Objective: By the ned of class, students will analyze short fiction and figurative language in order to improve reading comprehensive skills.
DO NOW
How does it impact a child's behavior when they are told they are bad? Do you think people can escape their childhoods? Do you think people can escape the perceptions people have of them?
Direct Instruction
Before we go back to HOMS - review how to use easybib.com
Read vignettes - 76-86
Guided / Independent
Answer study guide questions for Sally.
You may rewrite your CRQ from yesterday for better grade if you have time.
check for understanding
Monday, January 30, 2017
Monday, Jan 30 - MAcbeth Act 2 - period 5
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
Matching -Macbeth Act 2
Direct Instruction
animated review
Guided
Plot structure of Macbeth to date
Discuss themes of greed, ambition, betrayal and deception.
Independent
Review ACT 2 for CRQ test tomorrow.
View film through Act 2.
Check for understanding
Review the CRQ trigger words and the steps of writing an effective constructed response.
DO NOW
Matching -Macbeth Act 2
Direct Instruction
animated review
Guided
Plot structure of Macbeth to date
Discuss themes of greed, ambition, betrayal and deception.
Independent
Review ACT 2 for CRQ test tomorrow.
View film through Act 2.
Check for understanding
Review the CRQ trigger words and the steps of writing an effective constructed response.
Monday, Jan 30 - House on Mango Street
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Figurative language in HOMS.
Direct Instruction
protests at airports
Read together -67-78
Guided / Independent
Analyze how Cisneros uses figurative language in any vignette from pages 67-78 in order to create an image. Then explain how this image is symbolic. Be sure to use textual evidence and explain (restate, explain, quote, explain, conclude).
DO NOW
Figurative language in HOMS.
Direct Instruction
protests at airports
Read together -67-78
Guided / Independent
Analyze how Cisneros uses figurative language in any vignette from pages 67-78 in order to create an image. Then explain how this image is symbolic. Be sure to use textual evidence and explain (restate, explain, quote, explain, conclude).
Friday, January 27, 2017
Friday, Jan 27 - Macbeth - Act 2
Objective: By the end of class, students will analyze DRAMA in order to improve reading comprehensive skills.
DO NOW
On the handout that you already have (LITERARY TERMS), write the definitions and an example from the text with the page #:
Paradox
Soliloquy
Dramatic Irony
Foreshadowing
Tragic Hero
Comic Relief
Direct Instruction
Read Pages 75- 83 (odd pages) - end of ACT 2.
Independent
View film through the murder.
DO NOW
On the handout that you already have (LITERARY TERMS), write the definitions and an example from the text with the page #:
Paradox
Soliloquy
Dramatic Irony
Foreshadowing
Tragic Hero
Comic Relief
Direct Instruction
Read Pages 75- 83 (odd pages) - end of ACT 2.
Independent
View film through the murder.
Thursday, January 26, 2017
Thursday, Period 5 - Macbeth
Objective: By the end of class, students will analyze DRAMA in order to improve reading comprehensive skills.
DO NOW
10 minutes to complete test from yesterday.
Direct Instruction
Read beginning of ACT 2. Pages 49-62 (odd pages).
Banquo
Fleance
Macbeth and Lady Macbeth
Guided/ Independent
On literary terms sheet the following definitions should be complete with examples and page #'s.
Paradox
Soliloquy
Dramatic Irony
Foreshadowing
Tragic Hero
View film through the murder.
DO NOW
10 minutes to complete test from yesterday.
Direct Instruction
Read beginning of ACT 2. Pages 49-62 (odd pages).
Banquo
Fleance
Macbeth and Lady Macbeth
Guided/ Independent
On literary terms sheet the following definitions should be complete with examples and page #'s.
Paradox
Soliloquy
Dramatic Irony
Foreshadowing
Tragic Hero
View film through the murder.
Wednesday, January 25, 2017
Thursday, January 26 - Gerlado No Last Name
Objective: By the end of class, students will analyze short fiction in order to improve readin comprehensive skills and make real world connections.
DO NOW
Multiple choice quiz
Direct Instruction
Read together "Geraldo, No Last Name" - pages 65-66.
