Objective; By the end of class, students will read and analyze text, continue to create timeline and begin to view film.
DO NOW
Vocabulary words -quelled and poised -page 329. Write a sentence for each. This will make a total of 5 words for your quiz on friday.
Direct Instruction
Read and analyze pages 337-341
Continue to develop timeline of events.
Independent
If laptops - Complete TITANTIC PROJECTS if you have not done so. Guideleines on blog from Thursday, May 24.
View beginning of TITANIC.
Complete film review sheets as you view.
Exit Pass
Tuesday, May 28, 2013
Thursday, May 23, 2013
Friday, May 24, Titanic 1 vs Titanic 2
Objective: By the end of class, students will create a powerpoint comparing the TITANIC 1 to TITANIC 2 and continue to extract the timeline of events from text.
DO NOW
Which sentence below is correct? Explain why one is correct and the other is not.
I was ascertained to pass English 2.
I ascertained that my grades were good enough to pass English 2.
Direct Instruction
video of titanic 2
titanic route
Read section 2 of Titanic - pages 334-340 holt text
Continue to create timeline.
Independent
Complete power points from yesterday. Look at yesterday's blog for directions.
Exit Pass
Share on google docs.
DO NOW
Which sentence below is correct? Explain why one is correct and the other is not.
I was ascertained to pass English 2.
I ascertained that my grades were good enough to pass English 2.
Direct Instruction
video of titanic 2
titanic route
Read section 2 of Titanic - pages 334-340 holt text
Continue to create timeline.
Independent
Complete power points from yesterday. Look at yesterday's blog for directions.
Exit Pass
Share on google docs.
Wednesday, May 22, 2013
Thursday, May 23, The Titanic 2
Objective: By the end of class, students will research and compare the old titanic to the new titanic.
DO NOW
Use ASCERTAIN, CORROBORATE AND SUPERLATIVE IN A SHORT PARAGRAPH using context clues. These are the same words from yesterday on page 329 - holt text.
Direct Instruction
Introduce the TITANIC 2.
Click Here ..
Guided / independent
Research the following things about each the original Titanic and the new Titanic 2:
1. Physical, exterior structure - how big, what materials used, layout, etc.
2. How each run - engine type, fuel type, how it works, etc.
3. The interior design - rooms, common areas, dining areas, pools, casinos, etc.
4. Number of passengers
5. Cost to build each ship
6. Cost to buy a ticket to be a passenger on each ship
7. Menu options
8. Organized activities
9. Technological differences
10. Are they really going to simulate the "lower level" accommodations in the new ship? If not, what is the plan?
Include any other interesting information you may discover during your research.
Then, create a power point for your research. Include facts and photos. You must have a minimum of 10 slides and 10 photos. If your technology skills exceed power point and you would like to use a different application, please just ask.
Exit Pass
SAVE ON GOOGLE DOCS AND SHARE WITH ME or drop it in my drop box - click here then ....code = eng1
DO NOW
Use ASCERTAIN, CORROBORATE AND SUPERLATIVE IN A SHORT PARAGRAPH using context clues. These are the same words from yesterday on page 329 - holt text.
Direct Instruction
Introduce the TITANIC 2.
Click Here ..
Guided / independent
Research the following things about each the original Titanic and the new Titanic 2:
1. Physical, exterior structure - how big, what materials used, layout, etc.
2. How each run - engine type, fuel type, how it works, etc.
3. The interior design - rooms, common areas, dining areas, pools, casinos, etc.
4. Number of passengers
5. Cost to build each ship
6. Cost to buy a ticket to be a passenger on each ship
7. Menu options
8. Organized activities
9. Technological differences
10. Are they really going to simulate the "lower level" accommodations in the new ship? If not, what is the plan?
Include any other interesting information you may discover during your research.
Then, create a power point for your research. Include facts and photos. You must have a minimum of 10 slides and 10 photos. If your technology skills exceed power point and you would like to use a different application, please just ask.
Exit Pass
SAVE ON GOOGLE DOCS AND SHARE WITH ME or drop it in my drop box - click here then ....code = eng1
Tuesday, May 21, 2013
Wenesday, May 23, The Titantic
Objective: By the end of class, students will read, summarize and report on sections of the retelling of the Titanic (jigsaw) and learn new vocabulary.
DO NOW
Vocabulary - page 329- write a sentence with context clues for the first three words.
Direct Instruction
Read Introduction to The Titanic together - pages 328-329.
click here for facts about the original titanic
Read section 1. Read through 337 on own.
Begin to Create TIMELINE.
First entry - set sail - april 10, 1912
second entry - notified of icebergs - 9 am
Exit Pass
DO NOW
Vocabulary - page 329- write a sentence with context clues for the first three words.
Direct Instruction
Read Introduction to The Titanic together - pages 328-329.
click here for facts about the original titanic
Read section 1. Read through 337 on own.
Begin to Create TIMELINE.
First entry - set sail - april 10, 1912
second entry - notified of icebergs - 9 am
Exit Pass
Thursday, May 9, 2013
Friday, May 10, Constructed Responses
Objective; By the end of class, students will demonstrate proficiency in writing constructed responses.
DO NOW
How should you always begin your constructed response answer?
Direct Instruction
slideshare
Constructed response handout - assessment - 100 points
Exit pass
what is your greatest concern about taking the literature keystone exam?
DO NOW
How should you always begin your constructed response answer?
Direct Instruction
slideshare
Constructed response handout - assessment - 100 points
Exit pass
what is your greatest concern about taking the literature keystone exam?
