W September MLA Crash Course

MLA Crash Course September 20, 2013

HOMEWORK Create a Works Cited Page which includes the 5 sources from your proposal.

W September English III Instructional Strategies Who is WS Assignment

D) Students integrate what is learned when using technology with what they learn offline to develop understanding and communication.

WHO IS WILLIAM SHAKESPEARE?

Essay RUBRIC

Film Who is Shakespeare? Articles for Essay

1. Shakespeare's Richard II and the Essex Conspiracy CLICK HERE Evelyn May Albright PMLA , Vol. 42, No. 3 (Sep., 1927), pp. 686-720 Published by: Modern Language Association Article Stable URL: http://www.jstor.org/stable/457398 http://wwws.moreheadstate.edu:2097/stable/457398

2. Skura, Meredith A, and Christine Dymkowski. "Shakespeare the Actor and the Purposes of Playing." The Review of English Studies. 47.186 (1996): 250. Print. CLICK HERE

3. http://www.newyorker.com/humor/2011/11/21/111121sh_shouts_idle 4. http://www.bostonglobe.com/ideas/2013/08/17/coined-shakespeare-think-again/tWFE6b8qTD5gnybL5fOn8H/story.html

W CCR September Instructional Strategies

A) Teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives. Teacher models one on one:

Peer to Peer:

W August Rigor Analogy Practice

E) Curriculum provides opportunities for students to practice 21st century critical thinking, collaboration, creativity, problem- solving and communication skills and to connecttheseto real world experiences. Students worked in small, randomly chosen groups to create analogy strategies and complete over 70, practice Graduate- level analogies! ANALOGY PRACTICE Group Work

Homework: Complete Practice Analogies

W August Student Access English III-honors Independent Assignment

HONORS Independent Assignment for the 1st Nine Weeks:

Assignment Explanation: Student’s completed a mini survey about their major, minor, and career interests. Student novel assignments are above.

Step 1: Read the novel.

Step 2: Journal
Keep a journal as you read (At least 10 entries). Your audience is your peers. Report upon the occurring events, important characters and their motives, new vocabulary, and your own personal reactions. Set up your journal as follows:

DATE: Pages Read:
Sequence of Events:
Characters:
Vocabulary:
Reactions:

Step 3: Prepare a presentation, of your choosing (Power point, prezi, poster, etc.), where you briefly review your text for your classmates. Include key details, interesting occurrences, and an honest judgment of the book. (3-5 minutes).

Step 4: Author Biography
Research, report, and present upon your author. Include interesting facts, biographical information, influences, awards, and other published works. You should prepare a set of note cards for your presentation, which you will turn in. Finally, find a picture of your author to bring to class to show your classmates (of course, you may use the internet).

Step 5: Analytical Literary Essay
Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text.
NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text)
Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor.

RUBRIC

Student Presentations:

Monday, September 23rd

Colton


Kayla


Alex


Kala

August Student Access

C) Teachers instruct the complex processes, concepts and principles of literacy using differentiated strategies that make instruction accessible to all students. Students work individually, in groups, online, etc. in English III- honors. Week 1 Aug. 7-9 Monday the 7th Introduction and Explanation of Syllabus Tuesday the 8th Stem List #21 Words and Meanings Wednesday the 9th What is a Literary Analysis? LINK TO POWER POINT PRESENTATION Students are to take a stand by writing an original thesis statement with three supporting ideas reviewing the structure and subject matter of their chosen text. NOTE: (Literary Structure: the way in which a writer organizes the sequence of events; Literary Subject Matter: all the subjects that an author discusses within a text) Write as a reviewer. Advise other readers of your chosen field to either read or ignore this text when developing their major/ minor. ANALOGY PRACTICE Group Work

Week 2 Monday the 12th: Practice On Demand Writing Points: 50 Distinguished=60/50 Proficient=50/50 Apprentice=35/50 Novice=20/50 Re do= 15 points total Tuedsay the 13th: Complete O.D. Writing SEE RUBRIC HERE Student Work:

Independent Reading Assignment Group Presentation of Analogies Homework: Analogies #1-10 Wednesday the 14th: Group Discussion of Analogies #1-10 Independent Completion of Analogies Thursday the 15th: BINGO [Stem Review #21] Friday: Stem Test #21 Stem Study

Independent Reading Week 3 Monday: My Own Misconceptions (Stem Test #21) Analogy presentations Assigned Analogy Practice #1-35 Due Friday the 23rd Tuesday: Begin Unit 1 Poetry Who is William Butler Yeats?

