Objective: By the end of class, students will begin introduction in order to meet deadline of research paper.
DO NOW
Look for an anecdote, a famous quote or perhaps as definition to be your attention getter, your "hook" for your opening paragraph.
Direct
Follow your "hook" with your thesis statement. Another sentence or two should be able to transition you into your first section.
The following is the time line for the whole senior project.
1. Research paper due - October 26
2. Slide 1-10 due November 9
3. Practice Presenting Nov 13-17
4. Resume due November 22
5. Fieldwork paper due December 8 (see note below)*
6. Interview transcript due December 13
7. Slides 11-13 due December 15
8. Practice Presenting Dec 18-22
9. Slides 14-15 due January 5
10. Reflection due Jan 9
11. Practice Presenting 10-25?
12. Fall Senior Presentations Jan 29-30
* Your field paper is based on the 30 community service hours that you do outside of the school that are related to your shop (you must do a total of 60 hours, but only 30 has to be shop related). This fieldwork must be complete upon the return of Thanksgiving break (Nov 27) so you have time to write about it before due date.
Thursday, September 28, 2017
Wednesday, September 27, 2017
Thursday, September 28 - Lamb to the Slaughter CRQ
Objective: By the end of class, students will use a graphic organizer to write a constructed response in order to demonstrate comprehension of author's use of literary elements in short fiction.
DO NOW
Identify one example of situational irony and one example of dramatic irony from Lamb to the Slaughter on the handout provided.
Direct / Guided /Independent
CHOOSE ONE OF THE CRQ'S BELOW AND ANSWER IT ON THE GRAPHIC ORGANIZER PROVIDED
1. Analyze the author's use of dramatic irony in Lamb to the Slaughter and explain its effect on the reader ( how does it make the reader feel). (Provide textual evidence for your explanation).
OR
2. Analyze Mary Maloney's character throughout Lamb to the Slaughter and how she changes throughout the story. (Provide textual evidence to support your answer).
DO NOW
Identify one example of situational irony and one example of dramatic irony from Lamb to the Slaughter on the handout provided.
Direct / Guided /Independent
CHOOSE ONE OF THE CRQ'S BELOW AND ANSWER IT ON THE GRAPHIC ORGANIZER PROVIDED
1. Analyze the author's use of dramatic irony in Lamb to the Slaughter and explain its effect on the reader ( how does it make the reader feel). (Provide textual evidence for your explanation).
OR
2. Analyze Mary Maloney's character throughout Lamb to the Slaughter and how she changes throughout the story. (Provide textual evidence to support your answer).
Wednesday - September 27 - Seniors
Objective:
By the end of class, students will have three sources printed and annotated in order to prepare to begin writing your senior research paper. Sources and annotations to be approved by me prior to begining the writing process.
Students will also use EASYBIB.COM to change the URL's to proper references for the reference page of your papers.
Everyone in the class will have a google docs file shared with me at karenreina1@gmail.com so I can continually check and edit work and you progress.
NEWS FLASH - IT IS LIKELY THAT YOU WILL BE PRESENTING AT THE END OF JANUARY RATHER THAN JUNE, SO STAY ON TASK! This is a good thing if it happens...you will be better prepared and the information will be fresher in your minds...AND....you will be done!!!
By the end of class, students will have three sources printed and annotated in order to prepare to begin writing your senior research paper. Sources and annotations to be approved by me prior to begining the writing process.
Students will also use EASYBIB.COM to change the URL's to proper references for the reference page of your papers.
Everyone in the class will have a google docs file shared with me at karenreina1@gmail.com so I can continually check and edit work and you progress.
NEWS FLASH - IT IS LIKELY THAT YOU WILL BE PRESENTING AT THE END OF JANUARY RATHER THAN JUNE, SO STAY ON TASK! This is a good thing if it happens...you will be better prepared and the information will be fresher in your minds...AND....you will be done!!!
Tuesday, September 26, 2017
Wednesday, September 27 - Lamb to the Slaughter
Objective: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Three types of Irony - write them in your notes
Situational Irony - when the opposite happens of what we expect to happen
Verbal Irony - when we say the opposite of what we mean (sarcasm is a form of verbal irony)
Dramatic Irony - when the reader or viewer knows something that the characters in the story do not. It builds suspense!!