View trump speech about Mexican border / wall
Guided
Research: Lives of illegal Mexican immigrants in USA
click here
Independent
With a partner, answer the following questions and EXPLAIN your answers. At the end of your document, add a reference page and use EASYBIB.COM to properly cite your sources.:
1. How do Mexican illegal immigrants get into the USA?
2. What are their living conditions once they get here?
3. Can they obtain legal identification here?
4. Can they register to vote?
5. Can they obtain a drivers license?
6. What types of jobs do they normally perform to earn $$ in the US?
7. Why do so many immigrants come to the USA? Why do they leave their families?
8. Once here, what are the statistics on ever returning to Mexico to live?
9. Should the USA build a wall? Why or why not?
10. How do you think USA should regulate the immigration process? Explain in detail.
DO NOW
Multiple choice quiz
Direct Instruction
Read together "Geraldo, No Last Name" - pages 65-66.
View trump speech about Mexican border / wall
Guided
Research: Lives of illegal Mexican immigrants in USA
click here
Independent
With a partner, answer the following questions and EXPLAIN your answers. At the end of your document, add a reference page and use EASYBIB.COM to properly cite your sources.:
1. How do Mexican illegal immigrants get into the USA?
2. What are their living conditions once they get here?
3. Can they obtain legal identification here?
4. Can they register to vote?
5. Can they obtain a drivers license?
6. What types of jobs do they normally perform to earn $$ in the US?
7. Why do so many immigrants come to the USA? Why do they leave their families?
8. Once here, what are the statistics on ever returning to Mexico to live?
9. Should the USA build a wall? Why or why not?
10. How do you think USA should regulate the immigration process? Explain in detail.
Wed - Period 5 - MAcbeth Test - Act 1
CRQ - Choose one of the two:
Analyze the internal conflict that Macbeth has within himself on page 41 and what he decides. Use textual evidence to support your answer.
OR
Answer the "essay" / written response CRQ # 11 on the test.
All questions are 5 points each / CRQ = 15 points
Analyze the internal conflict that Macbeth has within himself on page 41 and what he decides. Use textual evidence to support your answer.
OR
Answer the "essay" / written response CRQ # 11 on the test.
All questions are 5 points each / CRQ = 15 points
Wednesday, January 25 - HOMS
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Esperenza is very NAIVE. Explain the plot of each of the following vignettes and explain how she is naive in each one:
1. Louie, his cousin & his other cousin (page 23)
2. The family of little feet (page 39)
3. My First Job (page 53)
Direct / Guided Instruction
Read 53-64. Choose two of those four vignettes to complete a "quote and response" sheet.
For period 6/7 - read pages 32-42 and choose two vignettes to
Independent
EITHER Darius & the clouds OR Alice who Sees Mice study guide questions.
DO NOW
Esperenza is very NAIVE. Explain the plot of each of the following vignettes and explain how she is naive in each one:
1. Louie, his cousin & his other cousin (page 23)
2. The family of little feet (page 39)
3. My First Job (page 53)
Direct / Guided Instruction
Read 53-64. Choose two of those four vignettes to complete a "quote and response" sheet.
For period 6/7 - read pages 32-42 and choose two vignettes to
Independent
EITHER Darius & the clouds OR Alice who Sees Mice study guide questions.
Tuesday, January 24, 2017
Tuesday - Jan 24 - HOMS - Period 6/7
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Read page - 8 & 9 - Boys & Girls
Then, consider the following quote at the end of this vignette:
"Until then, I am a red balloon, a balloon tied to an anchor." -
Explain what Esperenza means and consider everything she has told you so far in the first three vignettes ( the move, her family, etc.)
Direct Instruction
Read together, next three vignettes.
Guided
Then read further on your own to page 30. Choose two vignettes between pages 15-30 to complete the handout.
Independent
Carefully complete the information on the handout referring back to the text for details. Choose two vignettes to which you most closely relate.
Check for Understanding
Individual student checks during independent work.
DO NOW
Read page - 8 & 9 - Boys & Girls
Then, consider the following quote at the end of this vignette:
"Until then, I am a red balloon, a balloon tied to an anchor." -
Explain what Esperenza means and consider everything she has told you so far in the first three vignettes ( the move, her family, etc.)