Assigned Reading "The Stolen Child" Read and prepare for Class Discussion on Thursday WHERE dips the rocky highland Of Sleuth Wood in the lake, There lies a leafy island Where flapping herons wake The drowsy water rats; There we've hid our faery vats, Full of berrys And of reddest stolen cherries. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Where the wave of moonlight glosses The dim gray sands with light, Far off by furthest Rosses We foot it all the night, Weaving olden dances Mingling hands and mingling glances Till the moon has taken flight; To and fro we leap And chase the frothy bubbles, While the world is full of troubles And anxious in its sleep. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Where the wandering water gushes From the hills above Glen-Car, In pools among the rushes That scarce could bathe a star, We seek for slumbering trout And whispering in their ears Give them unquiet dreams; Leaning softly out From ferns that drop their tears Over the young streams. Come away, O human child! To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than you can understand. Away with us he's going, The solemn-eyed: He'll hear no more the lowing Of the calves on the warm hillside Or the kettle on the hob Sing peace into his breast, Or see the brown mice bob Round and round the oatmeal chest. For he comes, the human child, To the waters and the wild With a faery, hand in hand, For the world's more full of weeping than he can understand.

Wednesday: EPREP English Note Cards Unit 1 Vocabulary Thursday: Class discussion "The Stolen Child" with written assignment Friday: Complete Notecards and written assignment Turn in Analogies #1-35 Week 4 The Poetry of Childhood Monday: "Big Wind" by Theodore Roethke Homework: Read the following blog and make a list of interesting details in your journal about the author, Theodore Roethke. http://emlevitt28.blogspot.com/p/david-roethke.html Tuesday: Reading Poetry HOMEWORK: Read "In Flander's Field," and "Prayer..." for class tomorrow. Wednesday: Pair Share

Thursday: Flash Dance Friday: Vocabulary Quiz

September 9-13 William Shakespeare Monday: Essay Assignment Who is William Shakepeare? Are the conspiracy theories true? Tuesday: Essay Format and Assignment Wednesday: Homework, PG 22-232 DUE Shakespeare's Drama Thursday: Poetry Test Complete Film "Searching for Shakespeare" Friday: My Independent Honors Work Literary Anlysis PPT 9/16- 9/20: Library Who is Shakespeare? Articles for Essay 1. Shakespeare's Richard II and the Essex Conspiracy CLICK HERE Evelyn May Albright PMLA , Vol. 42, No. 3 (Sep., 1927), pp. 686-720 Published by: Modern Language Association Article Stable URL: http://www.jstor.org/stable/457398 http://wwws.moreheadstate.edu:2097/stable/457398 2. Skura, Meredith A, and Christine Dymkowski. "Shakespeare the Actor and the Purposes of Playing." The Review of English Studies. 47.186 (1996): 250. Print. CLICK HERE 3. http://www.newyorker.com/humor/2011/11/21/111121sh_shouts_idle 4. http://www.bostonglobe.com/ideas/2013/08/17/coined-shakespeare-think-again/tWFE6b8qTD5gnybL5fOn8H/story.html

August Student Access

B) Students have access and use equipment and materials designed to meet their individual needs as determined by data (e.g., formative assessments). Students read college level texts, used computers with internet access, and created Prezis to communicate their ideas. Formative Assessment: ACT scores Kaitlyn Caseman PREZI Michael Ruark Ape and Essence Sara Cooper Dandelion Wine Connor Burriss The Illustrated Man Day 2 Presentations Lucas Adams The Martian Chronicles PREZI Link http://prezi.com/fwvmi6vqcxzj/present/?follow=pfzqzdoq-x4l&auth_key=rf1h0ve#43_1270154 Chris Martin Brave New World Tiffany Allard Let's All Kill Contance Bessie Beckett Farenheight 451 http://prezi.com/hnbcr8cqlyye/?utm_campaign=share&utm_medium=copy&rc=ex0share