Direct Instruction
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided
Summarize LTTS to date.
Finish reading LTTS.
Independent
Identify two examples of situational irony and two examples of dramatic irony in LTTS.
Complete the plot structure for LTTS and all comprehensive questions on the handout. Tomorrow you will be writing a constructed response......
Check for Understanding
Individual student checks during independent work
Closure
Review the incidences of situational irony and dramatic irony in LTTS.
DO NOW
Three types of Irony - write them in your notes
Situational Irony - when the opposite happens of what we expect to happen
Verbal Irony - when we say the opposite of what we mean (sarcasm is a form of verbal irony)
Dramatic Irony - when the reader or viewer knows something that the characters in the story do not. It builds suspense!!
Direct Instruction
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided
Summarize LTTS to date.
Finish reading LTTS.
Independent
Identify two examples of situational irony and two examples of dramatic irony in LTTS.
Complete the plot structure for LTTS and all comprehensive questions on the handout. Tomorrow you will be writing a constructed response......
Check for Understanding
Individual student checks during independent work
Closure
Review the incidences of situational irony and dramatic irony in LTTS.
September 26 - SENIORS
Objective: By the end of class, students will READ and HIGHLIGHT and SUMMARIZE sources of information in order to prepare to write their senior research paper.
DO NOW
Review the Senior Project Overview requirements.
THEN:
1. Take out your sources. Annotate, highlight and summarize.
If you do not have printed sources, I will print one for you today. Please be sure to get all of your sources printed out so that you can more easily reference them while writing your paper.
2. Organize your information. Which sources contain information for each section of your paper? Make sure you have enough information for each section.
3. You will use at least two direct quotes per section of your paper. Start to think about that as you annotate your sources.
4. ORGANIZATION is IMPERATIVE to writing a successful research paper. If you are not organized and you do not really understand and digest the information from your sources, you will have the tendency to plagiarize.
4. Remember that good sources are usually .gov, .edu or .org.
5. Remember to save all of the url's to your reference page and use easybib.com to create proper references. Save the URL's underneath the properly formatted reference so that you have access to it if needed while writing your paper.
6. You will be required to show me your printed sources, and clearly identify the parts of each source that you intend to use for each section of your paper prior to writing.
6. When we get to it later this week, we will discuss a proper opening to your introduction. This may be an ANECDOTE or a famous QUOTE or a DEFINITION.....it will differ for all of you depending on your topic.
DO NOW
Review the Senior Project Overview requirements.
THEN:
1. Take out your sources. Annotate, highlight and summarize.
If you do not have printed sources, I will print one for you today. Please be sure to get all of your sources printed out so that you can more easily reference them while writing your paper.
2. Organize your information. Which sources contain information for each section of your paper? Make sure you have enough information for each section.
3. You will use at least two direct quotes per section of your paper. Start to think about that as you annotate your sources.
4. ORGANIZATION is IMPERATIVE to writing a successful research paper. If you are not organized and you do not really understand and digest the information from your sources, you will have the tendency to plagiarize.
4. Remember that good sources are usually .gov, .edu or .org.
5. Remember to save all of the url's to your reference page and use easybib.com to create proper references. Save the URL's underneath the properly formatted reference so that you have access to it if needed while writing your paper.
6. You will be required to show me your printed sources, and clearly identify the parts of each source that you intend to use for each section of your paper prior to writing.
6. When we get to it later this week, we will discuss a proper opening to your introduction. This may be an ANECDOTE or a famous QUOTE or a DEFINITION.....it will differ for all of you depending on your topic.
Monday, September 25, 2017
Tuesday, September 26 - Lamb to the Slaughter
Objective: By the end of class, students will be analyze short fiction in order to improve reading comprehensive skills.
DO NOW
Write Down the Definition of the following Point of View:
3rd person Limited Point of View (POV) - we only know the thoughts and feelings of ONE character in the story. We know what other people DO and SAY and LOOK LIKE but we do not know what they THINK
Direct Instruction
video on characterization
DO NOW
Write Down the Definition of the following Point of View:
3rd person Limited Point of View (POV) - we only know the thoughts and feelings of ONE character in the story. We know what other people DO and SAY and LOOK LIKE but we do not know what they THINK
Direct Instruction
video on characterization
Character traits - review traits and how traits can be revealed using the STEAL method.
