Objective: By the end of class, students will analyze figurative language in FICTION in order to comprehend how author's use it to communicate an idea.
DO NOW
Take out Gift of the Magi stories. Complete the multiple choice from Gift of the Magi. Use Multiple choice strategies.
Direct Instruction
who were the MAGI?
Figurative language uses figures of speech to be more effective, persuasive, and impactful.
Authors use figurative language in order to communicate an idea. It usually helps the reader create an image in his/her mind and/or be able to relate to what the author is trying to express by offering a more relatable example.
Metaphors, Similes, analogies, personification, imagery etc.
How does the author uses figurative language to communicate an idea in the following:
1. "She stood by the window looking dully at a GRAY cat walking a GRAY fence in a GRAY backyard. (Page 118 - 2nd column) -
Tell me what type of figurative language this is and describe in your own words what image this creates.
2. "If Jim doesn't KILL me" - (page 119 - bottom of 2nd column)
Tell me what type of figurative language this is and describe in your own words what the author is trying to express by using it.
3. Della's beautiful hair fell about he rippling LIKE A cascade of brown waters. ( page 119 - first column paragraph 3)
Identify the following in Gift of the Magi:
1. Example of alliteration
2. Example of a simile
3. Example of a metaphor
4. Example of a hyperbole
5. Example of allusion (page 119) and explain it
6. Describe the exposition.
7. What is the narrative perspective of this story? How will this impact the story?
8. What is the conflict?
Tuesday, December 17, 2019
Wednesday, December 11, 2019
Wed & Thurs - December11 & 12
Objective:
L.N.2.5.4 – Identify, explain, and/or interpret bias and propaganda techniques in nonfiction texts.
L.N.2.5.5 - Identify, explain, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfiction texts.
DO NOW
Random multiple choice questions on propaganda.
Direct / Guided Instruction
Read Obama Persuasive Speech - Against Going to War with Iraq
Independent - CRQ test grade (40 points)
PROMPT:
Analyze how Obama constructs his argument in order to effectively persuade his audience. Provide textual evidence to support your claim.
This is the exact same prompt I gave to you last week for RFK, Chief Joseph or MLK, Jr.
When done, get a chrome book and go to my blog.
REINAENG2.BLOGSPOT.COM then click on link below....
Click on this link - Webquest
L.N.2.5.4 – Identify, explain, and/or interpret bias and propaganda techniques in nonfiction texts.
L.N.2.5.5 - Identify, explain, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfiction texts.
DO NOW
Random multiple choice questions on propaganda.
Direct / Guided Instruction
Read Obama Persuasive Speech - Against Going to War with Iraq
Independent - CRQ test grade (40 points)
PROMPT:
Analyze how Obama constructs his argument in order to effectively persuade his audience. Provide textual evidence to support your claim.
This is the exact same prompt I gave to you last week for RFK, Chief Joseph or MLK, Jr.
When done, get a chrome book and go to my blog.
REINAENG2.BLOGSPOT.COM then click on link below....
Click on this link - Webquest
Friday, December 6, 2019
Friday, December 6 - Rewrite CRQ and Review Questions
OBJECTIVE: Explain, interpret, describe, and/or analyze the author’s defense of a claim in order to make a point or construct an argument.
CC.1.2.9-10.H L.N.2.5.6
DO NOW
WRITE DOWN IN NOTEBOOKS:
REPETITION is a propaganda technique used in persuasion to keep the reader focused on the central argument and/or emphasize the main purpose (call to action).
