Objective: By the end of class, students will read and interpret JC and analyze persuasive speech and the elements that strengthen its appeal.
DO NOW
(I will collect ACT 1 discussion questionsbefore you start "do now")
QUIZ - OPEN BOOK - 15 MINUTES -
1. Name three conspirators.
2. What are Caesar's last words? What did he mean by them?
3. What is Marc Antony's plan?
4. Who is suspicious of MArcAntony?
5. What two men are going to address the citizens of Rome?
Direct Instruction
Read Act 3 scene 2 through Antony's speech. Then view.
Guided / Independent Practice
Reread Antony's speech on handout. Highlight or underline persuasive elements. Answer questions that follow.
Complete ACT 2 discussion questions.
Closure / Unerstanding
Review answers to ACT discussion questions to date.
Exit Pass
What is Mark Antony's greatest strength in swaying the people of Rome?
Wednesday, October 31, 2012
Tuesday, October 30, 2012
Wednesday, October 31, Julius Caesar
Objective; By the end of class, students will view, read and interpret Marc Antony's persuasive speech and identify persuasive elements.
DO NOW
Write a sentence for the next three vocabulary words in Julius Caesar packet - / lament /impart / chafe
Direct Instruction
Discuss persuasive elements of speech. Examples of famous persuasive speeches click here
Read / Act Scene 1 / act 3 through Marc Antony speech.
Guided
Answer discussion questions through ACT 3 SCENE 1. I will collect all of ACT 1 questions tomorrow (questions 1-17).
Hand out Marc Antony speech - reread and answer comprehensive questions.
Review Answers and discuss elements of persuasion.
Exit Pass
DO NOW
Write a sentence for the next three vocabulary words in Julius Caesar packet - / lament /impart / chafe
Direct Instruction
Discuss persuasive elements of speech. Examples of famous persuasive speeches click here
Read / Act Scene 1 / act 3 through Marc Antony speech.
Guided
Answer discussion questions through ACT 3 SCENE 1. I will collect all of ACT 1 questions tomorrow (questions 1-17).
Hand out Marc Antony speech - reread and answer comprehensive questions.
Review Answers and discuss elements of persuasion.
Exit Pass
Thursday, October 25, 2012
Friday, October 26, Julius Caesar
Objective: By the end of class, students will
DO NOW
Handout with quotes provides you with Act and scene numbers in which they were said. Find the quote ( on the right side of book), tell me who said it, to whom and explain what they mean. Minimum - 5 quotes...if you do more, you will receive extra credit (4 points extra for each additional quote).
LAPTOP ASSIGNMENT
When you receive a laptop, go to this site and and enter the code TA781-4D5A. Then enter your name.
The Video clips are on average 2 minutes long. You are to choose 5 video clips to watch. After each one, write down five facts that you have learned. Type the name of the video and your facts onto a google docs document and share with me - karenreina1@gmail.com.
DO NOW
Handout with quotes provides you with Act and scene numbers in which they were said. Find the quote ( on the right side of book), tell me who said it, to whom and explain what they mean. Minimum - 5 quotes...if you do more, you will receive extra credit (4 points extra for each additional quote).
LAPTOP ASSIGNMENT
When you receive a laptop, go to this site and and enter the code TA781-4D5A. Then enter your name.
The Video clips are on average 2 minutes long. You are to choose 5 video clips to watch. After each one, write down five facts that you have learned. Type the name of the video and your facts onto a google docs document and share with me - karenreina1@gmail.com.
Wednesday, October 24, 2012
Thursday, October 25, Julius Caesar - Act 2
Objective: By the end of class, students will demonstrate reading comprehension by summarizing, analyze characters by connecting behavior/ motive with traits and identify text that supports character analyzation.
DO NOW
Use handout and fill in blanks to summarize what has happened through ACT 2 scene 3. A limited wrod bank has been provided for you.
Direct Instruction
Review character traits and demonstrate how to identify supporting text.
Guided
Complete character trait sheets.
Independent
Handout with quotes provides you with Act and scene numbers in which they were said. Find the quote, tell me who said it, to whom and explain what they mean. Minimum - 5 quotes...if you do more, you will recieve extra credit ( 4 points extra for each additional quote).
