Tuesday, March 1 - Titanic Timeline / Assessment

Objective: By the end of class, students will be assessed on secondary source of informational text in order to improve reading comprehensive and writing skills.

DO NOW

Turn in your HW (irony worksheet) and get your test.

CRQ - Identify two specific events that happened between 11:40 pm on April 14 and 2:20 am on April 15 and analyze in detail how each contributed to sinking of the Titanic and/or great loss of life. 
(be sure to use textual evidence to support your answer)

Direct Instruction

When you are done with your test, we will create a giant timeline for the wall:

1. Create a piece of the timeline from the Titanic for display. Use a whole piece of paper to create your assigned piece of the timeline. I will assign you a # of the timeline for you to create.

a. Write the DATE and TIME on your sheet.

b. Draw, sketch, copy or print a graphic for your event.

c. You are each assigned one event from the timeline. Go back to the text to describe what was happening during that time on the Titanic directly onto your sheet.

view titanic bloopers

Check for Understanding

Individual student checks during independent work

Closure

Review elements of informational text. 


Exit Pass

Do you think the captain of the ship is to blame for the Titanic disaster and loss of life? Explain.

Monday, February 29 - Titanic Conclusion

Objective: By the end of class, students will analyze secondary source of informational text in order to improve reading comprehensive skills.

DO NOW

Complete the first THREE on irony worksheet.

Direct Instruction

Read Section III / IV - pages - 341-343- 

Guided

Finish TIMELINE

April 15 - 2:40 am - Carparthia first sights green light from # 2 boat
April 15 - 4:10 am - Carpathia picks up first lifeboat and learns that Titanic sank

Online multiple choice facts / quiz questions

Independent

RESTATE
EXPLAIN
QUOTE
CONCLUDE

CRQ

Analyze / discuss the human errors, that resulted in natural disasters, that were made on both the Titanic and Mt Everest. 

Considering human nature, do you think either of these disasters could have been avoided completely?

Check for Understanding

Individual student checks during independent work.

Closure

Review for test tomorrow.


HW - finish Irony Worksheet and prepare for test tomorrow - constructed response and multiple choice. 

Thursday - February 25 - Titanic part 2 & 3

Objective: By the end of class, students will analyze a secondary source of informational text in order to improve reading comprehensive skills.

DO NOW

Look on page 333 of hard textbook - bottom right hand column - why is the song they are singing considered DRAMATIC IRONY?

How does the crew react when they hear they are approaching icebergs? Why is their reaction considered SITUATIONAL IRONY? How might you expect them to behave?

Direct Instruction

Review of Three types of irony:
1. Dramatic Irony  - audience knows what character does not (builds suspense)
2. Situational Irony- opposite happens of what you expect
3. Verbal Irony - you say opposite of what you mean (sarcasm)

IronyPPT – identify an distinguish between different types of irony

irony examples

more examples

Guided / Independent 

titanic sinking in movie / english for periods 1/2

Read Section two of the Titanic - pages 334-340 in hard text book.
As you read, continue the TIMELINE we began yesterday. Every time you see a TIME, record what happened. 

Section 2

7. April 15 - 12:20 am  - water bursts into seaman's quarters
8. April 15, 12:25 pm - distress call sent out
9. April 15, 12:30 pm - word is passed to get women and children on lifeboats
10. April 15 - 12:45 am - women and children head to deck to get on lifeboats
11. 1:00 am, April 15 - 'millionaire club" lifeboat leaves ship
12.1:20 am, April 15 - water flowing in boiler room 4 and rockets flared as distress symbols.
13. 1:30 am, April 15 - crew is sending life boats down with first class women and children
14. 1:40 am, April 15 - engine room getting flooded and others ships hear distress signals
15. 1:45 am, April 15 - foredeck is underwater
16. 2:00 am, April 15 - ship sinking, distress symbols still being sent / 1500 people still on board
16. 2:10 am, April 15 - band plays 'Nearer My god to Thee" as ship begins to sink
17. 2:17 am, April 15 - all power aboard ship is lost
18. 2:18 am, April 15 - ship snaps in two
19. 2:20 am, April 15 - whole ship has sunk

Check for Understanding

Individual student checks during independent work

Closure

Review timeline to date

Exit Pass

Who is at fault in this disaster? How does it compare to what happened on Mt Everest?