nike video
Direct Instruction
1. What was Chief Joseph's persuasive purpose (call to action) in his speech to the US government in 1879?
2. The government made what kind of promises to the Indian people? Were they keeping their promises?
3. What type of appeal did he use most (logical, emotional or ethical)? Explain.
4. Why did he use the repetition of the phrase "good words" so much?
1. What was Martin Luther King Jr.'s persuasive purpose in his Letter from Birmingham Jail in 1963?
2. The merchants of Birmingham made what kind of promises to African Americans (page 321)? Did they keep their promises?
3. What type of appeal did he use most (logical, emotional or ethical)? Explain.
4. Why did he use loaded words such as "grossly unjust," "victims,"hopes blasted" etc (p 321) so much?
1. What was Robert Kennedy's persuasive purpose in his Eulogy for Martin Luther King, Jr. speech on April 4, 1968.
2. What type of appeal did he use most (logical, emotional or ethical)? Explain.
3. Why did he use the repetition of the phrase "what we need" so much?
CC.1.2.9-10.H L.N.2.5.6
DO NOW
WRITE DOWN IN NOTEBOOKS:
REPETITION is a propaganda technique used in persuasion to keep the reader focused on the central argument and/or emphasize the main purpose (call to action).
nike video
Direct Instruction
1. What was Chief Joseph's persuasive purpose (call to action) in his speech to the US government in 1879?
2. The government made what kind of promises to the Indian people? Were they keeping their promises?
3. What type of appeal did he use most (logical, emotional or ethical)? Explain.
4. Why did he use the repetition of the phrase "good words" so much?
1. What was Martin Luther King Jr.'s persuasive purpose in his Letter from Birmingham Jail in 1963?
2. The merchants of Birmingham made what kind of promises to African Americans (page 321)? Did they keep their promises?
3. What type of appeal did he use most (logical, emotional or ethical)? Explain.
4. Why did he use loaded words such as "grossly unjust," "victims,"hopes blasted" etc (p 321) so much?
1. What was Robert Kennedy's persuasive purpose in his Eulogy for Martin Luther King, Jr. speech on April 4, 1968.
2. What type of appeal did he use most (logical, emotional or ethical)? Explain.
3. Why did he use the repetition of the phrase "what we need" so much?
Independent
Rewrite your CRQ in paragraph (PROSE) form. Read my comments and improve your answer for a better grade.
Review questions from first quarter. All answers can be found somewhere on walls around the room our in your notebooks.
Rewrite your CRQ in paragraph (PROSE) form. Read my comments and improve your answer for a better grade.
Review questions from first quarter. All answers can be found somewhere on walls around the room our in your notebooks.
Wednesday, December 4, 2019
Monday and Tuesday, December 9 & 10 - Propaganda
Objective:
L.N.2.5.4 – Identify, explain, and/or interpret bias and propaganda techniques in nonfiction texts.
L.N.2.5.5 - Identify, explain, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfiction texts.
DO NOW
Write Down the definition of PROPAGANDA in your notebooks and circle THREE important words in that definition:
PROPAGANDA = information, that is intentionally misleading and/or biased. It is used in advertising, politics and the news to try to convince people to buy a certain product, or vote a certain way or believe in a specific cause.
Direct Instruction
Take NOTES on the techniques during the video!! (Notebook check next week before break). You will use some of these definitions for second 1/2 of class today.
propaganda video - in advertising
fake news
seven techniques of propaganda as shown through politics
Guided
Propaganda worksheet
Independent
Continue to work on Review Sheet (answers on walls or in notebooks)
Choose two political ad commercials from this link- politcal ads over time . Complete the handout for two political ad commercials.
L.N.2.5.4 – Identify, explain, and/or interpret bias and propaganda techniques in nonfiction texts.
L.N.2.5.5 - Identify, explain, and/or analyze the effectiveness of bias (explicit and implicit) and propaganda techniques in nonfiction texts.
DO NOW
Write Down the definition of PROPAGANDA in your notebooks and circle THREE important words in that definition:
PROPAGANDA = information, that is intentionally misleading and/or biased. It is used in advertising, politics and the news to try to convince people to buy a certain product, or vote a certain way or believe in a specific cause.
Direct Instruction
Take NOTES on the techniques during the video!! (Notebook check next week before break). You will use some of these definitions for second 1/2 of class today.
propaganda video - in advertising
fake news
seven techniques of propaganda as shown through politics
Guided
Propaganda worksheet
Independent
- Google "Commercials" or "Advertisements" that use different types of propaganda listed on the worksheet you just completed.
- Identify six of the nine and explain each one on the back of the worksheet.