Thursday, May 9, Text Organization and Cpnstructed Responses
Objective: By the end of class, students will identify text structure and practice writing effective constructed responses.
DO NOW
Direct Instruction
Text Structure Power point
Text structure practice sheets. Identify the passage as a specific text structure and complete the graphic organizer for appropriate organization. everyone should have TWO double-sided sheets.
Independent
Choose three passages from the text organization handout. For each, write a constructed response:
What is the author's purpose in writing this passage in the specific text structure (cause/effect, chronological, sequential, etc) that he/she chose? How does it affect the reader's interpretation?
DO NOW
Direct Instruction
Text Structure Power point
Text structure practice sheets. Identify the passage as a specific text structure and complete the graphic organizer for appropriate organization. everyone should have TWO double-sided sheets.
Independent
Choose three passages from the text organization handout. For each, write a constructed response:
What is the author's purpose in writing this passage in the specific text structure (cause/effect, chronological, sequential, etc) that he/she chose? How does it affect the reader's interpretation?
Tuesday, May 7, 2013
WEdnesday, May 8 - TONE and Characterization & Text Organization
Objective: By the end of class, students will identify TONE and Characterization and practice writing constructed responses.
DO NOW
What are some ways you can identify character traits when reading a passage?
Direct Instruction
slideshare on characterization
GUIDED / INDEPENDENT
TONE = ATTITUDE - IT'S NOT WHAT YOU SAY, ITS HOW YOU SAY IT.
-Read handout together - then read and answer the multiple choice questions that follow.
Text structure practice sheets. Identify the passage as a specific text structure and complete the graphic organizer for appropriate organization.
Independent
Choose two passages from the text organization handout. For each, write a constructed response:
What is the author's purpose in writing this passage in the specific text structure (cause/effect, chronological, sequential, etc) that he/she chose? How does it affect the reader's interpretation?
CLOSURE
REVIEW TERMS AND DEFINITIONS
EXIT PASS
Chronological order is one example of text organization. What are three more examples of TEXT ORGANIZATION??
cause / effect, problem / solution, flashback / flashforward, frame story, etc
DO NOW
What are some ways you can identify character traits when reading a passage?
Direct Instruction
slideshare on characterization
GUIDED / INDEPENDENT
TONE = ATTITUDE - IT'S NOT WHAT YOU SAY, ITS HOW YOU SAY IT.
-Read handout together - then read and answer the multiple choice questions that follow.
Text structure practice sheets. Identify the passage as a specific text structure and complete the graphic organizer for appropriate organization.
Independent
Choose two passages from the text organization handout. For each, write a constructed response:
What is the author's purpose in writing this passage in the specific text structure (cause/effect, chronological, sequential, etc) that he/she chose? How does it affect the reader's interpretation?
CLOSURE
REVIEW TERMS AND DEFINITIONS
EXIT PASS
Chronological order is one example of text organization. What are three more examples of TEXT ORGANIZATION??
cause / effect, problem / solution, flashback / flashforward, frame story, etc
Sunday, May 5, 2013
Monday, MAy 6, Diction / Voice / Mood
Objective: By the end of class, students will examine figurative language and determine mood of short fiction and poetry.
DO NOW
What does a narrative always have that poetry or non -fiction may not have?
Can a poem be a narrative?
Does a poem always have to be written in sonnet form? How else can it be written?
What does non-fiction have that poems and narratives do not?
Direct Instruction
Keystone terms reviw - quizlet
Direct Instruction
What kind of words signify MOOD?
As we read the narrative poem, the Bridegroom, pages 245-250, in soft holt reader, circle the words that mat create the MOOD of the poem.
Complete sidesbars as we read
Guided
Complete poem on own - pages 250-254. Page 255 - focus on word choice (diction) , story element to determine MOOD.
Exit Pass
What has more of an effect on tone of a story - connotations or imagery ? Explain.
DO NOW
What does a narrative always have that poetry or non -fiction may not have?
Can a poem be a narrative?
Does a poem always have to be written in sonnet form? How else can it be written?
What does non-fiction have that poems and narratives do not?
Direct Instruction
Keystone terms reviw - quizlet
Direct Instruction
What kind of words signify MOOD?
As we read the narrative poem, the Bridegroom, pages 245-250, in soft holt reader, circle the words that mat create the MOOD of the poem.
Complete sidesbars as we read
Guided
Complete poem on own - pages 250-254. Page 255 - focus on word choice (diction) , story element to determine MOOD.
Exit Pass
What has more of an effect on tone of a story - connotations or imagery ? Explain.
Wednesday, May 1, 2013
Thursday, May 2, Poetry
Objective: By the end of class, students will review literary terms for Keystone and practice figurative language in poetry.
DO NOW
What characteristic most identifies a passage as non-fiction rather than fiction or poetry?
a. it has a theme
b. t is written in paragraph form.
c. it uses statistics from research
Direct Instruction
POETRY - MISS ROSIE handout
Read together - answer all multiple choice and complete figurtive language t-chart.
Analyze either the character Miss Rosie, or the narrator and complete the character trait side of handout.
Exit Pass
What kind of poetry is written in paragragh form?
DO NOW
What characteristic most identifies a passage as non-fiction rather than fiction or poetry?
a. it has a theme
b. t is written in paragraph form.
c. it uses statistics from research
Direct Instruction
POETRY - MISS ROSIE handout
Read together - answer all multiple choice and complete figurtive language t-chart.
Analyze either the character Miss Rosie, or the narrator and complete the character trait side of handout.
Exit Pass
What kind of poetry is written in paragragh form?
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