Direct Instruction
Read together, next three vignettes.
Guided
Then read further on your own to page 30. Choose two vignettes between pages 15-30 to complete the handout.
Independent
Carefully complete the information on the handout referring back to the text for details. Choose two vignettes to which you most closely relate.
Check for Understanding
Individual student checks during independent work.
Monday, January 23, 2017
Tuesday, HOMS -
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
HOMS Character Quiz
Direct Instruction
Read together directions on handout.
Guided / Independent
Choose two vignettes between pages 31and 52 (Alice - Hips) and complete / a response chart for each of them.
Then choose two DIFFERENT vignettes to complete the journal response - identifying the quote and then responding to it.
Consider how the following has an impact on your personal self-identity:
1. Family
2. Religion
3. Physical appearance
4. Gender
5. Group affiliations (who you hang with)
6. Relationships with others (society)
7. Age
8. Neighborhood
9. Social Media
10. Morals / values
Choose three to discuss in detail, explaining how they impact who you are and how you describe yourself. Is there anything you would change that might positively influence your self-identity ( for example, if you changed your appearance, would you be treated differently by others and threefore become either a more or less confident person?)
DO NOW
HOMS Character Quiz
Direct Instruction
Read together directions on handout.
Guided / Independent
Choose two vignettes between pages 31and 52 (Alice - Hips) and complete / a response chart for each of them.
Then choose two DIFFERENT vignettes to complete the journal response - identifying the quote and then responding to it.
Consider how the following has an impact on your personal self-identity:
1. Family
2. Religion
3. Physical appearance
4. Gender
5. Group affiliations (who you hang with)
6. Relationships with others (society)
7. Age
8. Neighborhood
9. Social Media
10. Morals / values
Choose three to discuss in detail, explaining how they impact who you are and how you describe yourself. Is there anything you would change that might positively influence your self-identity ( for example, if you changed your appearance, would you be treated differently by others and threefore become either a more or less confident person?)
Monday, Jan 22 - Periods 6/7 - HOMS
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehension and make real life connections
DO NOW
How much of where you live and what kind of house you live in defines you as a person? What does it say about you? Have you ever moved and become "the new kid"? If so, describe that experience.
Direct Instruction
self identity video
Read House on Mango Street - vignettes 1 - 6.
Guided Instruction
Discuss SELF- IDENTITY. As you answer the questions on the handout provided, consider the influences in your personal life that make you who you are.
Independent
Answer comprehensive, thematic, stylistic questions as well as the personal response for each vignette on the handout provided. I will collect the "House on MAngo Street" and "Hair" questions by the end of this class.
Check for understanding
Review the answers for questions for first vignette and ensure comprehension of figurative language as well as theme.
Exit Pass
If you start to see yourself differently (change in your self-identity), will others see you differently as well? Or will they always see you as the same??
DO NOW
How much of where you live and what kind of house you live in defines you as a person? What does it say about you? Have you ever moved and become "the new kid"? If so, describe that experience.
Direct Instruction
self identity video
Read House on Mango Street - vignettes 1 - 6.
Guided Instruction
Discuss SELF- IDENTITY. As you answer the questions on the handout provided, consider the influences in your personal life that make you who you are.
Independent
Answer comprehensive, thematic, stylistic questions as well as the personal response for each vignette on the handout provided. I will collect the "House on MAngo Street" and "Hair" questions by the end of this class.
Check for understanding
Review the answers for questions for first vignette and ensure comprehension of figurative language as well as theme.
Exit Pass
If you start to see yourself differently (change in your self-identity), will others see you differently as well? Or will they always see you as the same??
Tuesday, January 24 - Macbeth Act 1 Review and Study Questions
By the end of class, students will analyze drama in order to improve reAding comprehensive skills.
DO NOW
WHAT ARE YOUR IMPRESSIONS OF LADY MACBETH AT THE END OF ACT 1? Describe her relationship with Macbeth.
Direct Instruction
cartoon 2 of act 1 - powtoons - review of act 1
Guided / Independent
Questions 3-9 on handout - making meanings - Act 1.
Check for Understanding
Act 1 quiz review questions - call & response.