EXAMPLE - Emotional Appeal - commercial for ASPCA to adopt cats and dogs. This ad shows sad animals in cages and shows words such as "suffer" and "terrified" to make the viewer feel bad and want to adopt a pet.
If complete, turn in and then:Continue to work on Review Sheet (answers on walls or in notebooks)
Check for Understanding
Individual Student checks during independent work.
Guided /
Choose two political ad commercials from this link- politcal ads over time . Complete the handout for two political ad commercials.
Monday, December 2, 2019
Monday & Tuesday - December 2 & 3 - RFK SPEECH
Objective: By the end of class students will cite strong and thorough textual evidence in order to support analysis of what the text says explicitly, as well as inferences and conclusions based on the author's explicit assumptions and beliefs on a subject.
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Connotations / Denotations. Read directions on handout and just choose ONE scenerio to describe two ways. Write on the back of the handout.
Authors or speakers use connotations to create TONE. TONE is the speaker's attitude toward a subject.
Direct Instruction
assasination of RFK
Read RFK speech - Eulogy for MLK, Jr. - annotate for persuasive elements:
1. Two logical appeals (QUOTES).
2. Two emotional appeals (QUOTES).
3. One ethical appeals (QUOTE).
4. At least two phrases of repetition that he uses to emphasize a point.
Independent
CRQ
Complete ethos, pathos, logos graphic organizer or RFK speech. Use the opposite side of the MLK Letter from Birmingham Jail sheet.
Check for Understanding
Individual student checks during independent work
Closure
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Connotations / Denotations. Read directions on handout and just choose ONE scenerio to describe two ways. Write on the back of the handout.
Direct Instruction
assasination of RFK
1. Two logical appeals (QUOTES).
2. Two emotional appeals (QUOTES).
3. One ethical appeals (QUOTE).
4. At least two phrases of repetition that he uses to emphasize a point.
Independent
CRQ
Complete ethos, pathos, logos graphic organizer or RFK speech. Use the opposite side of the MLK Letter from Birmingham Jail sheet.
Check for Understanding
Individual student checks during independent work
Closure
Review effective Persuasive Techniques compared to weaker use of propaganda
Friday, November 22, 2019
Monday & Tuesday, November 25 & 26 - Letter from Birmingham
Objective: By the end of class students will cite strong and thorough textual evidence in order to support analysis of what the text says explicitly, as well as inferences and conclusions based on the author's explicit assumptions and beliefs on a subject.
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW - Write definitions below into notebooks:
CONNOTATION - an idea, feeling or emotion that a word invokes in addition to its literal or primary meaning(similar to "loaded words")
DENOTATION - the literal, dictionary or primary meaning of a word without any emotion attached to it
Authors or speakers use connotations to create TONE. TONE is the speaker's attitude toward a subject.
Direct Instruction
Connotation handout.
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
The three appeals - LOGOS, PATHOS and ETHOS are are used for PERSUASION (not informational, not for entertainment). They are SPECIFICALLY used to persuade.
Guided
Chief Joseph fought for equal rights in his speech to the White House in 1879, 11 years after the 14th Amendment. But as we read and discussed, equal rights were not afforded to the Native American Indians.
The fight, however, did not stop there. Fast Forward 1960's.....
Civil Rights Montage
JFK Speech on Equal Rights..civil rights montage
Birmingham News Report
Schmoop video
Guided
Prepare the Rhetorical Appeals Graphic Organizer
Read together excerpt from Letter From Birmingham - pages 319-321 in textbook -Martin Luther King, Jr. - April 16, 1963. As we read, identify:
1. Two logical appeals (QUOTES).
2. Two emotional appeals (QUOTES).
3. One ethical appeals (QUOTE).
4. List two "LOADED" words that have BIAS - words with a strong negative or positive connotations. Explain how these words influence the reader.
Analyze how Martin Luther King, Jr. uses emotional, logical and ethical appeals to influence his audience to afford equal rights to all Americans through his Letter from Birmingham Jail.–
Check for Understanding
Individual student checks during independent work.