Exit Pass
What is the final driving factor that convinces Caesar to go to the Capitol on the Ides of March (despite all of the negative omens)?
DO NOW
Use handout and fill in blanks to summarize what has happened through ACT 2 scene 3. A limited wrod bank has been provided for you.
Direct Instruction
Review character traits and demonstrate how to identify supporting text.
Guided
Complete character trait sheets.
Independent
Handout with quotes provides you with Act and scene numbers in which they were said. Find the quote, tell me who said it, to whom and explain what they mean. Minimum - 5 quotes...if you do more, you will recieve extra credit ( 4 points extra for each additional quote).
Exit Pass
What is the final driving factor that convinces Caesar to go to the Capitol on the Ides of March (despite all of the negative omens)?
Tuesday, October 23, 2012
WEdnesday, Oct 24, Julius Caesar ACT 2
Objective: by the end of class, students will recognize Roman Omens, answer comprehensive questions and analyze character behavior in Julius Caesar.
DO NOW
Without your notes.....
Tell me three of the five ways Cassius persuades Brutus to join the conspirators. How do you persuade someone to do something you want?
Direct Instruction
Read summary of ACT 2 scenes 1 &2 on handout provided.
Identify the OMENS that suggest further that Caesar should not go to the Capitol on the Ides of March:
1. Calphurnia sees lions, the dead rising from their graves and warriors in the sky.
2. Calphurnia see the Capitol covered in blood.
Read the soothsayer's letter on page 91
View through when Caesar decides to go to the Capitol.
Guided
Review Character traits of Brutus, Cassius and Caesar.
Using the handout provided, find examples from the book that suggest these traits for two of the three characters.
Independent
Use the No Fear Book to identify 3 quotes on the handout. Who said it, what did they mean?
VIEW ACT 2
Start on ACT 2 discussion questions.
Exit Pass
DO NOW
Without your notes.....
Tell me three of the five ways Cassius persuades Brutus to join the conspirators. How do you persuade someone to do something you want?
Direct Instruction
Read summary of ACT 2 scenes 1 &2 on handout provided.
Identify the OMENS that suggest further that Caesar should not go to the Capitol on the Ides of March:
1. Calphurnia sees lions, the dead rising from their graves and warriors in the sky.
2. Calphurnia see the Capitol covered in blood.
Read the soothsayer's letter on page 91
View through when Caesar decides to go to the Capitol.
Guided
Review Character traits of Brutus, Cassius and Caesar.
Using the handout provided, find examples from the book that suggest these traits for two of the three characters.
Independent
Use the No Fear Book to identify 3 quotes on the handout. Who said it, what did they mean?
VIEW ACT 2
Start on ACT 2 discussion questions.
Exit Pass
Monday, October 22, 2012
Tuesday, October 23, JUlius Caesar
Objective: By the end of class, students will read ACT 1 scene 3, identify Roman superstitions, persuasive techniques and increase vocabulary.
DO NOW
Sterile / Countenance / Neglect - these are the next three vocabulary words. Write a senance for each using context clues.
Direct Instruction
PERSUASION - How does Cassius persuade Brutus to join the conspirators?
1. Appeals to his ego. Why should Caesar rule and not him?
2. Reveals Caesar's weaknesses and flaws. Tells him a story about how he had to save Caesar's life.
3. Demonstrates Caesar's abuse of power through his punishment of Flavius and Murellus.
4. Demonstrates how Caesar is manipulating the people of Rome when he turns down the crown 3x.
5. Tricks him by sending false letters from Romans that suggest the people are worried that Caesar id becoming too powerful and they would prefer Brutus as their leader.
ACT 1 / SCENE 3
Identify the superstitious occurances that foreshadow something bad as we read.
1. STORM
2. Burning Hand didn't get burned
3. A lion was at the Capitol.
4. Women saw burning men walking down the street.
5. An owl was out in the daytime.
Cinna, Casca, Cassius and Cicero plan to murder Caesar and recruit Brutus to help them and then win over the people to support their actions so they can rule Rome.
View all of ACT ONE
Exit Pass
Where do they plan to murder Caesar and when?
