Teacher Work Day Monday

1. Teacher Work Day Monday

2. Teacher Work Day Tuesday

3. Hook, Housekeeping, & Homework Wednesday Welcome Back! • What? A new seating chart? Yup, don’t get too comfortable!

4. Past, Present, Future Wednesday • Final assessments & credit for English 3! • Welcome back, returns, goals • Unit 3 Introduction

5. Envisioning My Future Wednesday Colorado Academic Standards 1 Oral Expression & Listening 4 Research & Reasoning Objectives You will be able to reflect on past experiences and determine two specific goals for your future. Essential Questions/Relevance How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Demonstration of Learning (DOL): Specific goals

6. Instruction: Obtain We Do Wednesday After Break Activity • Example: Visited Relatives • Sister in New York • George

7. S.M.A.R.T. Questions… • Specific Does your goal clearly and specifically state what you are trying to achieve? If your goal is particularly large or lofty, try breaking it down into smaller, specific SMART goals. • Measurable How will you (and others) know if progress is being made on achieving your goal? Can you quantify or put numbers to your outcome? • Attainable Is achieving your goal dependent on anyone else? Is it possible to reframe your goal so it only depends on you and not others? What factors may prevent you from accomplishing your goal? • Relevant Why is achieving this goal important to you? What values in your life does this goal reflect? What effect will achieving your goal have on your life or on others? • Time-bound When will you reach your goal? Again, if your goal is particularly large, try breaking it down into smaller goals with appropriate incremental deadlines.

8. Activities: Develop & ApplyWe Do Wednesday • Returns • Based on Semester 1 , write 2 SMART goals for yourself for Semester 2. Consider…. • Attendance/tardies • Homework performance • Timeliness of task completion • Participation • Writing – organization, mechanics/conventions (learning specific rules) • Reading – annotating, completion, choice novels • Overall grade

9. Envisioning My Future Wednesday Colorado Academic Standards 1 Oral Expression & Listening 4 Research & Reasoning Objectives You will be able to reflect on past experiences and determine two specific goals for your future. Essential Questions/Relevance How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like? Demonstration of Learning (DOL): Specific goals

10. Hook, Housekeeping & Homework Thursday Turn to a shoulder partner, and tell a story with these images.

11. Past, Present, FutureThursday • Welcome back • Introduction Unit 3 • Conclude Introduction Unit 3

12. Envisioning My Future Thursday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to review Semester 1 skills (ARG) by reading a poem in order to make predictions about Unit 3.

13. Instruction: Obtain I Do – We Do Thursday Overall Purpose: to review Semester 1 skills and make predictions about Unit 3 by reading a poem. Task A • Locate/have out your Active Reading Guide (Need one?) • Predictions based on the title? “Still I Rise” • Read the poem silently to yourself • Read aloud as a class (2 volunteers, boy & girl) & author http://www.youtube.com/watch?v=JqOqo50LSZ0 http://www.youtube.com/watch?v=7HiE4lt_DUY

14. Instruction: Obtain I Do – We Do – You Do Thursday Purpose: to review annotation. Task B: Annotate the text for Content & Craft Consider: Where does the author use specific, powerful words? Where does the author use simile, metaphor, personification, allusion? Where does the author use imagery (ideas that trigger you to see, hear, smell, taste, touch)? For each stanza, select a specific word, OR figure of speech OR image. Note: You may NOT select the phrase “Still I rise.” Note: What emotions or attitudes do these words, figures of speech, or images create for the reader? What implications or connotations do they have? Feel free to draw a sketch or symbol to the right of each stanza to reinforce the power and message of the poem

15. Instruction: Obtain I Do – We Do Thursday You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? 'Cause I walk like I've got oil wells Pumping in my living room.

16. Instruction: Obtain We Do Thursday Purpose: to draw conclusions about the title’s impact with in the poem. Task C: Consider the effect of the repetition of “I rise” on the content/meanings of the poem: • What does the poet mean, “Still I rise”? • What is the impact of the repetition of this phrase? What effect does it have? What is its purpose? If you are finished with Tasks B & C, find someone else who is also done and share/compare some for your responses.

17. Activities: Develop & ApplyWe Do Thursday Purpose: to gain information about the author in order to determine a connection between the author’s experiences and her writing Task D: • Read about the author • Note: • What words/images support the idea that the author has had a difficult childhood? • What words/images that support the idea of “still I rise”? • Why would someone with such a difficult childhood be able to say “Still I Rise”? • Why would Maya Angelou write this poem?

