Eng. 10 -
-By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the them.
-Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
-Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Eng. 11
-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Eng. 12
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Mrs. Menard's Lesson Plans for 1/3/18 - 1/5/18
Day |
English 10 |
English 11 |
English 12 |
Learning Outcomes |
Monday |
Tuesday |
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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Wednesday |
Welcome Back!
Complete Worksheets, Pages 14-17. We will be learning about prefixes, suffixes, contractions and compound words. |
Welcome Back!
Hand in an outline for the Macbeth essay. Work on essays. |
Welcome Back!
Work on Research Papers. Rough Draft due date is tomorrow. |
Students will be expected to come to class on time, bring materials to class and complete assignments.
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Thursday |
Be A Better Reader - Lesson 12. Students will read a selection and answer questions dealing with Comprehension, Critical Thinking and Cause and Effect.
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Essay work day!
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Researc Paper work day - Rough draft will be due today. Mrs. Edberg will be in to talk about the Universal Scholarship.
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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Friday |
SSR - Read for 30 minutes and scomplete a summary sheet. Also, students will receive a handout on the SSR Project.
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SSR - Read for 30 minutes and complete sheet .
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Read Chapter 10 of Animal Farm. Discuss the ending.
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Students will be expected to come to class on time, bring materials to class and complete assignments.
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