DO NOW
Sterile / Countenance / Neglect - these are the next three vocabulary words. Write a senance for each using context clues.
Direct Instruction
PERSUASION - How does Cassius persuade Brutus to join the conspirators?
1. Appeals to his ego. Why should Caesar rule and not him?
2. Reveals Caesar's weaknesses and flaws. Tells him a story about how he had to save Caesar's life.
3. Demonstrates Caesar's abuse of power through his punishment of Flavius and Murellus.
4. Demonstrates how Caesar is manipulating the people of Rome when he turns down the crown 3x.
5. Tricks him by sending false letters from Romans that suggest the people are worried that Caesar id becoming too powerful and they would prefer Brutus as their leader.
ACT 1 / SCENE 3
Identify the superstitious occurances that foreshadow something bad as we read.
1. STORM
2. Burning Hand didn't get burned
3. A lion was at the Capitol.
4. Women saw burning men walking down the street.
5. An owl was out in the daytime.
Cinna, Casca, Cassius and Cicero plan to murder Caesar and recruit Brutus to help them and then win over the people to support their actions so they can rule Rome.
View all of ACT ONE
Exit Pass
Where do they plan to murder Caesar and when?
Saturday, October 20, 2012
Monday, October 22, Julius Caesar
Objective: By the end of class, students will read and interpret Julius Caesar and learn new vocabulary.
DO NOW
From Vocabulary list in study packet, write sentences for the first three words. Be sure to use context clues.
Direct Instruction
VIEW Summaries and take notes.
Guided
Read Scene 3 act 1.
Independent
Answer the questions on the handout provided.
Exit Pass
What do you think the letters say that ultimately convince Brutus to join the conspirators and kill Caesar?
DO NOW
From Vocabulary list in study packet, write sentences for the first three words. Be sure to use context clues.
Direct Instruction
VIEW Summaries and take notes.
Guided
Read Scene 3 act 1.
Independent
Answer the questions on the handout provided.
Exit Pass
What do you think the letters say that ultimately convince Brutus to join the conspirators and kill Caesar?
Thursday, October 18, 2012
Friday, October 19 Complete Wordles / CTE Cover letters
Objectives: By the end of class, student will complete wordles for Julius Caesar, use laptops to "Job Hunt" and respond to advertisment by writing a PERSUASIVE letter.
DO NOW
Complete A & B on handout provided.
Direct Instruction
When you receive a laptop, complete WORDLE and print. I will need to type a password in to print.
PART TWO
Use google to seek JOB WANTED in your field.
Find a specific advertisment listing job requirements, qualifications etc.
Cut and paste that ad into a word document.
On the same word document, type a persuasive letter suggesting they hire you for the job.
You should mention that you have specific requirements that they ask for and then think of something else that sets you above others.
Use your BEST FORMAL language - no slang or text language.
Spell check.
Email to me and your shop teacher and/or share with me on google docs - karenreina1@gmail.com
PART 3
Find a summary online of ACT 1 of Julius Caesar, read it and take notes.
DO NOW
Complete A & B on handout provided.
Direct Instruction
When you receive a laptop, complete WORDLE and print. I will need to type a password in to print.
PART TWO
Use google to seek JOB WANTED in your field.
Find a specific advertisment listing job requirements, qualifications etc.
Cut and paste that ad into a word document.
On the same word document, type a persuasive letter suggesting they hire you for the job.
You should mention that you have specific requirements that they ask for and then think of something else that sets you above others.
Use your BEST FORMAL language - no slang or text language.
Spell check.
Email to me and your shop teacher and/or share with me on google docs - karenreina1@gmail.com
PART 3
Find a summary online of ACT 1 of Julius Caesar, read it and take notes.
Wednesday, October 17, 2012
Thursday, October 18, Julius Caesar /
Objective: By the end of class, students will read / interpret Shakespeare's Julius Caesar, learn new vocabulary and reinforce comprehension and vocabulary by creating wordles on laptops.
DO NOW
Complete #1 and #2 on handout.
Direct / Guided Instruction
Read / interpret Julius Caesar / No Fear - ACT 1 scenes 1-2 ..
Independent
When you receive a laptop, go to my blog, reinaeng1.blogspot.com and click HERE.http://www.wordle.net/
Click on CREATE YOUR OWN.
