English 3 – Week of September 18, 2017

9/18 Monday – Learning Target: I will review and check for understanding, act 1, scene 1.3 of Fences. Agenda – 1) JOURNAL #10: TBA, 2) view Fences, 3) study questions for 1.3 of Fences.

9/19 Tuesday – Learning Target:I will review and check for understanding, act 1, scene 1.3 of Fences Agenda – 1) JOURNAL #11: TBA, 2) in class reading 1.4 of Fences.

9/20 Wednesday (minimum day) – active reading, book report is due 9/29 on Google Classroom.

9/21 Thursday – Learning Target: I will continue to analyze the rising action of Fences, focusing on act 1, scene 4. Agenda – 1) JOURNAL #12: TBA, 2) in class reading of act 1, scene 4 and 5 if time; 3) study questions for this section. Start in class, finish for homework.

9/22 Friday – Learning Target: I will continue to analyze the rising action of Fences, focusing on act 1, scene 4. Agenda – 1) JOURNAL #13: TBA, 2) view Fences.

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AP English 3 – Week of September 18, 2017

9/18 Monday – Learning Target: I will synthesize my notes and annotations on JFK’s inaugural address to write a thorough and thoughtful rhetorical analysis. Agenda – 1) JOURNAL # 10 – TBA,  2) in class editing of rough draft #1.

HW: Revise/rewrite rough draft for tomorrow.

9/19 Tuesday – Learning Target: I will synthesize my notes and annotations on JFK’s inaugural address to write a thorough and thoughtful rhetorical analysis. Agenda – 1) JOURNAL # 11 – TBA,  2) in class editing of rough draft #2.

HW: FINAL DRAFT DUE TONIGHT ON GOOGLE CLASSROOM (11:59 PM).

9/20 Wednesday (minimum day) – active reading. Book report #1 due next Friday!

9/21 Thursday -TBD.

9/22 Friday – TBD.

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AP English 3 – Week of September 11, 2017

9/11 Monday – Learning Target: I will focus on the rhetorical strategies of JFK’s Inaugural Address, January 20, 1961. Agenda – 1) JOURNAL #7: TBA, 2) You tube clip and in class reading of JFK’s address from pages 69-72 of The Language of Composition with annotations, referencing the glossary on pages 78-80. 3) Pairs will share results.

HW: Add to the glossary in your notebook, terms from 78-80. Due tomorrow.

9/12 Tuesday – Learning Target: I will continue to focus on the rhetorical strategies of JFK’s Inaugural Address, January 20, 1961. Agenda – 1) JOURNAL #8, 2) pairs or groups of three will answer questions 1-13 on pages 72, 73 of The Language of Composition. 3) whole class discussion.

9/13 Wednesday (minimum day) – active reading. First book report is due on September 29.

9/14 Thursday – Learning Target: I will continue to focus on the rhetorical strategies of JFK’s Inaugural Address, January 20, 1961. Agenda – 1) JOURNAL #9, 2) Groups of 2 or 3 will answer assigned questions on pages 72, 73. 3) If time, groups will share their findings with the class while the others take notes in preparation for the rhetorical analysis.

9/15 Friday – Learning Target: I will continue to focus on the rhetorical strategies of JFK’s Inaugural Address, January 20, 1961. Agenda – 1) JOURNAL #10, 2) If needed, we will continue what we started yesterday. 3) If not, students will begin a draft of the rhetorical analysis. Typed first draft due in class Monday for peer editing.

 

 

 

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English 3 – Week of September 11, 2017

9/11 Monday – Learning Target: I will review and check for understanding, act 1, scene 1 of Fences. Agenda – 1) JOURNAL #7: TBA, 2) review of the weekend’s homework; 3) in class reading of act 1, scene 2 of Fences.

9/12 Tuesday – Learning Target: I will analyze how Fences translates to film, focusing on the sections previously read and discussed in class. Agenda – 1) JOURNAL #8: TBA, film version of Fences.