Guided
From whose point of view is LTTS told?
Finish reading LTTS
Independent
Use the character trait graphic organizers to develop Mary's character and make personal connections.
Use the list of sample character traits to help you.
Check for Understanding
Individual student checks during independent work
Closure
Review POV and characterization and their effects on the plot.
HW
Complete comprehensive questions
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Guided
From whose point of view is LTTS told?
Finish reading LTTS
Independent
Use the character trait graphic organizers to develop Mary's character and make personal connections.
Use the list of sample character traits to help you.
Check for Understanding
Individual student checks during independent work
Closure
Review POV and characterization and their effects on the plot.
HW
Complete comprehensive questions
SITUATIONAL IRONY
VERBAL IRONY
DRAMATIC IRONY
Monday, September 25 - Lamb to the Slaughter
OBJECTIVE: By the end of class, students will analyze short fiction in order to improve reading comprehensive skills.
DO NOW
WORD SPLASH
PICK THREE VERBS (action words) and THREE ADJECTIVES (descriptive words) that come to mind when you look at the following picture:
Direct Instruction
LAMB TO THE SLAUGHTER - what might the title INFER the story is going to be about?
Guided
This is FICTION - look in your notes from last Wednesday - what are some elements of fiction that might apply?
Annotate for the SETTING and CHARACTERS.
Discuss setting and characters and what we know about them so far.
Independent
Complete # 1-10 of comprehensive questions on handout provided.
Check for understanding
Individual student checks during independent work
Closure
PREDICT - what is going to happen next???
DO NOW
WORD SPLASH
PICK THREE VERBS (action words) and THREE ADJECTIVES (descriptive words) that come to mind when you look at the following picture:
LAMB TO THE SLAUGHTER - what might the title INFER the story is going to be about?
Guided
This is FICTION - look in your notes from last Wednesday - what are some elements of fiction that might apply?
- Read the first page together.
Annotate for the SETTING and CHARACTERS.
Discuss setting and characters and what we know about them so far.
Independent
Complete # 1-10 of comprehensive questions on handout provided.
Check for understanding
Individual student checks during independent work
Closure
PREDICT - what is going to happen next???
Tuesday, September 19, 2017
Wednesday, September 20 - Elements of Fiction Vs Elements of Non-Ficiton
Objective: By the end of class, students will analyze fiction compared to non -fiction in order to improve reading comprehensive skills and prepare for the PSATs.
DO NOW
Connotations - short quiz -
Direct Instruction
Elements of Fiction vs Elements of Non-Fiction
Powerpoint - take notes
Guided
Look at second passage in the PSAT prep handout you were given yesterday. Let's examine the title and the BAR GRAPH. Answer questions18 and 19. Remember, the answers to these questions come from the GRAPH and from no where else in the passage.
Independent
Using the test taking skills practiced yesterday, do your best to answer the multiple choice questions for the non-fiction passage.
1. Remember to answer the questions you know first!
2. Use multiple choice strategies (cross two out...)
3. If a question refers you back to a line to determine the meaning of a word, go back to that line and insert each choice to see which one makes the most sense in the context of the passage. Do realize that you are looking for the CONNOTATION of the word??
Check for Understanding
Share answers and justify answers (why is that the right answer?)
Closure
Review and intro to next week.
DO NOW
Connotations - short quiz -
Direct Instruction
Elements of Fiction vs Elements of Non-Fiction
Powerpoint - take notes
Guided
Look at second passage in the PSAT prep handout you were given yesterday. Let's examine the title and the BAR GRAPH. Answer questions18 and 19. Remember, the answers to these questions come from the GRAPH and from no where else in the passage.
Independent
Using the test taking skills practiced yesterday, do your best to answer the multiple choice questions for the non-fiction passage.
1. Remember to answer the questions you know first!
2. Use multiple choice strategies (cross two out...)
3. If a question refers you back to a line to determine the meaning of a word, go back to that line and insert each choice to see which one makes the most sense in the context of the passage. Do realize that you are looking for the CONNOTATION of the word??
Check for Understanding
Share answers and justify answers (why is that the right answer?)
