Week 10: October 10-13
Unit 2: A Raisin in the Sun
Unit Objectives:
Students will
- -develop strategies to effectively read drama
- -critique author's purpose by analyzing character development in a text
- -analyze modern social, racial, and gender norms through drama
- -analyze nonfiction and fiction texts for historical context
Essential Questions:
- How is reading a drama different than reading other prose texts?
- How can character development show us an author's purpose in creating a text?
- How have social, racial, and gender norms changed in America in the last 50 years? How have they remained the same?
Tuesday 10/10
Sophomore Seminar |
Wednesday 10/11
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 3 |
Thursday 10/12
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 3 |
Friday 10/13
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 3, Scene 1 |
Week 9: October 3-6
Unit 2: A Raisin in the Sun
Unit Objectives:
Students will
- -develop strategies to effectively read drama
- -critique author's purpose by analyzing character development in a text
- -analyze modern social, racial, and gender norms through drama
- -analyze nonfiction and fiction texts for historical context
Essential Questions:
- How is reading a drama different than reading other prose texts?
- How can character development show us an author's purpose in creating a text?
- How have social, racial, and gender norms changed in America in the last 50 years? How have they remained the same?
Tuesday 10/3
Lesson Objective: Students will read and analyze nonfiction articles addressing the history of housing segregation in urban America Agenda: 1. IRP 2. Housing Segregation article analysis |
Wednesday 10/4
Lesson Objective: Students will visit the Nantes Library in anticipation of their next IRP Agenda: 1. Nantes Library Visit 2. Fan Fiction due TODAY |
Thursday 10/5
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 2 |
Friday 10/6
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 2 |
Week 8: September 26-29
Unit 2: A Raisin in the Sun
Unit Objectives:
Students will
- -develop strategies to effectively read drama
- -critique author's purpose by analyzing character development in a text
- -analyze modern social, racial, and gender norms through drama
- -analyze nonfiction and fiction texts for historical context
Essential Questions:
- How is reading a drama different than reading other prose texts?
- How can character development show us an author's purpose in creating a text?
- How have social, racial, and gender norms changed in America in the last 50 years? How have they remained the same?
Tuesday 9/26
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 1 |
Wednesday 9/27
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 2, Scene 1 |
Thursday 9/28
Lesson Objective: Students will be introduced to their first IRP: Fan Fiction, and will be given time to read/work on their IRP Agenda: 1. IRP 1: Fan Fiction 2. IRP reading/work time |
Friday 9/29
Homecoming- No classes |
Week 7: September 18-22
Unit 2: A Raisin in the Sun
Unit Objectives:
Students will
- -develop strategies to effectively read drama
- -critique author's purpose by analyzing character development in a text
- -analyze modern social, racial, and gender norms through drama
- -analyze nonfiction and fiction texts for historical context
Essential Questions:
- How is reading a drama different than reading other prose texts?
- How can character development show us an author's purpose in creating a text?
- How have social, racial, and gender norms changed in America in the last 50 years? How have they remained the same?
Monday 9/18
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 1, Scene 2 |
Tuesday 9/19
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 1, Scene 2 |
Wednesday 9/20
Lesson Objective: Students will read and analyze two nonfiction texts to prepare for an online discussion of the American Dream Agenda: 1. IRP 2. American Dream article analysis |
Thursday 9/21
Lesson Objective: Students will engage in an online discussion regarding the existence/legitimacy of the concept of the American Dream Agenda: 1. IRP 2. American Dream online discussion |
Friday 9/22
Lesson Objective: Students will be introduced to their first IRP: Fan Fiction, and will be given time to read/work on their IRP Agenda: 1. IRP 1: Fan Fiction 2. IRP reading/work time |
Week 6: September 11-15
Unit 2: A Raisin in the Sun
Unit Objectives:
Students will
- -develop strategies to effectively read drama
- -critique author's purpose by analyzing character development in a text
- -analyze modern social, racial, and gender norms through drama
- -analyze nonfiction and fiction texts for historical context
Essential Questions:
- How is reading a drama different than reading other prose texts?
- How can character development show us an author's purpose in creating a text?
- How have social, racial, and gender norms changed in America in the last 50 years? How have they remained the same?
Monday 9/11
Lesson Objective: Students will obtain background knowledge for the upcoming unit by analyzing the Langston Hughes poem "A Dream Deferred" Agenda: 1. IRP 2. "A Dream Deferred" analysis |
Tuesday 9/12
Lesson Objective: Students will reflect on "A Dream Deferred", and will review norms for reading and analyzing drama in class Agenda: 1. IRP 2. "A Dream Deferred" analysis continued 3. Drama norms |
Wednesday 9/13
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 1, Scene 1 |
Thursday 9/14
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 1, Scene 1 |
Friday 9/15
Lesson Objective: Students will read A Raisin In the Sun and analyze it for social, racial, and gender norms. Agenda: 1. IRP 2. Raisin Act 1, Scene 2 |
Week 5: September 5-8
Unit 1: Intro to SAT/AP Writing
Unit Objectives:
Students will
- -understand the structure and requirements of AP/SAT testing
- -write a timed AP essay
- -create an argument using multiple sources
- -practice close-reading skills/prompt analysis
- -understand how to answer text-dependent questions
Essential Questions:
- How does an author use source material to create an effective argument?
- How do readers identify an author's main argument in nonfiction texts?