9/13 Wednesday (minimum day) – active reading, book report is due 9/29 on Google Classroom.

9/14 Thursday – Learning Target: I will continue to analyze the rising action of Fences, focusing on act 1, scene 2. Agenda – 1) JOURNAL #9: TBA, 2) in class reading of act 1, scene 2 (pages 21-28); 3) study questions for this section. Start in class, finish for homework.

9/15 Friday – Learning Target: I will continue to analyze the rising action of Fences, focusing on act 1, scene 3. Agenda – 1) JOURNAL #10: TBA, 2) in class reading of act 1, scene 3 (pages 29-40); 3) study questions for this section. Start in class, finish for homework.

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English 3 – Week of September 4, 2017

9/4 Monday – No school. Labor Day.

9/5 Tuesday – Learning Target: I will understand some background and delve into the main themes of Fences.

Agenda – 1) Journal #5 about the nature of fences, literally and metaphorically. 2) in class work on vocabulary, 3) start reading the play.

HW: Finish vocabulary work.

9/6 Wednesday – Active Reading (Book report #1 is due Friday, September 29).

9/7 Thursday – Learning Target: I will analyze and interpret the rising action of Fences

9/8 Friday – SRI testing.

 

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AP English 3 – Week of September 4, 2017

9/4 Monday – No school. Labor Day.

9/5 Tuesday – Learning Target: I will practice annotating the text, focusing on the main ideas of the writer, particularly his thesis and supporting details. Agenda: 1) Journal #5: Goals for the week, 2) In class reading of What White Nationalism Gets Right About American History, focusing primarily on annotating the text and outlining the writer’s main idea/thesis and five supporting details from the text. 3) Groups will work together on this activity. 4) If time, this will be shared whole class.

HW: Revised rhetorical analysis is due tonight at 11:59 PM on Google Classroom.

9/6 Wednesday – Active Reading (Book report #1 is due Friday, September 29).

9/7 Thursday – Learning Target: I will practice annotating the text, focusing on the main ideas of the writer, particularly his thesis and supporting details. Agenda: 1) Journal #6: TBA, 2) With fully annotated article, groups of three will deconstruct What White Nationalism Gets Right About American History, and craft three levels of questions – literal, interpretive and global (five each). This too will be shared as a class.

9/8 Friday -SRI testing.

 

 

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AP English 3 – Week of August 28, 2017

8/28 Monday – Learning Target: I will learn and/or refresh my memory about ethos, logos and pathos and questioning the text. Agenda – 1) From The Language of Composition, in class reading and note taking of pages 7-20, and 44-47, focusing on the following terms: ethos, logos, pathos, counterargument, concession, refutation, polemical, propaganda, polemical, connotation, denotation, metaphor, simile, personification, hyperbole, parallelism, juxtaposition, antithesis; also compound, complex, periodic, cumulative and imperative sentences.

8/29 Tuesday – Learning Target: I will learn and/or refresh my memory about ethos, logos and pathos and questioning the text. Agenda – 1) From The Language of Composition, in class reading and note taking of pages 7-20, and 44-47, focusing on the following terms: ethos, logos, counterargument, concession, refutation, polemical, propaganda, polemical, connotation, denotation, metaphor, simile, personification, hyperbole, parallelism, juxtaposition, antithesis; also compound, complex, periodic, cumulative and imperative sentences.

8/30 Wednesday (minimum day) – First day of Active Reading.

8/31 Thursday – Learning Target: I will practice annotating the text, focusing on identifying the terms learned Monday and Tuesday. Agenda: 1) do now 2) pairs will work on reading and annotating of How to Make Fun of Nazis, focusing primarily on identifying as many of the terms from Monday’s and Tuesday’s reading as possible.

9/1 Friday –Learning Target: I will practice annotating the text, focusing on questioning the text. Agenda: 1) In class reading of What White Nationalism Gets Right About American History, focusing primarily on posing questions for the text. 2) Pairs will work together on this activity.

 

 

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