Closure
Review and intro to next week.
Monday, September 18, 2017
Tuesday, September 19 - PSAT Prep
Objective: By the end of class, students will analyze text and practice multiple choice strategies in order to prepare for the PSAT exam.
DO NOW
Name the top two most significant things in your life and explain their significance.
Direct Instruction
Passage from PSAT practice booklet - peruse passage. Look at multiple choice questions. Discuss test taking strategies.
1. Look at title.
2. What genre is it?? This will tell you a lot.
3. Peruse passage.
4. Look at multiple choice questions. If a specific question asks you to refer to specific lines, go back and mark that on the passage right away!
5. When you read, annotate!! Make notes in margins! Questions? Summarize? Connections? Predictions?
The PSAT is a TIMED test. Be sure to use the information in the questions to help you find answers QUICKLY.
Guided
Read passage from PSAT practice and answer multiple choice questions
Independent
Complete the multiple choice questions / answers.
Turn in notebook for a grade.
DO NOW
Name the top two most significant things in your life and explain their significance.
Direct Instruction
Passage from PSAT practice booklet - peruse passage. Look at multiple choice questions. Discuss test taking strategies.
1. Look at title.
2. What genre is it?? This will tell you a lot.
3. Peruse passage.
4. Look at multiple choice questions. If a specific question asks you to refer to specific lines, go back and mark that on the passage right away!
5. When you read, annotate!! Make notes in margins! Questions? Summarize? Connections? Predictions?
The PSAT is a TIMED test. Be sure to use the information in the questions to help you find answers QUICKLY.
Guided
Read passage from PSAT practice and answer multiple choice questions
Independent
Complete the multiple choice questions / answers.
Turn in notebook for a grade.
Monday, September 18 - PSAT Prep
Objective: By the end of class, students will practice vocabulary and connotations in order to prepare for the PSAT exam.
DO NOW
Vocabulary Words: Copy into notebooks
SIGNIFICANT - means " important".
CONNOTATION = an positive or negative idea or feeling that a word suggests in addition to its literal or primary meaning.
DENOTATION - the exact dictionary definition of a word
Direct Instruction
Connotation vs denotation video
connotation game
connotation game
connotation game
DO NOW
Vocabulary Words: Copy into notebooks
SIGNIFICANT - means " important".
CONNOTATION = an positive or negative idea or feeling that a word suggests in addition to its literal or primary meaning.
DENOTATION - the exact dictionary definition of a word
Direct Instruction
Connotation vs denotation video
connotation game
connotation game
connotation game
Guided / Independent
Complete the exercises on the handout provided to determine the word that is the denotation, the word that has the positive connotation and the word that has the negative connotation.
Explain how the use of positive connotations is significant in the following paragraph.
Thursday, September 14, 2017
Friday, Sept 15 - CRQ - Jane's Back
Objective: By the end of class, students will analyze short fiction and write a constructed response in order to improve reading and writing comprehensive skills.
DO NOW - write the explanations for each step that you started writing on Wednesday.....
1. Restate - simply turn around the prompt and make it your first sentence of your CRQ. Stay as close to the actual words as possible.
2. Explain - explain in your own words. Sometimes provide the definition of a term and/or explain the part of the plot that the prompt is about.
3. *Quote - Provide textual evidence that supports your explanation. This means find a direct quote from the text!
4. *Explain - how does your quote connect and support your idea? Your explanation should be at least as long as your quote or longer!!! THIS IS KEY because it proves that you understand the text AND what the question is asking of you.
5. Conclude - Make sure the question or prompt is answered thoroughly and accurately. Perhaps add a closing thought in your own words. You should use a few of the key words from the prompt in your conclusion to be sure you are answering the question and coming full circle.
Direct / Guided / Independent
PROMPT FOR JANE"S BACK from Yesterday
Analyze Jane's comments to Simon on page two of the story, Jane's Back, and infer what their relationship was prior to Jane arriving at the diner. Use textual evidence to support your answer.
Complete your CRQ from yesterday on the graphic organizer. Make sure I check it before you move forward.
Then use that as a guide to write into PROSE form using a NEO.
Also, keep your notebooks out. I will be doing a notebook check.
DO NOW - write the explanations for each step that you started writing on Wednesday.....
