Objective:By the end of class students will read and intrpret short fiction, practice active reading skills and answer comprehensive questions.
DO NOW
Prefix / Suffix handout
Direct Instruction
Read together in soft holt reader - COMPARING THEMES - page 133-134
Take notes and review Active Reading Strategies.
Guided
Read pages 135-140 using active reading strategies and completing sidebars.
Independent
. Mark up using active reading strategies. Answer all sidebars as you read.
Closure
Review sidebar answers and predict potential themes.
Exit Pass
Make a connection. How do you relate to Luis?
Monday, April 15, 2013
Monday, April 8, 2013
Monday, Apri 15, Conotations and Poetry
Objective: by the end of class, students will practice connotations and denotations, read and interpret poetry and determine symbolism.
DO NOW
Side one of Connotation / denotation handout.
Direct Instruction
Read introduction to Robert Frost Poetry - page 433.
Read both poems togther.
Guided
Reread the poems on your own. Answer the following CRQ's:
1. In 'Stopping by the Woods," the narrator has "miles to go. " To what do you think he is referring?
2. He mentions sleep twice at end of poem. What might be the metaphorical "sleep,?" that he is referring to?
3. What do the deep woods SYMBOLIZE to the narrator? What has the speaker said no to as he is passing them by?
4. From Apple-Picking, what is the 'greater harvest" on a SYMBOLIC level? (lines 28-36)
5. The narrator says he is OVERTIRED of the great harvest. What might he mean by this? Remember to think symbolically. The great harvest is not just referring to apples.
6, This narrator also talks about sleep. What kind of sleep do you think he is referring to? Compare it to the SLEEP the narrator from "Woods" poem is talking about.
7. What is the THEME (message) of the WOODS poem?
8. What is the Theme (message) of the APPLE poem?
Review answers sand explanations for each.
Exit Pass
Complete connotation sheet
DO NOW
Side one of Connotation / denotation handout.
Direct Instruction
Read introduction to Robert Frost Poetry - page 433.
Read both poems togther.
Guided
Reread the poems on your own. Answer the following CRQ's:
1. In 'Stopping by the Woods," the narrator has "miles to go. " To what do you think he is referring?
2. He mentions sleep twice at end of poem. What might be the metaphorical "sleep,?" that he is referring to?
3. What do the deep woods SYMBOLIZE to the narrator? What has the speaker said no to as he is passing them by?
4. From Apple-Picking, what is the 'greater harvest" on a SYMBOLIC level? (lines 28-36)
5. The narrator says he is OVERTIRED of the great harvest. What might he mean by this? Remember to think symbolically. The great harvest is not just referring to apples.
6, This narrator also talks about sleep. What kind of sleep do you think he is referring to? Compare it to the SLEEP the narrator from "Woods" poem is talking about.
7. What is the THEME (message) of the WOODS poem?
8. What is the Theme (message) of the APPLE poem?
Review answers sand explanations for each.
Exit Pass
Complete connotation sheet
Monday, April 8, Informational Text
Objective: By the end of class, students will analyze informational text and use active reading strategies to interpret text.
DO NOW
Connotations
I LOOK UP AT THE BIRDS AS THEY GLIDE IN UNISON ON THE WIND.
What is being suggested by the use of the word glide?
a. strength
b. effort
c. grace
d. speed
DIRECT INSTRUCTION
Review Active reading skills.
Review EDITORIAL article together and MAIN IDEA. MARK UP ACCORDING TO GUIDELINES TOGETHER.
On your own, read essay on handout, use active reading strategies and answer corresponding questions. Summarize, identify main idea and the supporting details.
Exit Pass
DO NOW
Connotations
I LOOK UP AT THE BIRDS AS THEY GLIDE IN UNISON ON THE WIND.
What is being suggested by the use of the word glide?
a. strength
b. effort
c. grace
d. speed
DIRECT INSTRUCTION
Review Active reading skills.
Review EDITORIAL article together and MAIN IDEA. MARK UP ACCORDING TO GUIDELINES TOGETHER.
On your own, read essay on handout, use active reading strategies and answer corresponding questions. Summarize, identify main idea and the supporting details.
Exit Pass
Friday, April 5, 2013
Friday, April 5, Reading Comprehension / Analyzation
Objective: By the end of class, students will use literary devices and writing techniques for self-expression.
DO NOW
What is your favorite literary device and why?
Similes, metaphors, symbolism, allegory, imagery, rhyme, repetition, irony, ambiguity etc. Give an example.
Direct Instruction
Use your favorite literary device and writing style to write one of the following:
*poem
*story
*letter
*journal entry
*editorial
*newspaper article
etc. to Mr. Scottoline wishing him well on his journey ahead.
Then go to wordle.net - You will create a wordle using as many greek terms, names, gods, etc that you know. You must use at least 20 words. Mr. Scottoline and I will show you when you start.
THANK YOU MR. SCOTTOLINE!!!
Anything you choose should be at least one page in length.
You may research definitions of terms and view different websites for inspiration. Write something special for him to remember you by! You may include pictures as long as they are on the same page.
Email to me and I will print for Mr. Scottoline to take with him as as special memory of his time here at Randolph. Thank you all for the kindness and respect you showed him over the past three months.
DO NOW
What is your favorite literary device and why?
Similes, metaphors, symbolism, allegory, imagery, rhyme, repetition, irony, ambiguity etc. Give an example.
Direct Instruction
Use your favorite literary device and writing style to write one of the following:
*poem
*story
*letter
*journal entry
*editorial
*newspaper article
etc. to Mr. Scottoline wishing him well on his journey ahead.
Then go to wordle.net - You will create a wordle using as many greek terms, names, gods, etc that you know. You must use at least 20 words. Mr. Scottoline and I will show you when you start.