CRQ - Choose one of the two:
Analyze the internal conflict that Macbeth has within himself on page 41 what he decides. Use textual evidence to support your answer.
OR
Answer the "essay" / written response CRQ # 11 on the quiz.
DO NOW
WHAT ARE YOUR IMPRESSIONS OF LADY MACBETH AT THE END OF ACT 1? Describe her relationship with Macbeth.
Direct Instruction
cartoon 2 of act 1 - powtoons - review of act 1
Guided / Independent
Questions 3-9 on handout - making meanings - Act 1.
Check for Understanding
Act 1 quiz review questions - call & response.
CRQ - Choose one of the two:
Analyze the internal conflict that Macbeth has within himself on page 41 what he decides. Use textual evidence to support your answer.
OR
Answer the "essay" / written response CRQ # 11 on the quiz.
Monday, Jan 23 - Macbeth Act 1
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
Act 1 scene 1 ends with the line - "FAIR IS FOUL AND FOUL IS FAIR."
What does this mean? This theme or motif will carry through the entire play, so what can the reader expect?
Direct Instruction
Hand out literary terms sheet. keep out as we read daily and complete definitions and examples as you discover them. be sure to write the quote and page 3's for examples from Macbeth.
Guided
Read pages 31-46 - FINISH ACT 1.
View through Act 1.
Tomorrow you will complete study guide questions in preparation for ACT 1 test on Wednesday.
DO NOW
Act 1 scene 1 ends with the line - "FAIR IS FOUL AND FOUL IS FAIR."
What does this mean? This theme or motif will carry through the entire play, so what can the reader expect?
Direct Instruction
Hand out literary terms sheet. keep out as we read daily and complete definitions and examples as you discover them. be sure to write the quote and page 3's for examples from Macbeth.
Guided
Read pages 31-46 - FINISH ACT 1.
View through Act 1.
Tomorrow you will complete study guide questions in preparation for ACT 1 test on Wednesday.
Monday, January 23 - HOMS - Self- Identity
Objective: By the end of clas, students will analyze short fiction in order to improve reading comprehensive skills and make real life connections.
DO NOW
40 points "They are without respect for all living things, including themselves." - p 29 - HOMS
Analyze the significance of this statement and discuss how their lack of respect effects people around them.
Direct
self identity video
Read and answer study guide questions on handout provided. Keep in mind the theme of SELF-IDENTITY while interpreting the questions and answers.
DO NOW
40 points "They are without respect for all living things, including themselves." - p 29 - HOMS
Analyze the significance of this statement and discuss how their lack of respect effects people around them.
Direct
self identity video
Read and answer study guide questions on handout provided. Keep in mind the theme of SELF-IDENTITY while interpreting the questions and answers.
Friday, January 20, 2017
Friday, January 20 - Macbeth
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills.
DO NOW
What are the three prophecies that the witches told Macbeth?
What are the three prophecies that the witches told Banquo?
Direct Instruction
Read pages 21- 37 (odd pages) - to Act 1 / scene 6.
Guided
Answer "Reviewing the Text" - and # 2& 3 "Shaping Interpretations" to be collected by end of class.
You can use a NEO or a seperate piece of paper to write your answers.
Review the literary terms sheet and complete dramatic irony as an example. Also, witches prophecies are examples of WHAT?
DO NOW
What are the three prophecies that the witches told Macbeth?
What are the three prophecies that the witches told Banquo?
Direct Instruction
Read pages 21- 37 (odd pages) - to Act 1 / scene 6.
Answer "Reviewing the Text" - and # 2& 3 "Shaping Interpretations" to be collected by end of class.
Review the literary terms sheet and complete dramatic irony as an example. Also, witches prophecies are examples of WHAT?
Thursday, January 19, 2017
Friday, Jan 20 - House on Mango Street
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Many things help create our self-identity. One may be where we live, and another may be our name. Discuss the importance of your name or nickname to your personal identity. Does your name have a meaning? Is it special in your family? Do your friends call you by your given name or do you have a nickname? If you have a nickname, did others assign it to you? Do you like it? Why or why not?