1. Restate - simply turn around the prompt and make it your first sentence of your CRQ. Stay as close to the actual words as possible.
2. Explain - explain in your own words. Sometimes provide the definition of a term and/or explain the part of the plot that the prompt is about.
3. *Quote - Provide textual evidence that supports your explanation. This means find a direct quote from the text!
4. *Explain - how does your quote connect and support your idea? Your explanation should be at least as long as your quote or longer!!! THIS IS KEY because it proves that you understand the text AND what the question is asking of you.
5. Conclude - Make sure the question or prompt is answered thoroughly and accurately. Perhaps add a closing thought in your own words. You should use a few of the key words from the prompt in your conclusion to be sure you are answering the question and coming full circle.
Direct / Guided / Independent
PROMPT FOR JANE"S BACK from Yesterday
Analyze Jane's comments to Simon on page two of the story, Jane's Back, and infer what their relationship was prior to Jane arriving at the diner. Use textual evidence to support your answer.
Complete your CRQ from yesterday on the graphic organizer. Make sure I check it before you move forward.
Then use that as a guide to write into PROSE form using a NEO.
Also, keep your notebooks out. I will be doing a notebook check.
Wednesday, September 13, 2017
Thursday - September 14 - Jane's Back - Inferencing and CRQ
Objective: By the end of class, students will analyze short fiction, inference and begin to develop a CRQ in order to improve reading comprehensive skills.
DO NOW
Inferencing handout - Quiz Grade - use your story to find the answers! If you annotated well and answered all of the questions over the past two days, then your job here should be easy!
Direct Instruction
CRQ - use the graphic organizer provided to answer the prompt below.
Restate - simply turn around the prompt and make it your first sentence of your CRQ.
Explain - explain in your own words. Sometimes provide the definition of a term and/or explain the plot.
Quote - Provide textual evidence that supports your explanation. This means find a direct quote from the text!
Explain - how does your quote connect and support your idea?
Conclude - Make sure the question or prompt is answered thoroughly and accurately. Perhaps add a closing thought in your own words.
PROMPT FOR JANE"S BACK
Analyze Jane's comments to Simon on page two of the story, Jane's Back, and infer what their relationship was prior to Jane arriving at the diner. Use textual evidence to support your answer.
Check for Understanding
Individual student checks during independent work.
Closure
Review CRQ steps and graphic organizer
DO NOW
Inferencing handout - Quiz Grade - use your story to find the answers! If you annotated well and answered all of the questions over the past two days, then your job here should be easy!
Direct Instruction
CRQ - use the graphic organizer provided to answer the prompt below.
Restate - simply turn around the prompt and make it your first sentence of your CRQ.
Explain - explain in your own words. Sometimes provide the definition of a term and/or explain the plot.
Quote - Provide textual evidence that supports your explanation. This means find a direct quote from the text!
Explain - how does your quote connect and support your idea?
Conclude - Make sure the question or prompt is answered thoroughly and accurately. Perhaps add a closing thought in your own words.
PROMPT FOR JANE"S BACK
Analyze Jane's comments to Simon on page two of the story, Jane's Back, and infer what their relationship was prior to Jane arriving at the diner. Use textual evidence to support your answer.
Check for Understanding
Individual student checks during independent work.
Closure
Review CRQ steps and graphic organizer
Tuesday, September 12, 2017
Wednesday, September 13 - Jane's Back - Inferencing
Objective: By the end of class, students will analyze short fiction, and make inferences in order to improve reading comprehensive skills.
DO NOW
Write down in your notebooks the five steps to writing an effective constructed response:
1. Restate
2. Explain
3. Quote
4. Explain
5. Conclude
Direct Instruction
Discuss the plot and plot structure of Jane's Back.
Guided / Independent
Complete questions on Jane's Back. For number 13 use a separate piece of paper or a NEO to explain what might have caused the series of events in this story. Consider everything that happens, the characters, even the title itself. Remember in your answer to refer back to the text.
I think this because....
I infer this because...
In the text is says...therefore I think.....
Check for understanding
Individual student checks during independent work
Closure
Discuss possible PRE - QUEL scenerios and validate them by going back to the text
DO NOW
Write down in your notebooks the five steps to writing an effective constructed response:
1. Restate
2. Explain
3. Quote
4. Explain
5. Conclude
Direct Instruction
Discuss the plot and plot structure of Jane's Back.