Tuesday 9/5
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 6 |
Wednesday 9/6
Lesson Objective: Students will complete their formal source research and begin formatting their final Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source Formatting |
Thursday 9/7
Lesson Objective: Students will complete their formal source research and begin formatting their final Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source Formatting 3. Syn-Q MLA Citations 4. Turn in final projects |
Friday 9/8
Lesson Objective: Students will demonstrate their knowledge of argumentative writing by taking a post-test for Unit 1 Agenda: 1. IRP 2. Syn-Q Post-test |
Week 4: August 28-September 1
Unit 1: Intro to SAT/AP Writing
Unit Objectives:
Students will
- -understand the structure and requirements of AP/SAT testing
- -write a timed AP essay
- -create an argument using multiple sources
- -practice close-reading skills/prompt analysis
- -understand how to answer text-dependent questions
Essential Questions:
- How does an author use source material to create an effective argument?
- How do readers identify an author's main argument in nonfiction texts?
Monday 8/28
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Sources 1&2 |
Tuesday 8/29
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 3 |
Wednesday 8/30
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 4 |
Thursday 8/31
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 5 |
Friday 9/1
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 6 |
Week 3: August 21-25
Unit 1: Intro to SAT/AP Writing
Unit Objectives:
Students will
- -understand the structure and requirements of AP/SAT testing
- -write a timed AP essay
- -create an argument using multiple sources
- -practice close-reading skills/prompt analysis
- -understand how to answer text-dependent questions
Essential Questions:
- How does an author use source material to create an effective argument?
- How do readers identify an author's main argument in nonfiction texts?
Monday 8/21
Lesson Objective: In preparation for their final projects, students will practice crafting an argumentative introduction Agenda: 1. IRP 2. Orwell/Gandhi prompt 3. Argumentative intro writing |
Tuesday 8/22
Lesson Objective: Students will conduct a prompt analysis for AP Synthesis questions, and will be begin to research their final unit project Agenda: 1. IRP 2. Syn-Q prompt analysis 3. Syn-Q creation assignment initial research |
Wednesday 8/23
Lesson Objective: Students will read their Independent reading project books and reflect on their progress Agenda: 1. IRP reading day 2. IRP reading reflection (Google Form) |
Thursday 8/24
Lesson Objective: Students will continue researching for their Syn-Q Creation project, and will formally commit to a topic Agenda: 1. IRP 2. Syn-Q Creation research 3. Syn-Q Creation topic commitment |
Friday 8/25
Lesson Objective: Students will conduct formal source research for their Syn-Q creation project Agenda: 1. IRP 2. Syn-Q Creation Source 1 |
Week 2: August 14-18
Unit 1: Intro to SAT/AP Writing
Unit Objectives:
Students will
- -understand the structure and requirements of AP/SAT testing
- -write a timed AP essay
- -create an argument using multiple sources
- -practice close-reading skills/prompt analysis
- -understand how to answer text-dependent questions
Essential Questions:
- How does an author use source material to create an effective argument?
- How do readers identify an author's main argument in nonfiction texts?
Monday 8/14
Lesson Objective: Students will learn about the AP Syn-Q rubric and self-reflect on their response to an AP-style synthesis question pretest. Agenda: 1. Introduction to synthesis question writing rubric. 2. Syn-Q Pretest self-reflection. |
Tuesday 8/15
Lesson Objective: Students will receive individual feedback on their pretest essays, and will conduct individual source analysis. Agenda: 1. IRP/Individual feedback 2. Syn-Q source analysis |
Wednesday 8/16
Lesson Objective: Students will read and analyze sample Syn-Q prompts to identify commonalities in AP tasks Agenda: 1. IRP 2. Syn-Q prompt analysis |
Thursday 8/17
Lesson Objective: Students will practice building rhetorically strong arguments to respond to AP-style prompts Agenda: 1. IRP 2. Creating Ethos and crafting an argument |
Friday 8/18
Lesson Objective: Students will conduct a prompt analysis for AP Synthesis questions, and will be introduced to their final unit project Agenda: 1. IRP 2. Syn-Q prompt analysis 3. Syn-Q creation assignment |
Week 1: August 7-11
Unit 1: Intro to SAT/AP Writing
Unit Objectives:
Students will
- -understand the structure and requirements of AP/SAT testing
- -write a timed AP essay
- -create an argument using multiple sources
- -practice close-reading skills/prompt analysis
- -understand how to answer text-dependent questions
Essential Questions:
- How does an author use source material to create an effective argument?
- How do readers identify an author's main argument in nonfiction texts?
Monday 8/7
Lesson Objective: Students will review syllabus/classroom expectations, receive the class seating chart, and sign up for Google Classroom. Agenda: 1. Welcome to Mr. Duncan's Classroom 2. Seating Chart 3. Google Classroom signup 4. Syllabus review |
Tuesday 8/8
Lesson Objective: Students will be introduced to the scoring rubrics and writing styles to be used in Honors English 2. Agenda: 1. Introduction to AP testing and scoring rubric 2. AP Breakdown Presentation (Google Classroom) |
Wednesday 8/9
Lesson Objective: Students will take an AP-style synthesis question pretest. Agenda: 1. Introduction to synthesis question writing. 2. Syn-Q Pretest |
Thursday 8/10
Lesson Objective: Students will go to the library as a class to select books for their independent reading projects Agenda: 1. Introduction to Independent Reading Projects (IRP) 2. Book Selection 3. Independent Reading Time |
Friday 8/11
Lesson Objective: Students will take an SRI test to determine Lexile score. Agenda: 1. SRI test (all class) |