Direct Instruction
houses and neighborhoods
Jot down thoughts on what kind of life a kid lives who resides in each house shown. Consider their clothes, their music, they way they get around, where they hangout, what they might do for fun....(1 minute per house)
Guided / Independent
Complete questions for "My Name" and "Cathy Queen of Cats."
Continue to read pages 14-30.
DO NOW
Many things help create our self-identity. One may be where we live, and another may be our name. Discuss the importance of your name or nickname to your personal identity. Does your name have a meaning? Is it special in your family? Do your friends call you by your given name or do you have a nickname? If you have a nickname, did others assign it to you? Do you like it? Why or why not?
Direct Instruction
houses and neighborhoods
Jot down thoughts on what kind of life a kid lives who resides in each house shown. Consider their clothes, their music, they way they get around, where they hangout, what they might do for fun....(1 minute per house)
Guided / Independent
Complete questions for "My Name" and "Cathy Queen of Cats."
Continue to read pages 14-30.
Thursday - Resume Writing - Jan 19
Objective: By the end of class, students will begin resume writing process in order to apply for employment.
DO NOW
Jot down in your notebook every job you have ever had, volunteer positions, academic achievements, hobbies, athletic achievement, special skills....etc.
Then, list some of the responsibilities you had at each of these ....just "brain dump" it for now on your "DO NOW" paper.
Direct Instruction
There are several websites you can use as a guide to create a resume, however, the following are good ones for High School students.
GOOGLE DOCS TEMPLATE
resume ACTIVE verbs
Choose one and start from the top with your personal information. Save in your google docs and share with me. We will work on these and cover letters the rest of the week.
DO NOW
Jot down in your notebook every job you have ever had, volunteer positions, academic achievements, hobbies, athletic achievement, special skills....etc.
Then, list some of the responsibilities you had at each of these ....just "brain dump" it for now on your "DO NOW" paper.
Direct Instruction
There are several websites you can use as a guide to create a resume, however, the following are good ones for High School students.
GOOGLE DOCS TEMPLATE
resume ACTIVE verbs
Choose one and start from the top with your personal information. Save in your google docs and share with me. We will work on these and cover letters the rest of the week.
Thursday, January 19 - Macbeth! - Period 5
Objective: By the end of class, students will analyze drama in order to improve reading comprehensive skills and improve knowledge of literacy elements to prepare for Keystone.
DO NOW
In a short paragraph, explain who Macbeth, Banquo and Duncan are and what is going on in Scotland at the beginning of this drama.
Direct Instruction
View the battle with Norway (defeat of MacDownwald - the traitor)
Guided
Read act 1 - scenes 1-3.
Independent
Answer the 'Review the Text" questions on handout provided.
Check for Understanding
Individual student checks during independent work.
DO NOW
In a short paragraph, explain who Macbeth, Banquo and Duncan are and what is going on in Scotland at the beginning of this drama.
Direct Instruction
View the battle with Norway (defeat of MacDownwald - the traitor)
Guided
Read act 1 - scenes 1-3.
Independent
Answer the 'Review the Text" questions on handout provided.
Check for Understanding
Individual student checks during independent work.
Wednesday, January 18, 2017
Thursday, January 19 - House on Mango Street
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehension and make real life connections
DO NOW
How much of where you live and what kind of house you live in defines you as a person? What does it say about you? Have you ever moved and become "the new kid"? If so, describe that experience.
Direct Instruction
Discuss the difference between a house and a home.
Read House on Mango Street - vignettes 1 - 6.
Guided Instruction
Discuss SELF- IDENTITY. As you answer the questions on the handout provided, consider the influences in your personal life that make you who you are.
Independent
Answer comprehensive, thematic, stylistic questions as well as the personal response for each vignette on the handout provided. I will collect the "House on MAngo Street" and "Hair" questions by the end of this class.
Check for understanding
Review the answers for questions for first vignette and ensure comprehension of figurative language as well as theme.
Exit Pass
If you start to see yourself differently (change in your self-identity), will others see you differently as well? Or will they always see you as the same??
DO NOW
How much of where you live and what kind of house you live in defines you as a person? What does it say about you? Have you ever moved and become "the new kid"? If so, describe that experience.