Closure
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW - Write definitions below into notebooks:
CONNOTATION - an idea, feeling or emotion that a word invokes in addition to its literal or primary meaning(similar to "loaded words")
DENOTATION - the literal, dictionary or primary meaning of a word without any emotion attached to it
Authors or speakers use connotations to create TONE. TONE is the speaker's attitude toward a subject.
Direct Instruction
Connotation handout.
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
The three appeals - LOGOS, PATHOS and ETHOS are are used for PERSUASION (not informational, not for entertainment). They are SPECIFICALLY used to persuade.
Guided
Chief Joseph fought for equal rights in his speech to the White House in 1879, 11 years after the 14th Amendment. But as we read and discussed, equal rights were not afforded to the Native American Indians.
The fight, however, did not stop there. Fast Forward 1960's.....
Civil Rights Montage
JFK Speech on Equal Rights..civil rights montage
Birmingham News Report
Schmoop video
Guided
Prepare the Rhetorical Appeals Graphic Organizer
Read together excerpt from Letter From Birmingham - pages 319-321 in textbook -Martin Luther King, Jr. - April 16, 1963. As we read, identify:
1. Two logical appeals (QUOTES).
2. Two emotional appeals (QUOTES).
3. One ethical appeals (QUOTE).
4. List two "LOADED" words that have BIAS - words with a strong negative or positive connotations. Explain how these words influence the reader.
Analyze how Martin Luther King, Jr. uses emotional, logical and ethical appeals to influence his audience to afford equal rights to all Americans through his Letter from Birmingham Jail.–
Check for Understanding
Individual student checks during independent work.
Closure
Wednesday, November 20, 2019
Thursday & Friday - November 21 & 22 - Persuasion - Chief Joseph and Civil Rights
Objective: By the end of class students will cite strong and thorough textual evidence in order to support analysis of what the text says explicitly, as well as inferences and conclusions based on the author's explicit assumptions and beliefs on a subject.
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Answer in your notebooks:What are "Civil" rights? Who first fought for civil rights in the USA?
INDEPENDENT
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
The three appeals - LOGOS, PATHOS and ETHOS are are used for PERSUASION (not informational, not for entertainment). They are SPECIFICALLY used to persuade.
Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals (feel sympathy for) and/or logical appeals (facts).
Chief Joseph speech
Answer the multiple choice questions
Check for understanding
Individual student checks during independent work
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Answer in your notebooks:What are "Civil" rights? Who first fought for civil rights in the USA?
INDEPENDENT
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
The three appeals - LOGOS, PATHOS and ETHOS are are used for PERSUASION (not informational, not for entertainment). They are SPECIFICALLY used to persuade.
Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals (feel sympathy for) and/or logical appeals (facts).
Chief Joseph speech
Answer the multiple choice questions
Check for understanding
Individual student checks during independent work
Saturday, November 16, 2019
Monday, November 18, Introduction to Persuasion
Objective: By the end of class students will cite strong and thorough textual evidence in order to support analysis of what the text says explicitly, as well as inferences and conclusions based on the author's explicit assumptions and beliefs on a subject.
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Write down in notebooks:
PERSUASIVE TACTICS:
A. LOGICAL APPEALS (LOGOS) - focus on the facts. Repetition is often used to emphasize a fact.
B. EMOTIONAL APPEALS (PATHOS) - develop empathy which means make the person you are trying to convince feel sorry for you or want to support you emotionally. Repetition is also used to emphasize an emotion.
C. ETHICAL APPEAL (ETHOS) - how credible is the person? This means is the person have a good understanding of the topic on which they are speaking? Should you believe them because they are knowledgable and trustworthy?
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
appeals (you should already have these written in your notes)
Situation 1:
You want to go to a party but you need to convince your mother to let you go because she does not think it will be safe.
Situation # 2:
The 10th grade should have their own prom.
1. Who should you address in order to get this (who is your audience?)
2. What would you say if you were trying to persuade by using logic (logos)?
3. What would you say if you were trying to persuade using an emotional appeal (pathos) ?
4. What would you say if you were using an ethical appeal (ethos)?
Situation #3:
You want to convince your parents to get you a new IPhone.