USE AT LEAST 30 DIFFERENT WORDS.
The more you type a word, the BIGGER the word will appear. It will not appear many times over.
When done, hit go. Then use color tab and font tab to rearrange until you are happy with it.
When all done, you may print it off of my printer.
Exit Pass
DO NOW
Complete #1 and #2 on handout.
Direct / Guided Instruction
Read / interpret Julius Caesar / No Fear - ACT 1 scenes 1-2 ..
Independent
When you receive a laptop, go to my blog, reinaeng1.blogspot.com and click HERE.http://www.wordle.net/
Click on CREATE YOUR OWN.
USE AT LEAST 30 DIFFERENT WORDS.
The more you type a word, the BIGGER the word will appear. It will not appear many times over.
When done, hit go. Then use color tab and font tab to rearrange until you are happy with it.
When all done, you may print it off of my printer.
Exit Pass
Tuesday, October 16, 2012
Wednesday, October 17, Quiz on Introduction
Objective: By the end of class, students will demonstrate comprehension of the Roman Empire and Shakespeare's connection to sharing it with 1600 century England.
DO NOW
Quick Review
Direct Instruction
QUIZ.
click here to review anarchy vs. any type of government
Exit Pass
Who are the conspirators against Caesar and who are the supporters for Caesar?
DO NOW
Quick Review
Direct Instruction
QUIZ.
click here to review anarchy vs. any type of government
Anarchy: Chaos; Ruled by Nobody
Republic: Rule of Law; Constitution
Democracy: Majority Rules
Oligarchy: Ruled by Elite Group
Monarchy: Ruled by King or Queen
Although an anarchy may SEEM like the social system with the MOST Freedom - anarchy is NOT REALLY as "free" as one might expect. In an anarchy, there are no laws in place TO PROTECT YOUR FREEDOM.
Anyone can 'legally' steal your car, break into your home, rape your
children, and murder you without any 'legal' consequences.Exit Pass
Who are the conspirators against Caesar and who are the supporters for Caesar?
Monday, October 15, 2012
Tuesday, October 16, Julius Ceasar Intorduction
Objective: By the end of class, students will be introduced to the history of the Roman Empire and the main characters of Julius Ceasar.
DO NOW
Copy into notebooks -
Caesar's aim was the conquer the whole world. He is famous for the phrase:
"veni, vidi, vici" - "I came, I saw, I conquered"
Direct Instruction
POWERPOINT - Background of Ceasar / Roman Empire
Roman Empire
In 44 BC he became "ETERNAL DICTATOR" of the Roman Empire but had problems upon his return to the city of Rome.
Read together Results in Violence - pages - 750 - 751 - holt text
Guided
Making Connections - page 774 - connect Life in England under the rule of Queen Elizabeth (when Shakespeare was at the height of his career), to what happened in Rome to Julius Ceasar.
Answer this Question:
Why was it important for Shakespeare to write about what happened to Julius Ceasar and the roman Empire? What did the people of England fear? Therefore, what was Shakespeare's message to the people of England?
Independent
Use the "NO FEAR SHAKESPEARE" BOOKS to complete the handout about the main characters in the play.
Understanding / Closure
Review character traits for the major "players." Group them according to what "side" they are on.
Exit Pass
What do you think is better.....chaos (no government at all) or a dictator? Why do you think this?
DO NOW
Copy into notebooks -
Caesar's aim was the conquer the whole world. He is famous for the phrase:
"veni, vidi, vici" - "I came, I saw, I conquered"
Direct Instruction
POWERPOINT - Background of Ceasar / Roman Empire
Roman Empire
In 44 BC he became "ETERNAL DICTATOR" of the Roman Empire but had problems upon his return to the city of Rome.
Read together Results in Violence - pages - 750 - 751 - holt text
Guided
Making Connections - page 774 - connect Life in England under the rule of Queen Elizabeth (when Shakespeare was at the height of his career), to what happened in Rome to Julius Ceasar.
Answer this Question:
Why was it important for Shakespeare to write about what happened to Julius Ceasar and the roman Empire? What did the people of England fear? Therefore, what was Shakespeare's message to the people of England?
