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Georgia teachers share their experiences with CCGPS implementation.

Georgia DOE

on 3 December 2012

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What are Matt's instructional goals for these lessons and how will they be assessed? Next Matt examined rhetorical devices and figurative language, guiding his students to understand how the author makes meaning. How did Matt approach the teaching of close reading and annotation? Output Let's walk through some student work with Matt... COMMON CORE TOOLS
GRADE 11 With Daniel Rock, ELA/Literacy Program Specialist and
Matt Johnson, Instructor of American Literature,
Rockmart High School, Rockmart, Georgia Focus Standards:
ELACC11-12RI8: Delineate and evaluate the reasoning in seminal U.S. texts...
ELACC11-12RI6: Determine an author’s point of view or purpose in a text...

Students will examine deeper nuances of persuasion, both implicit and explicit.

Summative assessment is an analysis essay, examining the HOW and the WHY.

A true PERFORMANCE TASK requiring an individual approach, personal connection to the text, and unique examples supporting claims. Matt teaches several preps at Rockmart High School, including intro Lit Comp and AP classes. Today he'll be talking to us about his 11th Grade American Literature class... WELCOME MATT! * Matt looked for thematic
connections among texts.

* Texts were appropriately
complex and of literary merit.

* The synthesis of a variety of
literary and informational
texts in analysis provides
good practice for the PARCC
assessment prototypes. How does Jonathan Edwards persuade his audience in his sermon, “Sinners in the Hands of an Angry God?” Analyze which persuasive techniques you believe would have been most successful with Edwards’ Puritan audience in Colonial America. Use direct evidence from the text to examine Edwards’ use of figurative language and rhetorical devices in your analysis. Things to Notice:
* Matt dedicated several class periods to close reading,
conducting several readings for specific purposes.
* He provided a graphic organizer guiding students towards
appropriate annotations.
* Matt modeled the annotating and note-taking processes,
using a simpler text as a stepping stone.
* Organizers helped to consolidate and clarify ideas and
helped students to begin to accumulate quotes to use
in their essays. Remember this? Check out the handout on "annolighting"
included in the documents for download
with this webcast...
* Scaffold note-taking and
annotation with graphic
organizers, note-taking
strategies such as Cornell
Notes, Double-Entry
Journals, Annolighting, etc. * Model, model, model.
* Guide students on some
specific types of rhetoric
for which to look. * Examine examples together:
Why does Edwards personify
hell as having a "gaping
* Model the cognitive process
without feeding answers.
* Read and re-read for specific
* Help students understand
the interplay of various
literary elements. So, to recap: Coming up: Matt will introduce his students to one of the most important concepts in American Literature and AP Language: The Rhetorical Triangle In closing, Matt shares his rubric and final thoughts
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