Alliance Cindy and Bill Simon Technology Academy
Digital Agenda- Week 12
Dates: 10/22 – 10/25
Teacher:
Do Now:
Arehart
Date:
Tues 10/22
Subject/Course:
AP
Grade:
12
Posted below
Standard(s): AP Lit-W 1.3 Expository Writing: Students write to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
AP Lit-R 1.1 Close Reading and Analysis: Analyze and interpret samples of poetry and prose, identifying and explaining an author’s use
of literary techniques.
Objective:
Students will generate similarities and differences between two poems in groups.
Students will generate quotes to support the points.
Students will write a compare/contrast extended analysis essay.
Assessment: compare contrast chart with quotes and thesis statement for independent work.
Once approved, begin drafting on googledocs.
DO NOW:
Copy these two thesis statements from US:
In both poems “A Barred Owl” and “the History Teacher,”
adults try to conceal the horror of reality by telling children lies
in hopes of soothing their delicate minds. However, Wilbur and
Collins’ poems differ in structure and tone.
Parents often guide their innocent children to face the world.
Both “A Barred Owl” by Richard Wilbur and “The History
Teacher” by Billy Collins address this topic. In “The Barred
Owl,” Wilbur uses a euphemistic and calm tone to say that
when a child is frightened in the night, comforting words will
send her back to bed. However, in “The History Teacher,”
Collins uses a sarcastic tone to present a teacher who
manipulates the child to believe false facts.
THE SAMPLE “8”
In “A Barred Owl” and “The History Teacher,” two poets
describe efforts by adults to soothe the curiosity and fear of
young children. However, the literary devices used by the two
authors reveal two very different intentions and end results.
Whereas Wilbur uses a simple rhyme scheme, a humorous
tone and juxtaposition of the rational and the absurd to depict
the narrator’s attempt to “domesticate” irrational fears, Collins
uses trivializing diction and other devices to show that the
teacher’s attempt to shield his students from relevant facts and
real-world issues is both ironic and unfruitful.
Whole Class: Finish Presentations
Independent: Write compare/contrast chart
with thesis statement for two poems of choice.
Collaborative: Get approved by one other
student and Mrs. Arehart.
Independent: Begin Drafting.
Teacher:
Arehart
Do Now: posted below
Date:
10/23Wed
Subject/Course:
AP
Grade:
12
Standard(s): AP Lit-W 1.3 Expository Writing: Students write to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
AP Lit-R 1.1 Close Reading and Analysis: Analyze and interpret samples of poetry and prose, identifying and explaining an author’s use
of literary techniques.
Learning Objective (s):
Students will finish drafting their analysis essays in google-docs.
Students will fill out peer sheets with other students who are finished with their first drafts.
Assessment: Drafts.
DO NOW: Sample analyses which need extending.
Peer Sheet Practice – Modeling.
Independent/Collaborative: Students earn peer sheets by finishing their drafts.
Homework: Finish drafting if you haven’t.
Teacher:
Arehart
Do Now: posted below
Date:
10/25Fri
Subject/Course:
AP
Grade:
12
Standard(s): AP Lit-W 1.3 Expository Writing: Students write to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
AP Lit-W 1.5.a Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Learning Objective (s):
Students will revise their essays for development, accuracy, and organization.
Students will fill out peer sheets for one another’s essays.
Assessment: Revisions due by the end of the period for teacher feedback.
BE SURE TO ENTITLE ANOTHER COPY DRAFT2 or YOU WILL LOSE YOUR DRAFT
CREDIT!
DO NOW: Sample analyses which need developing.
Peer Sheet Practice – Modeling.
Collaborative: Students provide feedback on development and organization.
Independent: Revise essays.