Independent
Use the "NO FEAR SHAKESPEARE" BOOKS to complete the handout about the main characters in the play.
Understanding / Closure
Review character traits for the major "players." Group them according to what "side" they are on.
Exit Pass
What do you think is better.....chaos (no government at all) or a dictator? Why do you think this?
Sunday, October 14, 2012
Monday, October 15, Intro to Shakespeare / Julius
Objective: By the end of class, you will be introduced to Shakespeare's life and learn Roman Superstitions that influence the action in Julius Ceasar.
DO NOW
SUPERSTITION - any blindly accepted belief or notion.
With what superstitions are you familiar? Are you superstitious at all? About what?
Direct Instruction
Power point on superstitions from different cultures.
Roman Superstitions - page 778 - read and fill in blanks on handout.
Shakespeare's life - 741-744....Skim together and write down important facts in notebooks.
In groups, skim Elizabethian theater pages - ....each group member should take a page, find important facts share with group and then write them all down in your notebooks
Exit Pass
Have you ever been persuaded to do something that you later regretted? What was it and why did you regret it (or not)?
DO NOW
SUPERSTITION - any blindly accepted belief or notion.
With what superstitions are you familiar? Are you superstitious at all? About what?
Direct Instruction
Power point on superstitions from different cultures.
Roman Superstitions - page 778 - read and fill in blanks on handout.
Shakespeare's life - 741-744....Skim together and write down important facts in notebooks.
In groups, skim Elizabethian theater pages - ....each group member should take a page, find important facts share with group and then write them all down in your notebooks
Exit Pass
Have you ever been persuaded to do something that you later regretted? What was it and why did you regret it (or not)?
Thursday, October 11, 2012
Friday, October 12, SHOP WRITNG
Objective; By the end of class, students will complete written assignments on the neos to be graded by me for communication skills, vocabulary, grammar, sentence structure etc and by your shop teacher for content.
DO NOW
What is your shop and is it what you expected it to be? why or Why not? Better or worse? Do you think you will end up in a career of your shop?
DIRECT
THE FOLLOWING ARE DIRECTIONS FOR SPECIFIC SHOPS:
Fire Academy - Write a story in which there is some kind of tragedy and you are the first EMT on the scene. Be sure to demonstrate not only the technical skills but the personal well-being of an EMT which include:
*Personal Attributes
* Professional Skills
* Integrity
Auto Motive Auto Mechanic - Choose another article from the magazines provided and summarize it in your own words. In addition, type yesterday's shop lesson.
Write a JOB WANTED advertisement for a particular job that you would like in the industry. Then, write a cover letter for that job explaining why you should get it. Remember to focus on how you will be an asset to the person hiring you (instead of what the job can do for you).
Example:
Pastry chef wanted
Skills Required:
Responsibilities include:
Then , write a letter explaining why you are the perfect person for the job.
Dear Sir:
I saw your advertisement seeking a full time pastry chef. I have been a pastry chef for 10 years, currently working at.... and I believe I can contribute to the success of your restaurant...
Oral Health - continue to work on project assigned and type into neo.
HRT - Turn the "facts" that you wrote from reading the article yesterday into a summary. Be sure to use transitions and proper grammar, etc.
Exit Pass
Print TWO (2) copies of your final work and give to me.
DO NOW
What is your shop and is it what you expected it to be? why or Why not? Better or worse? Do you think you will end up in a career of your shop?
DIRECT
THE FOLLOWING ARE DIRECTIONS FOR SPECIFIC SHOPS:
Fire Academy - Write a story in which there is some kind of tragedy and you are the first EMT on the scene. Be sure to demonstrate not only the technical skills but the personal well-being of an EMT which include:
*Personal Attributes
* Professional Skills
* Integrity
Auto Motive Auto Mechanic - Choose another article from the magazines provided and summarize it in your own words. In addition, type yesterday's shop lesson.
Write a JOB WANTED advertisement for a particular job that you would like in the industry. Then, write a cover letter for that job explaining why you should get it. Remember to focus on how you will be an asset to the person hiring you (instead of what the job can do for you).