Guided / Independent
Complete questions on Jane's Back. For number 13 use a separate piece of paper or a NEO to explain what might have caused the series of events in this story. Consider everything that happens, the characters, even the title itself. Remember in your answer to refer back to the text.
I think this because....
I infer this because...
In the text is says...therefore I think.....
Check for understanding
Individual student checks during independent work
Closure
Discuss possible PRE - QUEL scenerios and validate them by going back to the text
Monday, September 11, 2017
Tuesday, September 12 - Jane's Back - Inferencing and Plot Structure
Objective: By the end of class, students will analyze short fiction, make inferences and predictions in order to improve reading comprehensive skills.
DO NOW
Inferencing handout
Collect HW
Direct Instruction
Answer to the Riddle Bridge crossing riddle -
Guided
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate (visualize, clarify, question, predict, connect, evaluate). use the active reading strategy guide I gave you last week.
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
DO NOW
Inferencing handout
Collect HW
Direct Instruction
Answer to the Riddle Bridge crossing riddle -
Guided
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
Friday, September 8, 2017
Monday, September 11 - Inferencing - Jane's Back - Short Fiction
Objective: By the end of class, students will understand inferencing in order to improve reading comprehensive skills.
DO NOW
Copy the following into your notebooks.
To Infer (to make an inference) - to make an educated guess based on evidence.
The difference between an inference and a prediction is that a prediction refers to something that may happen in the future, and can ultimately (in the end) be proven right or wrong. An inference is trying to figure out what is going on at the current moment and can't really be proved.
When you infer what is happening, it is easier to make a prediction about what will happen next!
Powtoons inferencing
Inferencing video
bank robbery inference
Bridge crossing riddle -
Guided / Independent
Practice Inferences and predictions on handout provided (one side is inferences, the other is predictions - please notice the difference!!)
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
DO NOW
Copy the following into your notebooks.
To Infer (to make an inference) - to make an educated guess based on evidence.
The difference between an inference and a prediction is that a prediction refers to something that may happen in the future, and can ultimately (in the end) be proven right or wrong. An inference is trying to figure out what is going on at the current moment and can't really be proved.
When you infer what is happening, it is easier to make a prediction about what will happen next!
Powtoons inferencing
Inferencing video
bank robbery inference
Bridge crossing riddle -
Guided / Independent
Practice Inferences and predictions on handout provided (one side is inferences, the other is predictions - please notice the difference!!)
Read Jane's Back - handout - make inferences and predictions along the way. Be sure to annotate for vocabulary and use the symbols provided or make up your own to note important, surprising or confusing information!
Independent
#13 is to be completed on a separate piece of paper or a NEO.
Check for Understanding
Individual student checks during independent work.
Closure
Review Inferencing and active reading strategies.
Exit Pass
Thursday, September 7, 2017
Friday, September 8 - Inferencing and PLOT STRUCTURE
Objective: By the end of class, students will analyze plot structure as an element of fiction in order to improve reading comprehensive skills.
DO NOW
Write the Definition of the following words into your notebook:
Protagonist - the character or characters that drive the action. It is not necessarily 'the good guy."
Antagonist - that character that gets in the way of the protagonist. It is not necessarily "the bad guy."
Direct Instruction
protagonist vs antagonist video
PLOT STRUCTURE IS AN ELEMENT IF FICTION. It cannot be applied to non-fiction - let's determine why.....
Quick review of PLOT STRUCTURE and handout plot structure graphic organizers and short story - Apply to "The First Strawberries" myth that we read yesterday.
Independent / Guided
In your groups - Go back to First Strawberries story and identify the parts of the plot structure by:
1. Setting.
2. Conflict.
3. Rising action ( 3 events).
4. Climax (turning point).
5. Falling action. ( 3 events)
6. Resolution.
each student in each group should mark the parts of the plot structure onto their stories. However, THE GROUP ONLY NEEDS TO SUBMIT ONE PLOT STRUCTURE GRAPHIC ORGANIZER WITH EVERYONE'S NAME ON IT.
Complete annotating from yesterday if you have not done so.
Check for understanding
Individual student checks during independent work.