Direct Instruction
Discuss the difference between a house and a home.
Read House on Mango Street - vignettes 1 - 6.
Guided Instruction
Discuss SELF- IDENTITY. As you answer the questions on the handout provided, consider the influences in your personal life that make you who you are.
Independent
Answer comprehensive, thematic, stylistic questions as well as the personal response for each vignette on the handout provided. I will collect the "House on MAngo Street" and "Hair" questions by the end of this class.
Check for understanding
Review the answers for questions for first vignette and ensure comprehension of figurative language as well as theme.
Exit Pass
If you start to see yourself differently (change in your self-identity), will others see you differently as well? Or will they always see you as the same??
Tuesday, January 17, 2017
Wednesday, Jan 18 - intro to Macbeth - Period 5
Objective: By the end of class, students will learn new vocabulary and analyze 16th century England in order to make real life connections.
DO NOW
Copy words and definitions into notebooks:
GREED = 1. excessive consumption of or desire for food and/or excessive desire for wealth or power. It is NEGATIVE and selfish.
AMBITION =1. strong desire for success, achievement, or distinction // a goal. It is POSITIVE and not selfish.
FATE = The development of events beyond a person's control, regarded as determined by a supernatural power.
DESTINY = the particular state of a person or thing in the future, considered as resulting from earlier events.
Direct Instruction
Discuss FATE vs. DESTINY.
Drama Elements review
macbeth intro slideshare
Do you believe a person's true nature and personality are shaped when they are born (innate) or do you think environment is a greater factor? Explain.
Direct Instruction
Characterization powerpoint
Guided
Read descriptions of characters from NO FEAR SHAKESPEARE Macbeth. List 3-5 character traits for:
1. Macbeth
2. Duncan
3. Banquo
4. Malcolm
5. 3 witches
6. LADY MACBETH
Remember that you know about characters from not only what they look like, but what they say, how they act, their effects on others etc (indirect character traits).
Also, be sure to write down the three prophecies that the witches proclaim for each Macbeth and Banquo.
Read Act 1 scenes 1-3 - Macbeth
Independent
Answer study guide questions for Act 1 scenes 1-3.
Check for Understanding
review answers
DO NOW
Copy words and definitions into notebooks:
GREED = 1. excessive consumption of or desire for food and/or excessive desire for wealth or power. It is NEGATIVE and selfish.
DESTINY = the particular state of a person or thing in the future, considered as resulting from earlier events.
Direct Instruction
Discuss FATE vs. DESTINY.
Drama Elements review
macbeth intro slideshare
Do you believe a person's true nature and personality are shaped when they are born (innate) or do you think environment is a greater factor? Explain.
Direct Instruction
Characterization powerpoint
Guided
Read descriptions of characters from NO FEAR SHAKESPEARE Macbeth. List 3-5 character traits for:
1. Macbeth
2. Duncan
3. Banquo
4. Malcolm
5. 3 witches
6. LADY MACBETH
Remember that you know about characters from not only what they look like, but what they say, how they act, their effects on others etc (indirect character traits).
Also, be sure to write down the three prophecies that the witches proclaim for each Macbeth and Banquo.
Read Act 1 scenes 1-3 - Macbeth
Independent
Answer study guide questions for Act 1 scenes 1-3.
Check for Understanding
review answers
Wednesday, Jan 18 - Resume Writing
Objective: By the end of class, students will begin resume writing process in order to apply for employment.
DO NOW
Jot down in your notebook every job you have ever had, volunteer positions, academic achievements, hobbies, athletic achievement, special skills....etc.
Then, list some of the responsibilities you had at each of these ....just "brain dump" it for now on your "DO NOW" paper.
Direct Instruction
There are several websites you can use as a guide to create a resume, however, the following are good ones for High School students.
GOOGLE DOCS TEMPLATE
resume ACTIVE verbs
Choose one and start from the top with your personal information. Save in your google docs and share with me. We will work on these and cover letters the rest of the week.
DO NOW
Jot down in your notebook every job you have ever had, volunteer positions, academic achievements, hobbies, athletic achievement, special skills....etc.
Then, list some of the responsibilities you had at each of these ....just "brain dump" it for now on your "DO NOW" paper.