Example:
Pastry chef wanted
Skills Required:
Responsibilities include:
Then , write a letter explaining why you are the perfect person for the job.
Dear Sir:
I saw your advertisement seeking a full time pastry chef. I have been a pastry chef for 10 years, currently working at.... and I believe I can contribute to the success of your restaurant...
Oral Health - continue to work on project assigned and type into neo.
HRT - Turn the "facts" that you wrote from reading the article yesterday into a summary. Be sure to use transitions and proper grammar, etc.
Exit Pass
Print TWO (2) copies of your final work and give to me.
Wednesday, October 10, 2012
Thursday, October 11,
Objective: By the end of class, students will demonstrate comprehension of short fiction, irony and use effectively use new vocabulary.
DO NOW
Properly use three to five vocabulary words in a short paragraph - words on page 149 - soft holt text. Each correctly used word is an extra 2 points on quiz
Direct Instruction
Review answers at end of Lamb to Slaughter.
Lamb to Slaughter quiz
When you complete Quiz:
1. AUTOBODY and AUTO MECHANIC students - get a magazine, find an article of interest and carefully read it. Write down at least ten fact.
2. Oral Health - Read your resource material from Ms. Fenster and in your notebooks, write down the he sequence of tooth eruption and correct terminology.
3. HRT -read the following article and list important facts.
4. Construction / welding -Describe in detail a new procedure you have recently learned. USe descriptive words and be specific - I know nothing about either topic ;)
5. Fire Academy - Read the article on EMTs and write down 10 facts about how to become an EMT and what responsibilities the job entails in your notebooks.
6. Culinary - You have recently learned about several types of jobs in the industry. Tell me about three of them in detail. What are the responsibilities of each?
DO NOW
Properly use three to five vocabulary words in a short paragraph - words on page 149 - soft holt text. Each correctly used word is an extra 2 points on quiz
Direct Instruction
Review answers at end of Lamb to Slaughter.
Lamb to Slaughter quiz
When you complete Quiz:
1. AUTOBODY and AUTO MECHANIC students - get a magazine, find an article of interest and carefully read it. Write down at least ten fact.
2. Oral Health - Read your resource material from Ms. Fenster and in your notebooks, write down the he sequence of tooth eruption and correct terminology.
3. HRT -read the following article and list important facts.
4. Construction / welding -Describe in detail a new procedure you have recently learned. USe descriptive words and be specific - I know nothing about either topic ;)
5. Fire Academy - Read the article on EMTs and write down 10 facts about how to become an EMT and what responsibilities the job entails in your notebooks.
6. Culinary - You have recently learned about several types of jobs in the industry. Tell me about three of them in detail. What are the responsibilities of each?
Tuesday, October 9, 2012
Wednesday, October 10, Lamb to Slaughter
Objective: By the end of lass, students will make predictions, demonstrate reading comprehension, enhance vocabulary and identify and distinguish different types of irony in short fiction.
DO NOW
Use "anxiety" and "tranquil" in the same sentence.
Direct Instruction
Video on Roald Dahl. Write down 5 facts about him in your notebooks.
Review Lamb to Slaughter to page 154 soft holt reader. Read together, pages 154-156.
Guided
SSR - read through 158 on own and complete all side bars.
Independent
Vocabulary and reading comprehension handout.
Review sidebars and handout answers.
Exit Pass
If the dramatic irony in the story is that we know Mary kills her husband but the cops and the grocer don't know, then what is the situational irony in the story
DO NOW
Use "anxiety" and "tranquil" in the same sentence.
Direct Instruction
Video on Roald Dahl. Write down 5 facts about him in your notebooks.
Review Lamb to Slaughter to page 154 soft holt reader. Read together, pages 154-156.
Guided
SSR - read through 158 on own and complete all side bars.
Independent
Vocabulary and reading comprehension handout.
Review sidebars and handout answers.
Exit Pass
If the dramatic irony in the story is that we know Mary kills her husband but the cops and the grocer don't know, then what is the situational irony in the story
Friday, October 5, 2012
Tuesday, October 9, Lamb to Slaughter
Objective; By the end of class. students will learn new vocabulary, distinguish between types of irony and identify them, and demonstrate reading comprehension.