Wednesday, Feb 24 - Titanic

Objective: By the end of class, students will analyze informational text (secondary source) in order to improve reading comprehensive skills. 

DO NOW

OBJECTIVE can mean two things - either "GOAL" or it means "FAIR. " An objective narrator tries to tell a story fairly, without bias (tell the facts straight up without any opinion).

Synthesize means to gather information about the same topic from different sources and then use it to write one piece. Information that is SYNTHESIZED is a SECONDARY SOURCE. It is usually very objective because the author looks at several viewpoints prior to writing.

Read Introduction to The Titanic together - pages in adapted soft reader .


 Read section 1 - pages  -  in soft holt adapted reader.

Begin to Create TIMELINE. 
First entry -  april 10, 1912 - set sail- almost collide w/ New Yorker
2nd entry =  April 11, 1912 - finally departed
3rd entry - April 14, 1912 - 9 am - receive first warnings of icebergs from Caronia ship
4th - April 14 - Five more warnings from other ships including the Californian and the Baltic- warnings were ignored
5th entry  - April 14 - 11:30 pm - warning bells sounded  - the Californian radios to warn again of icebergs but they are ignored
6th entry - April 14 - 11:40 - iceberg sighted

Section 2
7th entry -  

Exit Pass

Why is the sinking of the TITANIC ironic??

titanic sinking

titanic sinking in movie

titanic sinking in movie / english

scene where jack dies

Tuesday, Feb 23 - Introduction to Titanic - Informational Text - Secondary Source

Objective: By the end of class, students will analyze informational text (secondary source) in order to improve reading comprehensive skills.
DO NOW
Quizlet matching - Primary vs Secondary Sources

Direct Instruction


Primary sources are often more subjective than secondary sources. The article we are about to read is a SECONDARY SOURCE which mean the author gathered facts from various sources and synthesized them before writing the article.

Read Introduction to The Titanic together - pages 328-329.

click here for facts about the original titanic

 Read section 1 - through page334 in text or pages 173-177 in soft holt reader.

Begin to Create TIMELINE. 
First entry -  april 10, 1912 - set sail
2nd entry = april 12 - message to Titanic about iceberg
3rd entry - 
4th - 

Exit Pass

Why is the sinking of the TITANIC ironic??

Friday, Feb 19 - Into This Air Conclusion

Objective: By the end of class, students will analyze informational text in order to improve reading comprehensive skills and prepare for Keystone exam.

DO NOW

Analyze  = to break down, pick apart and provide evidence for a specific question or statement. When you ANALYZE, you must provide textual evidence!

Analyzing is different then summarizing because when you summarize, you simply state "who, what, when, where and why" without having to provide quotes from the text to support your answer.

Direct Instruction
WHEN ANALYZING use the graphic organizer format: - 

1.RESTATE 
2. EXPLAIN 
3. QUOTE 
4. CONCLUDE

Guided 25 facts  - write down five of them in notebooks 

Guided 

Practice multiple choice questions


Independent

1. Multiple choice QUIZ

2. Choose one of the  CRQ's below and use the graphic organizer to write your answer (or use it as a guide). You may then translate it into paragraph form using a NEO or handwritten:

      A. Analyze at least two examples of situational irony from "into           Thin Air" and explain why they are ironic. Be sure to provide            textual evidence to support your answer.

    B. Many quick decisions had to be made on that mountain in                light of the impending storm. Analyze two decisions (causes)          and the effects that resulted due to those decisions. Be                     specific and be sure to provide textual evidence for your                   answer.