Direct Instruction
There are several websites you can use as a guide to create a resume, however, the following are good ones for High School students.
GOOGLE DOCS TEMPLATE
resume ACTIVE verbs
Choose one and start from the top with your personal information. Save in your google docs and share with me. We will work on these and cover letters the rest of the week.
Thursday, January 12, 2017
Thursday, Jan 12 - Allusions
Objective: By the ned of class, students will analyze allusions in current media in order to improve comprehensive skills and make real life connections.
DO NOW
family guy
simpsons
DO NOW
family guy
simpsons
Tuesday, January 10, 2017
Objective: By the end of class, students will solve riddles in order to use comprehensive skills.
DO NOW
Solve riddles for extra credit
riddles answers
DO NOW
Solve riddles for extra credit
riddles answers
Monday, January 9, 2017
January 9 - Review for Non-Fiction
Objective; By the end of class, student will review for non-fiction module of Keystone exam.
DO NOW
Non-Fiction Jeopardy review
review text structures
DO NOW
Non-Fiction Jeopardy review
review text structures
Monday, JANUARY 9 -
OBJECTIVE: BY THE END OF CLASS, STUDENTS WILL ANALYZE PEOTIC TERMS IN ORDER TO IMPROVE READING COMPREHENSIVE SKILLS.
DO NOW
Complete figurative language definitions sheet from the DO NOW on Friday.
DO NOW
Complete figurative language definitions sheet from the DO NOW on Friday.
Thursday, January 5, 2017
Friday, January 6 - Keystone Review
Objective: By the end of class, students will review keystone related material in order to be successful on the exam next week.
DO NOW
What is a dilemna? Do you have a dilemna right now? What is it and if you don't, make one up!
If you are asked to "provide details supporting your analysis", what are you being asked to do? What is your "analysis"??
Direct Instruction
figurative language jeopardy
Mark in your keystone books to review the Figurative Language section and the Plot/characters / setting sections for the fiction module on Monday.
Review the fiction questions. Get a partner and Choose one.
Guided / Independent
With a partner, complete one for a story or poem that we have already read.
Finish CRQ for non-fiction from yesterday.
Check walls last time for definitions.
DO NOW
What is a dilemna? Do you have a dilemna right now? What is it and if you don't, make one up!
If you are asked to "provide details supporting your analysis", what are you being asked to do? What is your "analysis"??
Direct Instruction
figurative language jeopardy
Mark in your keystone books to review the Figurative Language section and the Plot/characters / setting sections for the fiction module on Monday.
Review the fiction questions. Get a partner and Choose one.
Guided / Independent
With a partner, complete one for a story or poem that we have already read.
Check walls last time for definitions.
Thursday& Friday , Jan 5 & 6 - Anthem of Doomed Youth - period 5
Objective: By the end of class, students will analyze a poem in order to improve reading comprehensive skills.
Do Now
Define literary elements on handout.
Direct Instruction
Review poem - Anthem of Doomed Youth - page 104 - keystone prep book
Guided / Independent
Paraphrase the poem, "Anthem of a Doomed Youth"
Then choose one of the two constructed responses below and use the RACER graphic organizer to answer the prompt. You can use a NEO if you want, but it must be in the proper RACER format.
CRQ
Choose a line from the poem and explain how that line supports the theme of Anthem of Doomed Youth.
OR
Analyze how the author uses figurative language in order to create a somber mood. Use examples from the text to support your answer.
Check for Understanding
Individual student checks during independent work
Closure
Do Now
Define literary elements on handout.
Direct Instruction
Review poem - Anthem of Doomed Youth - page 104 - keystone prep book
Guided / Independent
Paraphrase the poem, "Anthem of a Doomed Youth"
Then choose one of the two constructed responses below and use the RACER graphic organizer to answer the prompt. You can use a NEO if you want, but it must be in the proper RACER format.
CRQ
Choose a line from the poem and explain how that line supports the theme of Anthem of Doomed Youth.
OR
Analyze how the author uses figurative language in order to create a somber mood. Use examples from the text to support your answer.