Use one logical, one ethical and one emotional appeal and write it in prose form to persuade them to purchase it for you.
Parallelism
Independent
Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals ( feel sympathy for ) and/or logical appeals (facts).
Chief Joseph speech
Answer the multiple choice questions
Check for understanding
Individual student checks during independent work
CC 1.2.9-10.B / L.N 2.1.1 / L.N.2.1.2
DO NOW
Write down in notebooks:
PERSUASIVE TACTICS:
A. LOGICAL APPEALS (LOGOS) - focus on the facts. Repetition is often used to emphasize a fact.
B. EMOTIONAL APPEALS (PATHOS) - develop empathy which means make the person you are trying to convince feel sorry for you or want to support you emotionally. Repetition is also used to emphasize an emotion.
C. ETHICAL APPEAL (ETHOS) - how credible is the person? This means is the person have a good understanding of the topic on which they are speaking? Should you believe them because they are knowledgable and trustworthy?
Direct Instruction
The speeches we are going to analyze are PERSUASIVE which means the speaker is trying to convince the listener of something.
It is AN ARGUMENT that has a CALL to ACTION.
appeals (you should already have these written in your notes)
Situation 1:
You want to go to a party but you need to convince your mother to let you go because she does not think it will be safe.
Convince her by providing an:
1 - emotional appeal (pathos) - make her feel bad for you
2 - logical appeal (facts - logos) - give her facts of why you should be allowed to go
3 - ethical appeal (ethos) - why should she trust you?
Situation # 2:
The 10th grade should have their own prom.
1. Who should you address in order to get this (who is your audience?)
2. What would you say if you were trying to persuade by using logic (logos)?
3. What would you say if you were trying to persuade using an emotional appeal (pathos) ?
4. What would you say if you were using an ethical appeal (ethos)?
Situation #3:
You want to convince your parents to get you a new IPhone.
Use one logical, one ethical and one emotional appeal and write it in prose form to persuade them to purchase it for you.
Parallelism
Listen to and then read the Chief Joseph Speech and circle all of the words that are repeated over and over (used for emphasis). Also note any emotional appeals ( feel sympathy for ) and/or logical appeals (facts).
Chief Joseph speech
Answer the multiple choice questions
Check for understanding
Individual student checks during independent work
Monday, October 14, 2019
Monday & Tuesday - October 14 & 15 - Goldfish Assessment and PSAT Practice
Objective: Standard CC1.3.9-10.E L.F 2.3.1
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters in order to advance the plot or develop the theme.
THEN:
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters in order to advance the plot or develop the theme.
DO NOW
Goldfish Matching and Multiple choice (3 points each)
THEN:
CRQ - Choose One of the Two Below (32 points)
Analyze how the interaction of the main characters (Yoni and Sergei) influence (have an effect on) and advance the plot of the story. Provide textual evidence to support your answer.
OR
Analyze how the FLASHBACK provides insight into Sergei's character. Provide textual evidence to support your answer.
Analyze how the interaction of the main characters (Yoni and Sergei) influence (have an effect on) and advance the plot of the story. Provide textual evidence to support your answer.
OR
Analyze how the FLASHBACK provides insight into Sergei's character. Provide textual evidence to support your answer.
When full test is completed go to the KAHNACADEMY website to practice for PSAT that you will be taking on Wednesday.
Closure
Review the test -taking strategies on the handout provided.
Closure
Review the test -taking strategies on the handout provided.
Tuesday, October 8, 2019
Thursday & Friday - What of this Goldfish Would You Wish?
Objective: Standard CC1.3.9-10.E L.F 2.3.1
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters in order to advance the plot or develop the theme.
DO NOW
FLASHBACK - : AN Interruption of time sequence (as in a film or literary work) by interjection of events of earlier occurrence.
The story goes back in time to show the reader what happened or could have happened when the characters in the present moment do not fully explain what happened.