3. Explain what a primary source is and the positives and negatives of using a primary source. Cite one example from Into Thin Air that demonstrates possible BIAS.

Check for understanding

Individual student checks during independent work

Closure

Review POV, mood, style and cause / effect and primary vs. secondary sources.

Exit pass

List some pros and cons of a primary source.

Thursday, Feb 18 - Into Thin Air

Objective: By the end of class, students will analyze informational text in order to improve reading comprehensive skills.

DO NOW

Write this down in notebooks:

1. Into Thin Air is written in FIRST PERSON POV (so it has some BIAS).
2. It has CAUSE/ EFFECT text structure. ( every time a decision is made, there are one or more effects of that decision.
3. It has a significant amount of SITUATIONAL IRONY (opposite happens of what you expect). 

Direct Instruction

sandy pittman

everst rescue

Read introduction from the textbook on page - 

Read Into thin Air - soft holt READER = PAGES 58-

Guided / Independent

1. How does Point Of View affect your interpretation of this article?
2. Explain in detail three events that caused a specific effect. What might have happened differently?
3. What was ironic about the weather that day?
4. Identify a few sentences that make you feel anxious. What words make you feel that way? (these words establish the MOOD which changes throughout the article).

5. Explain the rescue mission plan and the decision to leave Namba and Beck Weathers and then evaluate it Do you think it was a sensible plan? What might you have done?).

Feb 12 - Informational Text

Objective: By the end of class, students will analyze elements of non-fiction and distinguish between primary and secondary sources in order to improve reading comprehensive skills.

DO NOW
Write down the following in notebooks:

Elements of NON-FICTION vs.  Elements of FICTION
People vs . Characters
Location vs Setting
Actual Events vs. Plot
Main Idea vs. Storyline

Direct Instruction

Into thin Air By Jon Krakuer = Non-Fiction  / Informational text 

It is a PRIMARY source which means it is a first hand account of what happened. Krakauer was actually THERE and the article is written from his experience. It is inevitable that PRIMARY sources contain some BIAS because it is FIRST PERSON POV.

Read Introduction to Into Thin Air  - Holt text pages 347-348.

 view the climb in 3d

Guided

View Mount Everest Documentary - write down five facts about Mount Everest. Write down facts about individuals interviewed.

Independent
Write a 5-7 sentence summary (who, what, when , where, why) of what you watched including the main idea and supporting details ( at least 3).

Use chrome book to research information about Jon Krakauer, the author of Into Thin Air, or any of the climbers that were on that expedition on page 450 of the holt text. CHOOSE JUST ONE and write a paragraph summarizing his/her life and experience on the Mt Everest 1996 climb.

THEMES, however can be the same in both genres.

Check for understanding

Individual student checks during independent work

Closure

Review non-fiction and informational text compared to fiction

Exit Pass

Are you a risk-taker? Does taking risks excite you? Would you consider climbing Mt Everest? Why, or why not.

Thursday, Feb 11 - Introduction and Main Idea

Objective: By the end of class, students will examine Keystone literary terms in order to determine prior knowledge and use active reading strategies in order to find the MAIN IDEA of a passage.

DO NOW

Write into Notebooks:

Genre - A type of literature (fiction, non-fiction, prose, poetry, news articles, drama, etc)

To summarize = to simplify by putting in your own words; stating the "who, what, where and why" without details or quotations.

PLOT - a series of events (the action, what actually happens in  a story)

MAIN IDEA  = TOPIC + Author's point about the topic

Direct Instruction

Active reading Strategies handout  /

Main Idea Handout with the main idea paragraphs (multiple choice).

Guided

Work through the first three main idea / multiple choice paragraphs together. 
Complete on own and review last three together.

Guided 

stress / learn to relax

Stress and your brain


As you watch video, write down the TOPIC, MAIN IDEA and two DETAILS/EXAMPLES that support your main idea.

Independent

Read 'Diary of A Mad Blender together using active reading strategies. 

In books, complete page 6, identifying supporting details and the main idea.