DO NOW
Copy vocabulary words into notebooks - soft holt text page 149.
Direct Instruction
Roald Dahl biography video - write down 5 facts about the author.
Review types of irony - powerpoint.http://www.slideshare.net/guest08131855/irony-activity
Guided
Read together introduction to LAMB TO SLAUGHTER -soft holt text pages 148-149
Independent
Silent Sustained Reading (SSR) - read pages 150-154 of Lamb to Slaughter
Complete all side-bars and underline any irony that you recognize (dramatic, verbal or situational).
Check for Understanding
Write a short, 3-4 sentence paragraph summerizing what is happening in the story.
Closure
Review sidebars and summary
Exit Pass
What do you think the husband told his wife? (make an inference)
DO NOW
Copy vocabulary words into notebooks - soft holt text page 149.
Direct Instruction
Roald Dahl biography video - write down 5 facts about the author.
Review types of irony - powerpoint.http://www.slideshare.net/guest08131855/irony-activity
Guided
Read together introduction to LAMB TO SLAUGHTER -soft holt text pages 148-149
Independent
Silent Sustained Reading (SSR) - read pages 150-154 of Lamb to Slaughter
Complete all side-bars and underline any irony that you recognize (dramatic, verbal or situational).
Check for Understanding
Write a short, 3-4 sentence paragraph summerizing what is happening in the story.
Closure
Review sidebars and summary
Exit Pass
What do you think the husband told his wife? (make an inference)
Thursday, October 4, 2012
Objective: By the end of class, students will complete
a draft of an essay comparing greek and norse mythhology (Theseus vs.
Sigurd).
DO NOW
Direct Instruction
Review the guidelines and rubric for the essay. CONTINUE WHAT YOU STARTED YESTERDAY!
Using the neos, type a four paragraph essay following the directions on the handout. REMEMBER:
- Spellcheck
- Use higher level vocabulary
- Provide examples from text to support your claims
- Use transitional words to connect paragraphs and sentences
- Leave an extra space between paragraphs
When complete, you may come up to my printer and print.
Please proof read, and underline the following components:
- Topic sentence
- TWO examples of how they are similar
-TWO examples of how they are different
- TRANSITIONAL words that you used.
Then, delete the file, return the neo and take a crossword or word search for extra credit.
DO NOW
Direct Instruction
Review the guidelines and rubric for the essay. CONTINUE WHAT YOU STARTED YESTERDAY!
Using the neos, type a four paragraph essay following the directions on the handout. REMEMBER:
- Spellcheck
- Use higher level vocabulary
- Provide examples from text to support your claims
- Use transitional words to connect paragraphs and sentences
- Leave an extra space between paragraphs
When complete, you may come up to my printer and print.
Please proof read, and underline the following components:
- Topic sentence
- TWO examples of how they are similar
-TWO examples of how they are different
- TRANSITIONAL words that you used.
Then, delete the file, return the neo and take a crossword or word search for extra credit.
Wednesday, October 3, 2012
Thursday, October 4, Compare / Contrast Essay
Objective: By the end of class, students will complete a draft of an essay comparing greek and norse mythhology (Theseus vs. Sigurd).
Direct Instruction
Review the guidelines and rubric for the essay.
Using the neos, type a four paragraph essay following the directions on the handout. REMEMBER:
- Spellcheck
- Use higher level vocabulary
- Provide examples from text to support your claims
- Use transitional words to connect paragraphs and sentences
- Leave an extra space between paragraphs
When complete, you may come up to my printer and print. Then:
- UNDERLINE THE FOLLOWING COMPONENTS:
Topic sentence
TWO examples of similarities
TWO examples of differences
Transitional words
When done, you may take a crossword or word search for extra credit.
Direct Instruction
Review the guidelines and rubric for the essay.
Using the neos, type a four paragraph essay following the directions on the handout. REMEMBER:
- Spellcheck
- Use higher level vocabulary
- Provide examples from text to support your claims
- Use transitional words to connect paragraphs and sentences
- Leave an extra space between paragraphs
When complete, you may come up to my printer and print. Then:
- UNDERLINE THE FOLLOWING COMPONENTS:
Topic sentence
TWO examples of similarities
TWO examples of differences
Transitional words
When done, you may take a crossword or word search for extra credit.
