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January 31, 2019

1/31/2019

Objective: I can cite strong and thorough textual evidence to compare a biography of Albert Einsten to “On a Beam of Light” in order to develop my analysis of how valuable visual texts are to our society (RI11-12.1).
Agenda:

Entry Task: Pick up the Biography Comparison sheet from the basket and sit where you can see to take notes and write.
- Answer the questions at the top of the handout
Follow along to the Comparing Text Types slideshow to compare the biography to the children’s book
- Popcorn read Albert Einstein Biography
- Watch the “On a Beam of Light” as it is read to you
Exit Task: Which text form do you value more? Why?

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January 30, 2019

1/30/2019

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Objective: I can cite strong and thorough textual evidence to compare Emily Dickinson’s “We Grow Accustomed to the Dark” in both a traditional and visual format in order to develop my analysis of how valuable visual texts are to our society (RL11-12.1).
Agenda:

Entry Task: Pick up the Poetry Comparison sheet from the basket and sit where you can see to take notes and write.
- Read and annotate the article “We Grow Accustomed to the Dark: Emily Dickinson’s Stunning Ode to Resilience . . .”
- Share out thoughts and ideas from the reading
Follow along to the Comparing Text Types slideshow to compare the traditional poem to a visual one

Exit Task: Which text form do you value more? Why?

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January 29, 2019

1/29/2019

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Objective: I can consider how valuable visual texts are to our society and draft my ideas about the question in a quick write (W11-12.5)
Agenda:

Entry Task: Pick up the comparing texts sheet out and sit where you can see to take notes and write.
- As we view the Visual Texts slideshow take notes in order to show your thoughts on how valuable they are.
Exit Task: Complete the Quick Write to answer: How valuable are visual texts to our society? Turn in for feedback.

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January 28, 2019

1/28/2019

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Objective: I can be (re)aquainted with the procedures and expectations for Mrs. Leonetti's class in order to be successful this semester.
Agenda:

Entry Task: Get a Chromebook and sit where you are comfortable to type. Sign in and wait for further instruction.
Complete the Procedures Scavenger Hunt in Google Classroom (n6x7glr)
- Review your Semester 1 assessments and get organized for Semester 2
Exit Task: Complete notecard with your goal for Semester 2

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January 24, 2019

1/24/2019

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Objective: I can develop and strengthen writing by revising and editing as needed (W11-12.5).
Agenda:

Entry Task: Get out a Chromebook if you used one yesterday or a pen if you hand-wrote your essay.
Look at your writing from yesterday with fresh eyes.
- Take the time to reread what you have written and make changes, additions, or edits.
When you are content with what you have written, turn it back in.
Exit Task: Rest and Reflect--you are ½ way through the year!

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January 23, 2019

1/23/2019

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Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience for the prompt I have selected (W11-12.4).
Agenda:

Entry Task: Get out your annotations, prompt notes, outline, and any other tools you think will be useful to write.
You have the period to write your essay.
- You may type or handwrite depending on your comfort with either.
I know you can do this! Use the outline to guide your writing.
- Don’t give up!
Exit Task: Turn in what you have written along with your annotations and prompt as you have earned extra credit points for both of those!

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January 22, 2019

1/22/2019

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Objective: I can participate effectively in teacher-led discussions in order to get my questions answered about the play as well as building on others’ ideas while expressing my own clearly and persuasively (SL11-12.1)
Agenda:

Entry Task: Sit at the group assigned to the prompt you selected and review your last Group Work Rubric. Make sure you have your lens annotations with you and prompt
Review your feedback on your first body paragraph you outlined.
Review the directions for the outline
- In your group, share ideas about how you are going to address the prompt--which character or symbol will you use?
- Which plot points best support your idea?
- Which annotations best support your idea?
This is your opportunity to flesh out your ideas with other students; I will meet with your group, but you should be driving your own conversation around the prompt.
- If there are lulls in the conversation it should only be because you are writing down ideas
After discussion dwindles, mark, in a different color, how this group work went on the same rubric returned to you.
Outline as much as you can using the template as a guide in order to be prepared to write tomorrow.
Exit Task: Keep your annotations, prompt, and outline in your notebook; turn in your revised group work rubric.

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January 18, 2019

1/18/2019

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Objective: I can watch Act IV-V of Hamlet to have a complete understanding of the play by citing strong and thorough textual evidence to support my ideas about my lens for my final writing (RL11-12.1)
Agenda:

Entry Task: Pick up a copy of the play, so you can cite from the text while you are viewing on your lens annotations.
Watch Act V of Hamlet through end; take notes of any clarifications or answers you see from the film on your lens annotations.
- When over, discuss any questions or clarifications necessary
Read “Gertrude Talks Back”
Introduce and complete activity to develop a deeper understanding of the characters through the feminism view.
Exit Task: Turn in your completed activity and keep your annotations in your notebook.

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January 17, 2019

1/17/2019

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Entry Task: Pick up a copy of the play, so you can cite from the text while you are viewing on your lens annotations.
Watch Act IV of Hamlet (from 1:24); take notes of any clarifications or answers you see from the film on your lens annotations.
- After the death of Ophelia, stop and discuss any questions
Introduce and complete Putting Hamlet on the Couch Activity to develop a deeper understanding of the characters through the psychoanalytical view.
Exit Task: Turn in your completed activity and keep your annotations in your notebook.

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January 16, 2019

1/16/2019

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Objective: I can cite strong and thorough textual evidence to support analysis Act IV; scene vi-vii in order to draw inferences from it and artwork using my selected lens in order to determine my thinking around where the text leaves matters uncertain (RL11-12.1).
Agenda:

Entry Task: Get out your lens annotations and OPTICAL. Sit with your group from yesterday.
- Answer the A and L o the best of your ability. Do not complete C, yet.
Listen Act IV, scene vi-vii (13 min.)
- Add to your annotations as you are listening
In your groups, complete the C of the OPTICAL activity using your lenses to help you
Review the Shmoop of Ophelia in order to have a deeper understanding of this character
- Add any details to your OPTICAL or your lens annotations
If time, complete the Edpuzzle in Google Classroom (5 min.), or this can be an optional assignment.
Exit Task: Turn in your OPTICAL and keep your lens annotations in your notebook.

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