18. Envisioning My Future Thursday • Colorado Academic Standards • 2 Reading for All Purposes • Literary and historical influences determine the meaning of traditional and contemporary literary texts • Objectives You will be able to review Semester 1 skills (ARG) by reading a poem in order to make predictions about Unit 3.

19. Hook, Housekeeping & Homework Friday Have out the poem from yesterday. Turn to a shoulder partner and review: • What words/images support the idea that the author has had a difficult/negative background? • What words/images support the idea of “still I rise”? • Why would someone with such a difficult past be able to say “Still I Rise”? (negative/positive) • Why would Maya Angelou write this poem?

20. Past, Present, Future Friday • Welcome back, returns, goals • Unit 3 Introduction • Unit 3 Reading 1: Narrative of the Life of Frederick Douglass

21. Envisioning My Future Friday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to make predictions about and identify the enduring understandings, standards, objectives, and assessments for Unit 3.

22. You Do: DOLThursday Task Outcome: Synthesize your thinking in to three statements. 1. What do you see as Angelou’s PURPOSE, INTENDED AUDIENCE, and MAIN IDEA/THEME. Use your ARG and consider the following sentence starters to help you address the prompt. • The purpose of the poem is to ______________. • The primary audience seems to be ____________________ because ______________________________. • The poem conveys the theme that __________________________.

23. You Do: DOL Thursday Find a partner – Come to a Consensus – “Re-write” if needed – Complete #2 Together (on the back of your paper) – Staple – Turn in 2. What key passage (one stanza) best reflects the overall purpose and theme of the poem? Why? • Stanza _______ best reflects this purpose because it shows ________. • The theme is especially revealed through the lines/words _______________ because ___________________________.

24. Review • What specific activities did we complete with the poem “Still I Rise”? • Reading aloud/listening to the poem several times • Annotating for Content & Craft • Connection of title to poem • Author background and implications • Identification of purpose, audience, and theme • Selection of key stanza in the poem to support the theme Writing: Make a prediction about what the new unit we are heading into will be about. • What will we read/study? Why? • What is the theme of the next unit?

25. Instruction: Obtain We Do Friday Purpose: to identify the enduring understandings, standards, objectives, and assessments for Unit 3. Tasks: • Complete the closed notes for Unit 3 • Ask questions, draw conclusions Outcome: an understanding of what we’ll be doing for Unit 3

26. Fill-in-the-Blank Lessons – Past Reading Writing Reasoning Universal – human Literary – informational Memoirs – power – experience – individuals Circumstances – propel – hinder – envision – future Another’s Circumstances – forward – back Now – future Literature Portfolio

27. Envisioning My Future Friday Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts Objectives You will be able to predictions about and identify the enduring understandings, standards, objectives, and assessments for Unit 3. Extension Activity: Write an antonym poem in response to Angelou’s poem. The poem will be based on emotional opposites, negative and positive emotions, such as Losing/Winning (or Winning first, then losing), Failure/Success, Left out/ Chosen, Ugly/Beautiful. Choose one that shows how you sometimes feel. Generate words you can use for each. Then generate a line you can repeat throughout the poem to overcome the negative feelings. Your poem should include elaboration and support such as Angelou demonstrated in her poem.

28. Next Week Colorado Academic Standards 2 Reading for All Purposes Literary and historical influences determine the meaning of traditional and contemporary literary texts 3 Writing and Composition Organizational writing patterns inform or persuade an audience 4 Research & Reasoning Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions Objective: you will be able to Objectives You will be able to read a range of literature to understand important universal themes and the human experience. You will be able to write effective literary and informational compositions. Cite strong and thorough textual evidence Analyze how literary components affect meaning Enduring Understandings/Relevance If you understand how the circumstances of peoples’ lives can positively propel them into their futures or hinder their progress and hold them back, then you will be able to envision and create your own future. Essential Questions How can the circumstances of my life and what I’m surrounded by drive me forward or hold me back? What should I do now in my life to have the kind of future I would like?

29. 10th Standards 1. Oral Expression and Listening 1. Content that is gathered carefully and organized well successfully influences an audience 2. Effectively operating in small and large groups to accomplish a goal requires active listening 2. Reading for All Purposes 1. Literary and historical influences determine the meaning of traditional and contemporary literary texts 2. The development of new ideas and concepts within informational and persuasive manuscripts 3. Context, parts of speech, grammar, and word choice influence the understanding of literary, persuasive, and informational texts 3. Writing and Composition 1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience 2. Organizational writing patterns inform or persuade an audience 3. Grammar, language usage, mechanics, and clarity are the basis of ongoing refinements and revisions within the writing process 4.Research and Reasoning 1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions 2. An author’s reasoning is the essence of legitimate writing and requires evaluating text for validity and accuracy