Check for Understanding

Individual student checks during independent work.

Closure

Review finding the MAIN IDEA and how it is not always the first or last sentence of a paragraph or passage, but often must be inferred.

Exit Pass

Where can you usually find the main idea of a passage? Is it always exactly stated, word for word?

February 10 - Intro to English 1

Objective: By the end of class, students will be introduced to English 2 requirements, provide a writing sample and complete memory exercises in order to prepare to succeed this academic year.

DO NOW

WRITE MY BLOG ADDRESS AND EMAIL INTO YOUR NOTEBOOKS:

reinaeng2.blogspot.com

karenreina1@gmail.com

Read the course overview and circle any words that which you do not know the meaning.

short term memory quiz

Direct Instruction

SYLLABUS

Review together. Circle words you don't know on syllabus - write down definitions in notebook after review.

Review and Analyze Syllabus, classroom rules and procedures. 

Complete folder for every student.

Guided

Student Survey Sheets

Independent

Choose one writing prompt from the handout provided. Read directions first! If you prefer, you may use a NEO to type instead of hand write your paragraph.

Understanding / Closure

QUESTIONS?

Exit Pass

What do you consider your greatest academic strength? Weakness? Is there anything you want to tell me about yourself?

Feb 5 - Friday - Mask of the Red Death

Objective: By the end of class, students will analyze allegory in order to improve reading comprehensive skills.

DO NOW
In order, list the room colors and what they symbolize in MAsk of the Red Death.

Direct Instruction

Listen to Mask of Read Death  and Follow along in book - pages - 420-424

View short film

Guided / INDEPENDENT

Complete al questions on handout and turn in for grade.

CHECK FOR UNDERSTANDING

Individual / group student checks during independent work

Closure

Review symbols and their meanings

Exit Pass
Explain how the Mask of the Red Death is an ALLEGORY for the black plague.

Thursday, Feb 4 - Mask of the Red Death

Objective: By the end of class, students will analyze allegory in order to improve reading comprehensive skills.

DO NOW


Direct Instruction

Listen to Mask of Read Death  and Follow along in book - pages - 420-422

Guided / INDEPENDENT

Answer Questions 1-6 on hANDOUT.

CHECK FOR UNDERSTANDING

Individual / group student checks during independent work

Closure

Review symbols and their meanings

Exit Pass

Wednesday, Feb 3 - Mask of the Red Death

Objective: By the end of class, students will analyze fiction as an allegory in order to improve reading comprehensive skills.

Do Now

What do you think each of the colors represent? 
Direct Instruction

Look at the rooms from EAST to WEST and write down what each color represents in the order that they appear.

Read pages in the holt text.

Symbolism of Mask of the red Death

Summary of the Mask of the red death

Independent

Study Guide Questions

Check for understanding

Individual and group checks during independent work

Closure

review Symbolism and allegory

Exit Pass

How do you think you might react / behave if your neighborhood was threatened with a deadly disease?

Tuesday, Feb 2 - The Mask of the Red Death / Black Plague

Objective; By the end of class, students  will analyze historical event in order to understand ALLEGORY and improve reading comprehensive skills.

DO NOW

Write a summary using the information from the text (pages 429-430) and from the video. In this summary, include the following information:
1. When and where did the Black plague begin to spread in Europe?
2. Who were the carriers?
3. What part of the world did it originate?
4. How many Europeans died from this disease?
5. Describe three ways that people, rich and poor, tried to deal with the plague infiltrating the areas in which they lived.

Direct Instruction

A Symbol is a thing that represents or stands for something else, especially a material object representing something abstract. Many things are symbolic in Mask of the Red Death - starting with COLORS and 7 rooms.

Guided

Symbolism of Mask of the red Death

Summary of the Mask of the red death

Independent

Study Guide Questions

Check for understanding

Individual and group checks during independent work

Closure

review Symbolism and allegory

Exit Pass

How do you think you might react / behave if your neighborhood was threatened with a deadly disease?