Tuesday, October 2, 2012
Wed, October 3, Theseus / Sigurd
Objective: By the end of class, students will be able to connect the hero with his deeds and the values of his society and complete constructed response comparing Sigurd and Theseus.
DO NOW
Name two big mistakes that Theseus makes on his rturn to Athens from Crete.
Name a big mistake that Sigurd made.
Direct Instruction
Review handout from yesterday, identifying major events in Theseus.
Guided Instruction
1. Use the HERO CHART to complete one side for Sigurd and one side for Theseus. Be sure to use your notes, handouts and textbook to provide as much detail as possible. When it asks about "VALUES" it is referring to the values of each culture. Use your notes or text (page 660 for greek and 6673 for norse)
2. Complete the constructed response handout comparing Sigurd and Theseus. Look for similarities (and differences if you choose) to complete the organizer. Your HERO charts shoud help you complete this.
Check for Understanding individually as you write.
Exit Pass
Imagine if Sigurd was in Theseus' shoes and vice versa. How would their stories be different?
DO NOW
Name two big mistakes that Theseus makes on his rturn to Athens from Crete.
Name a big mistake that Sigurd made.
Direct Instruction
Review handout from yesterday, identifying major events in Theseus.
Guided Instruction
1. Use the HERO CHART to complete one side for Sigurd and one side for Theseus. Be sure to use your notes, handouts and textbook to provide as much detail as possible. When it asks about "VALUES" it is referring to the values of each culture. Use your notes or text (page 660 for greek and 6673 for norse)
2. Complete the constructed response handout comparing Sigurd and Theseus. Look for similarities (and differences if you choose) to complete the organizer. Your HERO charts shoud help you complete this.
Check for Understanding individually as you write.
Exit Pass
Imagine if Sigurd was in Theseus' shoes and vice versa. How would their stories be different?
Monday, October 1, 2012
Tuesday, Oct. 2, Theseus / Sigurd
Objective: By the end of class, students will demonstrate comprehension of Theseus myth. Keeping norse and greek heritag in mind, you will also identify heroic traits for each Sigurd and Theseus to prepare for a compare / contrast essay.
DO NOW
HANDOUT - Use BETTER, more COMPLEX adjectives than the ones provided. You all know how i dislike simple descriptions such as "good," "nice," "bad," etc.
Direct Instruction
1. Review "DO NOW" answers. Keep in mind, this is relevant for upcoming essay.
2. Use the text to complete the double sided comprehensive questions regarding Theseus.
Review Theseus / Quick refresher on Sigurd
3. Now it is time to start comparing Sigurd and Theseus directly. First start with completing the graphic organizers regarding heroes. Remember to include cultural ideals that affect their behaviors and characters. Use your notebooks and the text to help you.
Theseus (starts on page 660)
Sigurd (starts on page 60
You should include as much detail as possible on this graphic organizer!
4. For essay practice writing, use the next outline to create a paragraph. If done well, you can ultimately use it in your essay that will be done in class WED /Thurs.
Closure
Share ideas, review organizers, list differences.
Exit Pass
Why do you think both Norse and Greek mythology contain monsters?
DO NOW
HANDOUT - Use BETTER, more COMPLEX adjectives than the ones provided. You all know how i dislike simple descriptions such as "good," "nice," "bad," etc.
Direct Instruction
1. Review "DO NOW" answers. Keep in mind, this is relevant for upcoming essay.
2. Use the text to complete the double sided comprehensive questions regarding Theseus.
Review Theseus / Quick refresher on Sigurd
3. Now it is time to start comparing Sigurd and Theseus directly. First start with completing the graphic organizers regarding heroes. Remember to include cultural ideals that affect their behaviors and characters. Use your notebooks and the text to help you.
Theseus (starts on page 660)
Sigurd (starts on page 60
You should include as much detail as possible on this graphic organizer!
4. For essay practice writing, use the next outline to create a paragraph. If done well, you can ultimately use it in your essay that will be done in class WED /Thurs.
Closure
Share ideas, review organizers, list differences.
Exit Pass
Why do you think both Norse and Greek mythology contain monsters?
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