Note: Despite two lessons missed by the primary teacher (M,T) classes have progressed nicely in composition and essay writing. However the Exit Comp will suffer from being moved back one week in order to add the composition/rewrite lessons. Selling 2 only worked well in the AP and section 3. Was dropped in sections 1,2 due to lack of computers (missing cart D key 3/10-14). The composition value were increased Sections 1/4 were affected by Bill's absence on 3/20 but both sections stayed close to the tracks set out for them. Section 3 advanced to next week, but will make up Q26.
Exit Comp (s)
2 Minute Presentations (AP)
King Lear / Hamlet Introduction, 1, 2
Lessons designed to roll-out the Shakespeare component.
Review of Shakespeare and prior student reads. Why we read Hamlet? Developing a reading schedule -- Review of the mislead, Expostion & Freytags, How to read Shakespeare -- H Ii-iii video review. Double Entry Journal redux.Geography of Elsinore Students added segments: Where does Modern English come from?
Ethan Frome AP Class * Students are handing in completed essays on the coverage question: Which book has better characters: Ethan Frome or Great Gatsby.
Students are selecting next materials: Lear, Death of a Salesman, American Poetry II
Multicultural Unit Students are completing their compositions. Select lesson taken from April Unit. See: Reflection Writing from prior weeks and Reverse Engineering Segments.
Composition Students will combine their reflections and other sources into creating an open ended composition over the course of two lessons with 1 week-end or three day space for final copy. Students are to use one or both winter reading books, the poems from class and the multicultural vocabulary from class and readings.
Reverse Engineering Students will use their 3pp draft to identify the main idea of each paragraph, share and determine what the theme of their composition is. Students will rewrite their introduction and conclusion as well as edit and expand components as appropriate from self evaluation or peer feedback.
Immigration Reading (enrichment/non-fiction) Students will read and group investigate two college level passages that infer Immigration; Vocabulary * Suggested Roles: Vocabulary Developer, Vocabulary Researcher, Question Designer.
Exit Comp Student will have choice between Multiple Choice questions on two of the novels or a critical lens essay using both novels. Both exams will include a controlling idea segment patterned on old English Regents. AP students will have similar comparative essay using point and counter point. Final Form: All students will take Q26 separate from Multiple Choice or Q28. This will expand the time by 25 minutes.
AP * Lear
Gen Ed * Hamlet
American Poetry II (Mid to Late April)
Note: Due to Teacher absence both Composition and AP Essays were extended and expanded with the result of the exit comps appearing on lesson 3 or 4 of this set.
Death of a Salesman
Selling it 2
Poetry and Lyrics
Questions 26 & 28 on Exit Comp
US/Global History Links
Middle Ages (AP)
Where does modern English come from?
Geography of Elsinore (Helsingor)
Parts of a castle
Obama as Claudius vs Putin as Old Fortinbras
Add rewrite of at least one reflection
AP * also add sample journal from Frome