Direct Instruction
examples of flashbacks
Analyze character of Sergei by what he SAYS and what he DOES - what kind of person is he?
SOOOO...does he bring the boy back to life with his last wish or not?
In your notebook - take 5 minutes to write your prediction and provide one piece of textual evidence to support your prediction:
Guided
Read last page together.
Independent
1. From where did Sergei move and why? What part of Israel does he move to?
2. Why does he like Jaffa?
3. Why does Sergei become angry at Yoni?
4. What does Sergei do to Yoni? Why did he not understand what Yoni's intentions were? What does this suggest about human nature?
5. What were Sergei's first two wishes? What does this say about his character?
6.What is Sergei's plan after he kills Yoni?
7. What happens to the fish if Sergei makes his last wish?
8. How does Sergei feel about the goldfish? How do you know?
9. What is Sergei's final decision regarding his last wish? How do you know??
10. What is the moral or the theme (message) of this story?
CRQ - Choose One of the Two
Analyze how the interaction of the main characters (Yoni and Sergei) influence (have an effect on) and advance the plot of the story. Provide textual evidence to support your answer.
OR
Analyze how the FLASHBACK provides insight into Sergei's character. Provide textual evidence to support your answer.
Check for Understanding
Review the answers to the ten questions.
Exit Pass
Summarize the plot in 4 sentences.
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters in order to advance the plot or develop the theme.
DO NOW
FLASHBACK - : AN Interruption of time sequence (as in a film or literary work) by interjection of events of earlier occurrence.
The story goes back in time to show the reader what happened or could have happened when the characters in the present moment do not fully explain what happened.
Direct Instruction
examples of flashbacks
Analyze character of Sergei by what he SAYS and what he DOES - what kind of person is he?
SOOOO...does he bring the boy back to life with his last wish or not?
In your notebook - take 5 minutes to write your prediction and provide one piece of textual evidence to support your prediction:
Guided
Read last page together.
Independent
1. From where did Sergei move and why? What part of Israel does he move to?
2. Why does he like Jaffa?
3. Why does Sergei become angry at Yoni?
4. What does Sergei do to Yoni? Why did he not understand what Yoni's intentions were? What does this suggest about human nature?
5. What were Sergei's first two wishes? What does this say about his character?
6.What is Sergei's plan after he kills Yoni?
7. What happens to the fish if Sergei makes his last wish?
8. How does Sergei feel about the goldfish? How do you know?
9. What is Sergei's final decision regarding his last wish? How do you know??
10. What is the moral or the theme (message) of this story?
CRQ - Choose One of the Two
Analyze how the interaction of the main characters (Yoni and Sergei) influence (have an effect on) and advance the plot of the story. Provide textual evidence to support your answer.
OR
Analyze how the FLASHBACK provides insight into Sergei's character. Provide textual evidence to support your answer.
Check for Understanding
Review the answers to the ten questions.
Exit Pass
Summarize the plot in 4 sentences.
SAT
TEST TAKING STRATEGIES FOR THE SAT
1.
Be aware that this is a TIMED test…so you must
keep your focus, not get distracted and work efficiently the WHOLE time.
2.
Quickly look at the multiple choice questions
first. Some will refer back to specific lines in the text, so you only have to
go to those lines to find the answer. Sometimes a quote is given in the question
so you might not have to go back to passage at all in that case.
3.
Read the first paragraph and last paragraph. You
may be able to get the meaning of the passage from just these two paragraphs.
Often writers summarize in the last paragraph, especially if it is
informational or persuasive text.
4.
Use multiple choice strategies. Cross two out
and then decide. If you are struggling to decide, try for no more than a
minute, take a guess, choose and answer and MOVE ON.
5.
Sometimes it appears that all of the choices are
correct. You may read them and be SURE that you read that exact line in the
text. It very well may be true that all the answers are TRUE to the passage –
BUT only ONE best answers the question.
If you find
yourself in this situation, read the QUESTION again – you need to be sure that you understand what the question is
asking you in order to choose the right answer.
6.
