapters as well as connecting them to their own lives

Class Starter

Clauses and phrases practice

Teacher Activities

1.      We will discuss the chapter and the central themes and issues that arose in it, such as: racism (inter-racial marriages), death, superstition, and identity)

2.      Use the AP question from Prestwick house to review the reading from Chapter 7: Rose Hsu Jordan: Half and Half

Student Activities

1.      We will discuss the chapter and the central themes and issues that arose in it, such as: racism (inter-racial marriages), death, superstition, and identity)

2.      Use the AP question from Prestwick house to review the reading from Chapter 7: Rose Hsu Jordan: Half and Half

Assessment/Evaluation

1.      We will discuss the chapter and the central themes and issues that arose in it, such as: racism (inter-racial marriages), death, superstition, and identity)

2.      Use the AP question from Prestwick house to review the reading from Chapter 7: Rose Hsu Jordan: Half and Half

Homework

 

Academic Vocabulary

Symbol, analysis

Modifications

Due to having students at multiple levels of second language acquisition (TESOL) and students who need special education modifications, handouts will be available. Lessons will be taught using differentiated instruction and multiple modalities. Extra time is allowed as according to IEP, and mentors will be assigned to help language learners who are struggling.

Pre-AP

English 2

Wednesday, December 7, 2016

Objective

(Student will…)

1.      understand the themes and issues that arise in the two assigned chapters as well as connecting them to their own lives through the writing of the journal

2.      understand the criteria for their mini-assignment #3, which is a tableau

3.      study one of the characters in depth for their character sketch activity

Class Starter

Phrases and clauses

Teacher Activities

1.      Have the students write in their journal about their own relationship, you can choose either your parent(s), or another relative or friend who has played a parental role in your life.

a.       Discuss the conflicts that arose, and how/if they were resolved. –

b.      As students are writing, I will walk around the class to monitor them.

c.       I will collect these journals to mark, and will hand them back the following day

We will discuss this chapter and the themes and issues that arise in it such as: external conflict (marital relationship between Lena and Harold, and the relationship between Lena and her mother)

Student Activities

1.      Write in your journal about your own relationship, you can choose either your parent(s), or another relative or friend who has played a parental role in your life.

a.       Discuss the conflicts that arose, and how/if they were resolved. –

b.      As students are writing, I will walk around the class to monitor them.

c.       I will collect these journals to mark, and will hand them back the following day

Discuss this chapter and the themes and issues that arise in it such as: external conflict (marital relationship between Lena and Harold, and the relationship between Lena and her mother)

Assessment/Evaluation

practice, participation

Homework

 

Modifications

Due to having students at multiple levels of second language acquisition (TESOL) and students who need special education modifications, handouts will be available. Lessons will be taught using differentiated instruction and multiple modalities. Extra time is allowed as according to IEP, and mentors will be assigned to help language learners who are struggling.

Pre-AP English 2

Thursday, December 1,  2016

Objective

(Student will…)

1.      understand the themes and issues that arise in the two assigned chapters as well as connecting them to their own lives through the writing of the journal

2.      understand the criteria for their mini-assignment #3, which is a tableau

3.      study one of the characters in depth for their character sketch activity

Class Starter

Clauses and Phrases

Teacher Activities

1.      We will discuss this chapter “Lena St. Clair: Rice Husband” and the themes and issues that arise in it such as: external conflict (marital relationship between Lena and Harold, and the relationship between Lena and her mother)

2.      We will then discuss “Waverly Jong: Four Directions” and the themes and issues that arise in it such as: external conflict and inner conflict (Waverly’s relationship with her mother)

Student Activities

1.      We will discuss this chapter “Lena St. Clair: Rice Husband” and the themes and issues that arise in it such as: external conflict (marital relationship between Lena and Harold, and the relationship between Lena and her mother)

2.      We will then discuss “Waverly Jong: Four Directions” and the themes and issues that arise in it such as: external conflict and inner conflict (Waverly’s relationship with her mother)

Assessment/Evaluation

Participation

Homework

 

Academic vocabulary

identity, symbolism

Modifications

Due to having students at multiple levels of second language acquisition (TESOL) and students who need special education modifications, handouts will be available. Lessons will be taught using differentiated instruction and multiple modalities. Extra time is allowed as according to IEP, and mentors will be assigned to help language learners who are struggling.

Pre-AP English 2

Friday, December 2, 2016

Objective

(Student will…)

1.      understand the themes and issues that arise in the two assigned chapters as well as connecting them to their own lives through the writing of the journal

2.      understand the criteria for their mini-assignment #3, which is a tableau

3.      study one of the characters in depth for their character sketch activity

Class Starter

Clauses and Phrases

Teacher Activities

1.      I will split the class into 6 groups

a.       Each group will choose one of the characters in Chapters 9 or 10

2.      Next, they will write a character sketch of them. They can include: Visual pictures as representations as well

3.      They can have today and be ready to present on Monday.

Student Activities

1.      I will split the class into 6 groups

a.       Each group will choose one of the characters in Chapters 9 or 10

2.      Next, they will write a character sketch of them. They can include: Visual pictures as representations as well

3.      They can have today and be ready to present on Monday.

Assessment/Evaluation

Participation and journal

Homework

Chapter Eleven “Rose Hsu Jordan: Without Wood” p.206-220

Chapter Twelve “Jing-Mei Woo: Best Quality” p.221-236

Academic Vocabulary

Annotation, culture, narration, context

Differentiating Instruction

In my classroom, I have used several different methods for differentiating instruction. I have used reading quizzes that are in the form of open ended responses. Some students focus more on certain aspects of reading than others, and the open ended response format allows for that to occur. For instance, one student might concentrate more on imagery, while another student might have a greater interest in character motivations. Both of these students can do fine on this exam, because as long as they have the same bare bones, then they receive credit.

 

However, because they are given freer rein in their responses, they can also further explore the avenues in which they are most drawn to as independent learners. I have also had many student lead discussions. I have tried both reading circles (and book clubs) and Socratic seminars. Both of these activities allow students the opportunities to explore their thoughts about course content in more depth. With the reading circles, students may choose from different rules (director, connector, illustrator, etc.) that adhere to the diverse learning modalities of the students. For the Socratic seminar, students are encouraged to write their own questions for a given part of a text. Similar to the above mentioned reading quiz, this activity provides students the opportunity to further explore their own avenues of thought, while still addressing the necessary content.

 

 

 

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