Check for Understanding
Individual student checks during independent work
Closure
Wednesday, January 4, 2017
Thursday, January 5 -
Objective: By the end of class, students will review constructed response questions and multiple choice strategies and mood in order to prepare for the Keystone Exam.
DO NOW
Random Multiple choice questions that can be answered without reading the passage that went with it.
Direct Instruction
View photos and choose a MOOD word from the word bank to describe it.
mood - ppt
mood - fall - ppt
slideshare
Review the sample keystone constructed response questions for non-fiction and assign something that we read to each one.
Guided
Choose one question from the NON-FICTION section. Then, in pairs, you will answer the questions in CRQ format. Before you start writing, discuss the prompt and possible answers. Then:
1 student will be the designated writer
1 student will search for evidence from the text
Remember:
RESTATE / EXPLAIN / QUOTE / EXPLAIN / CONCLUDE
Submit one CRQ per group.
DO NOW
Random Multiple choice questions that can be answered without reading the passage that went with it.
Direct Instruction
View photos and choose a MOOD word from the word bank to describe it.
mood - ppt
mood - fall - ppt
slideshare
Review the sample keystone constructed response questions for non-fiction and assign something that we read to each one.
Guided
Choose one question from the NON-FICTION section. Then, in pairs, you will answer the questions in CRQ format. Before you start writing, discuss the prompt and possible answers. Then:
1 student will be the designated writer
1 student will search for evidence from the text
Remember:
RESTATE / EXPLAIN / QUOTE / EXPLAIN / CONCLUDE
Submit one CRQ per group.
Tuesday, January 3, 2017
Wednesday, January 4 - Anthem of Doomed Youth
Objective: By the end of class, students will analyze a poem in order to improve comprehensive skills and prepare for the Keystone exam.
DO NOW
Write the definitions down in your notebooks:
Anthem - a rousing or uplifting song identified with a particular group, body, or cause.
Cultural Value - Culture is the sum of learned beliefs, values, and customs that regulate the behavior of members of a particular society that is considered "acceptable" in that culture.
Direct Instruction
Discuss Anthems and cultural values. What are some of each that which we are familiar?
Guided
Read / Analyze poem on page 104 -Keystone Finish Line book.
ANTHEM OF A DOOMED YOUTH
Anthem of Doomed Youth
doomed youth song
Independent
Paraphrase the poem, "Anthem of a Doomed Youth"
Then choose one o the two below:
Write a parallel poem that mirrors "Anthem of Doomed Youth." This means it should have:
1 - clear shift in tense (first half of poem is in present tense, second half of poem is in future tense). Poem can be a minimum of 8 lines.
2. Must have at least one example of each a metaphor, a simile and alliteration.
3. Retitle the poem to best reflect this personal account.
OR
CRQ
Analyze how the author uses figurative language in order to create a somber mood. Use examples from the text to support your answer.
Check for Understanding
Individual student checks during independent work
Closure
DO NOW
Write the definitions down in your notebooks:
Anthem - a rousing or uplifting song identified with a particular group, body, or cause.
Cultural Value - Culture is the sum of learned beliefs, values, and customs that regulate the behavior of members of a particular society that is considered "acceptable" in that culture.
Direct Instruction
Discuss Anthems and cultural values. What are some of each that which we are familiar?
Guided
Read / Analyze poem on page 104 -Keystone Finish Line book.
ANTHEM OF A DOOMED YOUTH
- let's look at what we do know and understand, not what we do not know.
- Annotate and paraphrase in margins.
- Identify any figurative language you recognize (similes, metaphors, alliteration, rhetorical questions)
Anthem of Doomed Youth
doomed youth song
Independent
Paraphrase the poem, "Anthem of a Doomed Youth"
Then choose one o the two below:
Write a parallel poem that mirrors "Anthem of Doomed Youth." This means it should have:
1 - clear shift in tense (first half of poem is in present tense, second half of poem is in future tense). Poem can be a minimum of 8 lines.
2. Must have at least one example of each a metaphor, a simile and alliteration.
3. Retitle the poem to best reflect this personal account.
OR
CRQ
Analyze how the author uses figurative language in order to create a somber mood. Use examples from the text to support your answer.
Check for Understanding
Individual student checks during independent work
Closure
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