Realize that it actually takes time to fill in
those bubbles. Account for that. (My daughter lost time by not accounting for
it because every practice test she took, she just circled the answers).
7.
Do your VERY best. Your SAT scores will be on
your academic record. It is a reflection of you. It can help you get into
colleges and may possibly help in some grant or financial aid situations.
Monday, October 7, 2019
Monday & Tuesday - Analyzing Fiction / Text Evidence /
Objective: Standard CC1.3.9-10.E L.F 2.3.1
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters and advance the plot or develop the theme in order to improve reading comprehensive, Keystone skills.
DO NOW
What Would you Wish for if you had Three Wishes??
(you can't wish for more wishes)
Diret Instruction
Immigration of Isreal after WW2 (holocoust)
Read the Background information on page 3 of textbook.
Write down five facts into your notebooks from video/background information for the story, 'What, of this Goldfish, Would you Wish? by Etgar Keret (pages 3-8 in Collections textbook)
Begin reading together - establish setting, main characters and initial plot.
Guided
Finish reading.
Independent
In groups of 2-4, find text evidence for the nine (9) squares provided to you. You may put the answers in your notebooks.
Check for understanding
Summarize the plot of the story in 4-7 sentences yo the bottom of page 7.
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters and advance the plot or develop the theme in order to improve reading comprehensive, Keystone skills.
DO NOW
What Would you Wish for if you had Three Wishes??
(you can't wish for more wishes)
Diret Instruction
Immigration of Isreal after WW2 (holocoust)
Read the Background information on page 3 of textbook.
Write down five facts into your notebooks from video/background information for the story, 'What, of this Goldfish, Would you Wish? by Etgar Keret (pages 3-8 in Collections textbook)
Begin reading together - establish setting, main characters and initial plot.
Guided
Finish reading.
Independent
In groups of 2-4, find text evidence for the nine (9) squares provided to you. You may put the answers in your notebooks.
Check for understanding
Summarize the plot of the story in 4-7 sentences yo the bottom of page 7.
Thursday, October 3, 2019
Friday & Monday - October 4 & 7 - Characterization
Objective: Standard CC1.3.9-10.E L.F 2.3.1
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters and advance the plot or develop the theme in order to improve reading comprehensive, Keystone skills.
DO NOW
Complete #1 ONLY on the characterization worksheet provided to you. You only have to do #1 right now.
Direct Instruction
Review how we determine character traits:
STEAL METHOD
Look at the PROMPT for the excerpt from Palace of the Eagles by Gertrude Landa.
Read together - "In the beginning...."
Determine character traits of the King. How do you know?
Begin the graphic organizer together.
Guided
Read "At the end...."
You may work with a partner to determine character traits of the King at this point in the story. Complete the "Character in Conflict" graphic organizer. Ensure that your TEXT EVIDENCE is directly from the story (in quotation marks).
Independent
Explain how the King is a dynamic character. Cite evidence from the passage to support your conclusions. Write your answer in space provided on back of the story.
Vocabulary words in the Passage
1. Idle - lazy, avoids work
2. Nuisance - an annoying thing or person
3. Homage - public respect
4. Famine - extreme lack of food
5. Undecipherable - not able to be understood
6. Folly - foolishness
7. Prosperity - to have wealth; live very well; with abundance
Check for Understanding
Complete the last three scenarios and provide evidence on the "DO NOW" handout.
Collect graphic organizers and constructed responses to further check for understanding before Tuesday's class. Both are for classwork grades.
By the end of class, students will be able to analyze how complex characters develop over the course of text, interact with other characters and advance the plot or develop the theme in order to improve reading comprehensive, Keystone skills.
DO NOW
Complete #1 ONLY on the characterization worksheet provided to you. You only have to do #1 right now.
Direct Instruction
Review how we determine character traits:
STEAL METHOD
Look at the PROMPT for the excerpt from Palace of the Eagles by Gertrude Landa.
Read together - "In the beginning...."
Determine character traits of the King. How do you know?
Begin the graphic organizer together.
Guided
Read "At the end...."