Closure
Exit Pass
How setting can influence Plot
When complete, on the back of your story, explain how the setting influences the plot. Consider where it is and what time it is? Would the same things have occurred if the setting was different? Explain in detail using examples from the text.
Check for understanding
Closure
Exit Pass
DO NOW
Write the Definition of the following words into your notebook:
Protagonist - the character or characters that drive the action. It is not necessarily 'the good guy."
Antagonist - that character that gets in the way of the protagonist. It is not necessarily "the bad guy."
Direct Instruction
protagonist vs antagonist video
PLOT STRUCTURE IS AN ELEMENT IF FICTION. It cannot be applied to non-fiction - let's determine why.....
Quick review of PLOT STRUCTURE and handout plot structure graphic organizers and short story - Apply to "The First Strawberries" myth that we read yesterday.
Independent / Guided
In your groups - Go back to First Strawberries story and identify the parts of the plot structure by:
1. Setting.
2. Conflict.
3. Rising action ( 3 events).
4. Climax (turning point).
5. Falling action. ( 3 events)
6. Resolution.
each student in each group should mark the parts of the plot structure onto their stories. However, THE GROUP ONLY NEEDS TO SUBMIT ONE PLOT STRUCTURE GRAPHIC ORGANIZER WITH EVERYONE'S NAME ON IT.
Complete annotating from yesterday if you have not done so.
Check for understanding
Individual student checks during independent work.
Closure
Exit Pass
How setting can influence Plot
Check for understanding
Closure
Exit Pass
Wednesday, September 6, 2017
Thursday, September 7 - Active Reading Strategies
Objective: By the end of class, students will analyze active reading strategies in order to improve reading comprehensive skills.
DO NOW
DO NOW
Write down the definitions in your notebooks:
SUMMARIZE - who, what, when, where, why. Do not include many details in a summary. Also, do not include any quotations from the text.
ANALYZE - to break down and examine carefully.When analyzing, it is important to use supporting details and quotations from the text.
EVALUATE - to form an opinion about something based on evidence
Silently read the short story, "First Strawberries" and
Then summarize the story in 2-3 sentences.
SUMMARIZE - who, what, when, where, why. Do not include many details in a summary. Also, do not include any quotations from the text.
ANALYZE - to break down and examine carefully.When analyzing, it is important to use supporting details and quotations from the text.
EVALUATE - to form an opinion about something based on evidence
Direct Instruction
What do active reading strategies mean to you?
Read / review active reading strategies handout together.
INDEPENDENT
Silently read the short story, "First Strawberries" and
annotate using the six strategies - try to use each strategy at least once!
1.VISUALIZE
2. CLARIFY
3. QUESTION
4. PREDICT
5. CONNECT
6. EVALUTE
Then summarize the story in 2-3 sentences.
CHECK For Understanding
Review with individuals during independent work.
Classroom share out.
Classroom share out.
Tuesday, September 5, 2017
Wednesday, September 6 - Active Reading Strategies
Objective: By the end of class, students will practice vocabulary, note-taking and writing skills in order to prepare to succeed this academic year.
DO NOW
Define each of the three words and write a sentence using each.
1. PROSE
2. EMPHASIZE
3. RIGOROUS
Direct Instruction
In a well written paragraph of 6-8 sentences, describe a time when you can honestly say you demonstrated GRIT. Be clear in your description of what happened, and how you felt about it afterwards.
You may hand write or use a NEO (neo preferred).
You may hand write or use a NEO (neo preferred).
What do active reading strategies mean to you?
Friday, September 1, 2017
Tuesday, September 5 - Introduction to English 2
Objective: By the end of class, students will be introduced to English 2 requirements and complete memory exercises in order to prepare to succeed this academic year.
Student Survey Sheets
short term memory quiz
Understanding / Closure
Exit Pass
What is your intention for this class? What do you expect to achieve and what will you do to help yourself
DO NOW
WRITE MY BLOG ADDRESS AND EMAIL INTO YOUR NOTEBOOKS:
reinaeng2.blogspot.com
karenreina1@gmail.com
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
Independent
short term memory quiz
QUESTIONS?
Exit Pass
What is your intention for this class? What do you expect to achieve and what will you do to help yourself
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