Today we met in the Little Theater with school counselors for CCR (College and Career Readiness) meetings
What do our authors have in common with the others in our groups?
Objective: Students will work collaboratively to synthesize ideas into a coherent presentation. 1. We submitted our Researched Literary Analysis papers, writer's notebooks, hall passes, and any other remaining work. 2. We discussed the requirements for our group presentation assignment, focusing on how we should demonstrate the skill of synthesis. 3. In the library we worked with our groups to begin to plan our presentations. For next time: Meet in the Little Theater for CCR meetings. How can we polish our researched literary analysis papers?
Objective: Students will use evaluation standards to self-evaluate and polish their writing. 1. We reviewed the items that should be included in our writer's notebook for the term 3 notebook check. 2. We worked individually on improving our researched literary analysis paper using self-evaluation checklists. For next time: Submit your Researched Literary Analysis and bring your notebook for notebook checks. Can we synthesize our research and insights into a developed paper?
Objective: Students will develop a paper draft from research notes and an organizational outline. 1. We read and discussed the complete requirements for the Researched Literary Analysis paper. 2. In the computer lab, we worked on developing drafts of our papers. For next time: Complete a full draft of your Researched Literary Analysis. What is a researched literary analysis paper?
Objective: Students will create an outline for a researched literary analysis paper. 1. We completed vocabulary cards for protracted and assuage. 2. Language Lab #31 3. We previewed the requirements for our Researched Literary Analysis paper along with a sample paper. 4. We each checked off our thesis statements with Mrs. Craft and began working on outlines for our papers. For next time: Complete the outline sheet for your Researched Literary Analysis. How do our chosen authors represent or respond to their historical context?
Objective: Students will use print reference sources to research connections between an author and a time period. 1. In the library, we worked with our 20th-century groups using designated print resources to research and share background information about our various time periods. 2. We each then continued researching our individual authors. 3. We submitted our document of 4+ sources and research notes to Mrs. Craft For next time: Complete this thesis statement worksheet. What is literary criticism? How can we find it?
Objective: Students will use online databases to find critical commentary about literary works and authors.. 1. We completed vocabulary cards for laud and tentative. 2. Language Lab #30: Practice parenthetical citation by writing a paragraph that uses quotes from two authors of your assigned era. 3. We reviewed the instructions for Step B of our research project, focusing on using online databases to find critical literary commentary about our author's writing. 4. We used computers to continue researching our individual authors in our library's online databases. For next time: Come ready to finish up author research and turn in your document of sources & notes. How can the insights of others enrich our perspective on our authors?
Objective: Students will find, select, and record sources of information about an author. 1. We completed vocabulary cards for prosaic and obscure. 2. Language Lab #29 3. Writer's Notebook #43 4. We covered the overview for our new 20th century authors unit, focusing particularly on our work for the next few days (Step B). 4. We went to the library and began researching our individual authors. For next time: Gather 3+ sources about your author. How has American culture developed during the 20th century?
Objective: Students will use background knowledge to infer influences on 20th-century literature. 1. We took a vocabulary review quiz over the words we have covered this term. 2. In round-robin groups, we brainstormed what we knew about each decade of the 20th century. 3. In small groups, we chose 2-3 main events or themes of a decade and then inferred how these could affect what writers wrote and how they wrote. 4. We were introduced to our 20th-century literature project and each picked authors to focus on. For next time: Read and annotate your chosen literary piece. How can I write an effective DBQ response?
Objective: Students will plan and compose an on-demand, single-draft essay so that it effectively addresses a required task. 1. As a class, we reviewed the AP grading scale that is used for assessing our DBQ essays and looked at a model student response to our most recent DBQ essay. 2. We individually completed a DBQ (document-based question) essay about My Ántonia. For next time: Come prepared for vocabulary review quiz. |