You may work with a partner to determine character traits of the King at this point in the story. Complete the "Character in Conflict" graphic organizer. Ensure that your TEXT EVIDENCE is directly from the story (in quotation marks).
Independent
Explain how the King is a dynamic character. Cite evidence from the passage to support your conclusions. Write your answer in space provided on back of the story.
Vocabulary words in the Passage
1. Idle - lazy, avoids work
2. Nuisance - an annoying thing or person
3. Homage - public respect
4. Famine - extreme lack of food
5. Undecipherable - not able to be understood
6. Folly - foolishness
7. Prosperity - to have wealth; live very well; with abundance
Check for Understanding
Complete the last three scenarios and provide evidence on the "DO NOW" handout.
Collect graphic organizers and constructed responses to further check for understanding before Tuesday's class. Both are for classwork grades.
Friday, September 27, 2019
Wednesday & Thursday, October 2 & 3 - Lamb to the Slaughter Short Review and Final Test
Objective: By the end of class, students will be assessed on short fiction in order to improve and reinforce reading comprehensive/ Keystone related skills.
Write the definition in your notebooks:
DYNAMIC means "to change over time"
Direct Instruction
Lamb to the Slaughter Jeopardy Review
Independent
LTTS TEST - PLEASE PUT YOUR PHONES AWAY. IF YOUR PHONE IS OUT DURING THE TEST, IT IS AN AUTOMATIC "0."
Multiple Choice comprehensive questions - 4 points each - 18 Q
Constructed Response - 28 points - 1 Q
Lamb to the Slaughter film:
Write down 4 things that you learn from watching the film that you had to INFER from reading the story.
Again, this is because in the film, we know everyone's thoughts and feelings (3rd person Omniscient POV) but in the written story, we only know Mary's thoughts and feelings (3rd person Limited POV).
Extra Credit.
If you COMPLETE both multiple choice and a properly formatted constructed response, you may answer the following for a possible total of 20 extra credit points:
SCENERIO:
Mary Maloney ends up confessing to killing Patrick. She has to go to trial.
a -Do you think she should go to jail for murder (she was a cold-hearted killer who meant to kill him)?
b- should she be convicted of manslaughter (she wanted to hurt him, but didn't mean to kill him)
c- she should get off because she was temporarily insane and the jury should have sympathy for a young, pregnant woman who wasn't thinking clearly?
There is significant evidence to support any of the above choices in the text. Pick an argument as if you were the defense or prosecuting attorney, and use at least two pieces of evidence from the text to support it.
aliens
Standards: L.F.2.1 / L.F.2.1.1/ L.F.1.1.2 / L.F.2.3.4
DO NOWWrite the definition in your notebooks:
DYNAMIC means "to change over time"
Direct Instruction
Lamb to the Slaughter Jeopardy Review
Independent
LTTS TEST - PLEASE PUT YOUR PHONES AWAY. IF YOUR PHONE IS OUT DURING THE TEST, IT IS AN AUTOMATIC "0."
Multiple Choice comprehensive questions - 4 points each - 18 Q
Constructed Response - 28 points - 1 Q
Lamb to the Slaughter film:
Write down 4 things that you learn from watching the film that you had to INFER from reading the story.
Again, this is because in the film, we know everyone's thoughts and feelings (3rd person Omniscient POV) but in the written story, we only know Mary's thoughts and feelings (3rd person Limited POV).
Extra Credit.
If you COMPLETE both multiple choice and a properly formatted constructed response, you may answer the following for a possible total of 20 extra credit points:
SCENERIO:
Mary Maloney ends up confessing to killing Patrick. She has to go to trial.
a -Do you think she should go to jail for murder (she was a cold-hearted killer who meant to kill him)?
b- should she be convicted of manslaughter (she wanted to hurt him, but didn't mean to kill him)
c- she should get off because she was temporarily insane and the jury should have sympathy for a young, pregnant woman who wasn't thinking clearly?
There is significant evidence to support any of the above choices in the text. Pick an argument as if you were the defense or prosecuting attorney, and use at least two pieces of evidence from the text to support it.
aliens
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