THANK YOU MR. SCOTTOLINE!!!
Anything you choose should be at least one page in length.
You may research definitions of terms and view different websites for inspiration. Write something special for him to remember you by! You may include pictures as long as they are on the same page.
Email to me and I will print for Mr. Scottoline to take with him as as special memory of his time here at Randolph. Thank you all for the kindness and respect you showed him over the past three months.
Wednesday, April 3, 2013
Thursday, April 4, KEYSTONE PREP
Objective: By the end of class, students will evaluate the author's technique and determine why it is or isn't effective in delivering the author's intent. Students will also continue to complete Keystone diagnositc test.
DO NOW
Provide a synonym for each of the following words:
1. SUBMERGE
2. RECONCILE
3. PRE-EMPT
Direct Instruction
What was the author's intent of Notes in a Bottle (what was his message to the reader)? Do you think the JOURNAL technique that he used supported his intent (did this style of writing make the story better and make you realize his intent more easily)? Why or why not?
Review INFERRING and INFORMATIONAL TEXT and SUMMARIZING.
Independent
KEYSTONE DIAGNOSTIC TEST CONTINUED
EXIT PASS
DO NOW
Provide a synonym for each of the following words:
1. SUBMERGE
2. RECONCILE
3. PRE-EMPT
Direct Instruction
What was the author's intent of Notes in a Bottle (what was his message to the reader)? Do you think the JOURNAL technique that he used supported his intent (did this style of writing make the story better and make you realize his intent more easily)? Why or why not?
Review INFERRING and INFORMATIONAL TEXT and SUMMARIZING.
Independent
KEYSTONE DIAGNOSTIC TEST CONTINUED
EXIT PASS
Tuesday, April 2, 2013
Wednesday, April 3 - Note in a Bottle / Keystone Prep
Objective: By the end of class, students will read / interpret ambiguous fiction, make predictions and practice Keystone skills via diagnostic test.
DO NOW
PREFIXES - write these thress prefixes and their meanings into notebooks.
SUB - to go under
Submerge (verb) - cover with water
Submarine - a ship that goes underwater
Sub-par - to go below the average
PRE - before
Presume (verb) - assume before knowing
Prepare - get ready beforehand
Pregame - before the game
RE - again, and again
Recede (verb) - go back or away
revisit - to visit again
revoke - to take back what was already given
DIRECT INSTRUCTION
Notes from a Bottle = pages 375-377
Guided
CHOOSE ONE OF THE TWO AND TYPE ON A NEO:
1. THE JOURNAL ENTRIES start on March 23. So what happened before March 23? Write three journal entries that come BEFORE March 23. Therefore, they are dated March 20, 21 and 22. You must INFER what happens in the days leading up to the flood and reference what you already know from the text. For instance, was there a news report predicting the events? Was the author stuck in NY? Did he have a chance to go elsewhere? Was the flood going to affect the whole USA?
2. Write a sequel to the story. You are the PERSON THAT FOUND THE BOTTLE AND READ THE NOTES. You are able to explain what happened and the current state of the world. You can share personal feelings and experiences as well as newsworthy information. Again, you must INFER what happens and reference information from the text as you determine what happens.
Independent
KEYSTONE EXAM - questions 11-20
Exit Pass
What is the most difficult part of exam so far?
DO NOW
PREFIXES - write these thress prefixes and their meanings into notebooks.
SUB - to go under
Submerge (verb) - cover with water
Submarine - a ship that goes underwater
Sub-par - to go below the average
PRE - before
Presume (verb) - assume before knowing
Prepare - get ready beforehand
Pregame - before the game
RE - again, and again
Recede (verb) - go back or away
revisit - to visit again
revoke - to take back what was already given
DIRECT INSTRUCTION
Notes from a Bottle = pages 375-377
Guided
CHOOSE ONE OF THE TWO AND TYPE ON A NEO:
1. THE JOURNAL ENTRIES start on March 23. So what happened before March 23? Write three journal entries that come BEFORE March 23. Therefore, they are dated March 20, 21 and 22. You must INFER what happens in the days leading up to the flood and reference what you already know from the text. For instance, was there a news report predicting the events? Was the author stuck in NY? Did he have a chance to go elsewhere? Was the flood going to affect the whole USA?
2. Write a sequel to the story. You are the PERSON THAT FOUND THE BOTTLE AND READ THE NOTES. You are able to explain what happened and the current state of the world. You can share personal feelings and experiences as well as newsworthy information. Again, you must INFER what happens and reference information from the text as you determine what happens.
Independent
KEYSTONE EXAM - questions 11-20
Exit Pass
What is the most difficult part of exam so far?
Monday, April 1, 2013
Tuesday, April 2, Author's Purpose / Evaluate Article
Objective: By the end of class, students will evaluate news article and determine author's intent and effectiveness and begin KEYSTONE diagnostic exam.
DO NOW
--> The yellow flowers turned their happy faces toward the sun and smiled.” How does the author feel about flowers? How does the poet’s use of personification help to communicate the author’s intent?
DIRECT INSTRUCTION
--> Read introduction to short fiction / – holt text Notes from a Bottle – 374
AMBIGUIOUS / INFERENCE
Quickwrite - page 374
Guided
DO NOW
--> The yellow flowers turned their happy faces toward the sun and smiled.” How does the author feel about flowers? How does the poet’s use of personification help to communicate the author’s intent?
DIRECT INSTRUCTION
--> Read introduction to short fiction / – holt text Notes from a Bottle – 374
AMBIGUIOUS / INFERENCE
Quickwrite - page 374
Guided
What
technique of writing does the author use? Does this technique support the
author’s intent? How?What is the intent?
Independent
Begin KEYSTONE DIAGNOTIC TEST
Exit Pass
What is the most difficult part of the diagnostic test so far?
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