Dual Elective - Quarter 1
Week 4
Monday, January 23
Establish
SWBAT
Engage
Evaluate
Tuesday, January 24
Establish
SWBAT understand Puritanism and
Engage
- View clips of "The Witch"
-
Evaluate
Wednesday, January 25
Establish
SWBAT
Engage
Evaluate
Thursday, January 26
Establish
SWBAT
Engage
Evaluate
Friday, January 27
NO SCHOOL
Week 3
Week 2
Monday, January 9
Establish
SWBAT
Engage
Evaluate
Tuesday, January 10
Establish
SWBAT
Engage
Evaluate
Wednesday, January 11
Establish
SWBAT
Engage
Evaluate
Thursday, January 12
Establish
SWBAT
Engage
Evaluate
Friday, January 13
Establish
SWBAT
Engage
Evaluate
Week 1
Monday, January 2
NO SCHOOL
Tuesday, January 3
Establish
SWBAT analyze maxims
Engage
- Bellwork: have you ever come across a quote that has stuck with you in some way? What was the quote? Why did it stick with them? What does the quote have to do with them?
- Students analyze maxims, choose one you like the most
- Students go over the following stations (using handout) and use their chosen quote for the activities:
Evaluate
- Participation
Wednesday, January 4
Establish
SWBAT analyze maxims
Engage
- Variety of activities depending on period
Evaluate
- Written work
- Participation
Thursday, January 5
Establish
SWBAT develop character essay
Engage
- Bellwork:
- Work on character essay
Evaluate
- Written work
- Participation
Friday, January 6
Establish
SWBAT develop character essay
Engage
- Bellwork:
- Work on character essay
Evaluate
- Written work
- Participation
Character Essay DUE Monday, January 9
Monday, January 23
Establish
SWBAT
Engage
Evaluate
Tuesday, January 24
Establish
SWBAT understand Puritanism and
Engage
- View clips of "The Witch"
-
Evaluate
Wednesday, January 25
Establish
SWBAT
Engage
Evaluate
Thursday, January 26
Establish
SWBAT
Engage
Evaluate
Friday, January 27
NO SCHOOL
Week 3
Week 2
Monday, January 9
Establish
SWBAT
Engage
Evaluate
Tuesday, January 10
Establish
SWBAT
Engage
Evaluate
Wednesday, January 11
Establish
SWBAT
Engage
Evaluate
Thursday, January 12
Establish
SWBAT
Engage
Evaluate
Friday, January 13
Establish
SWBAT
Engage
Evaluate
Week 1
Monday, January 2
NO SCHOOL
Tuesday, January 3
Establish
SWBAT analyze maxims
Engage
- Bellwork: have you ever come across a quote that has stuck with you in some way? What was the quote? Why did it stick with them? What does the quote have to do with them?
- Students analyze maxims, choose one you like the most
- Students go over the following stations (using handout) and use their chosen quote for the activities:
- Station One: Yoda-cize: Have students change the syntax of a quote to match the way Yoda would say it (e.g., cannot hold a man down without staying with him you must).
- Station Two: Tweet It: Have students summarize the quote in 140 characters. They must also add a hashtag to the quote
- Station Three: Pictionary: Have students describe what the quote means using non-linguistic representations
- Station Four: Quote Comparison: Compare the following quotes:
"We live in a culture that discourages empathy. A culture that too often tells us our principal goal in life is to be rich, thin, young, famous, safe, and entertained" - Barack Obama
"Love and compassion are necessities, not luxuries. Without them humanity cannot survive" - Dalai Lama
"I believe empathy is the most essential quality of civilization" - Roger Ebert
"I think we all have empathy. We may not have enough courage to display it" - Maya Angelou
"To perceive is to suffer" - Aristotle
How are these quotes similar in meaning? What is different about the ideas behind these quotations? - Station Five: Hashtag. Make a list of hashtags for your quote.
- Station Six: License plate: Create a license plate that captures the idea of a quote
- Station Seven: Research It: Have students use a computer (or their phones) to research the person who said the quote. What was happening in their life? In the world?
- You will have 5 minutes to do the task (talking and rotating).
- Decide which partner will go first. When the teacher says “go,” that person should talk for the entire minute about one of the eight quotes, while the other partner silently takes notes.
- The speaking partner should first tell what the quote means, putting it into his or her own words.
- Next, this same partner should react to the quote, saying whether he or she agrees or disagrees with it. - Finally, the speaking partner should verbally brainstorm all the connections between this quote and as many aspects of life — today, at the time it was coined, or for the future — as possible. This may mean describing how the quote might apply to literature, popular culture, current events, history or the speaker’s own life experience. - After two minutes, time is called and partners reverse the roles.
- Decide which partner will go first. When the teacher says “go,” that person should talk for the entire minute about one of the eight quotes, while the other partner silently takes notes.
Evaluate
- Participation
Wednesday, January 4
Establish
SWBAT analyze maxims
Engage
- Variety of activities depending on period
Evaluate
- Written work
- Participation
Thursday, January 5
Establish
SWBAT develop character essay
Engage
- Bellwork:
- Work on character essay
Evaluate
- Written work
- Participation
Friday, January 6
Establish
SWBAT develop character essay
Engage
- Bellwork:
- Work on character essay
Evaluate
- Written work
- Participation
Character Essay DUE Monday, January 9