Monday, September 19 - Introduction to Lamb to the Slaughter

Objective: By the end of class, students will make predictions, and inferences in short fiction in order to improve reading comprehension.

DO NOW

In 2-4 sentences, make a prediction about what this story is going to be about based on the title and the picture. :

Direct Instruction

In addition to making inferences, elements that we will be analyzing in Lamb to the Slaughter:

1. Foreshadowing
3. Situational Irony
4. Dramatic Irony
5. Characterization


Guided 

Read Lamb to the Slaughter together.  Annotate for vocabulary and key information. information you want to highlight or underline includes:
1. Details about setting
2. Description of characters.
3. Any interesting events (plot).
4. Anything that is confusing or not clear. 

Be sure to write in the margin WHY you underlined what you do. Otherwise, when you go back, you won't know what you are looking for. Use the annotation guide lines distributed last week to help you annotate.

Independent

Complete comprehensive questions 

Begin the plot structure graphic organizer -

Check for understanding

Individual student checks during independent work.

Closure

Discuss how the setting affects the plot.

Exit Pass

How might things have been different if the setting was in a restaurant?

Friday, September 9 - Setting influences Plot and

Objective: By the end of class, students will analyze identify the parts of a plot structure within the text and determine how setting influences plot in order to improve reading comprehensive skills.


DO NOW
Write the definitions in your notebooks (answers to yesterday's quiz words plus one):

Rigorous = difficult
Synthesize - to combine or put together
Genre - a type or category
To influence -  to have an effect on

Direct Instruction

How setting can influence Plot

Direct / Guided
Work through your stories from yesterday and identify the parts of the plot structure by:

1. Highlighting the setting
2. Circling the conflict
3. Underlining the rising action
4. Highlighting the climax in a different color.
5. Putting a squiggly line under the falling action.
6. Highlighting the resolution in yet another color.

ADD A LEGEND AT THE BOTTOM OF YOUR STORY SO I KNOW WHAT IS WHAT. (example: yellow = setting, circle = conflict, etc)

Independent

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.

Check for understanding

Individual student checks during independent work.

Closure

Review of plot structure elements.

Exit Pass

What are your thoughts on this  class so far and expectations moving forward?

Thursday, September 8 - Plot structure review / creative writing

Objective: By the end of class, students will review the elements of plot structure, create an original story plotted along the lines in order to develop understanding of text structure and improve reading comprehensive skills and writing skills.

DO NOW 
Define the following three words (from the syllabus):

1. Genre
2. Rigorous
3. Synthesize

Direct Instruction
What are the components of a plot structure? Review Components - provide plot structure graphic organizers and review WITH DIAGRAM UP HERE .

Guided

Model example 

My sample personal story plot structure

Protagonist – me

Antagonist – jellyfish

Setting / exposition – the beach and what is happening on it

Conflict - main problem between protagonist and antagonist

Rising action – 

1-feared jellyfish but got paddle board into water

2- carefully got on board and paddled far out into the ocean

3- saw a pod of dolphins in the distance swimming towards me

Climax – dolphins jumped and swam in and around me

Falling Action – dolphins swam off and I paddled back

Resolution- got to shore safely and told all my friends

 Translate this into prose format:

The weather was perfect – clear, blue skies and 85 degrees. The sand was soft as a pillow under my feet and the ocean water was crystal clear, calm and warm as a bath but there were tons of jellyfish everywhere. Most people decided not to go in the ocean for fear of getting stung, but I thought, “ If I don’t fall, I’ll be ok.” I decided to take the paddle board out for a ride.  I paddled far out into the ocean, through hundreds of jellyfish until I was so far from shore, there were no more jellyfish.  I was having so much fun, I paddled much further than I had planned. I could I could barely see the dock. I stopped and started to turn around when suddenly I saw a huge pod of dolphins swimming my way. How exciting! They were coming straight towards me. When they got close to me, they jumped out of the water, flipped in the air and swam all around me! The dolphins seemed to be looking at me! It was thrilling to be so close to them in their environment. Finally, they swam off and I paddled to shore. I was so excited and told all of my friends about my adventure.

THEME ?

Independent

Use plot structure graphic organizer to develop a personal story that fits each component. Plan to expand on your story to translate it into prose (paragraph) form.

When expanding the story into prose, be sure to use descriptive words for the setting. Use transitional words for the rising action, etc.

Check for Understanding

Individual checks during independent work.

Closure

Review elements of plot structure .

Exit Pass

What was your (author's) purpose in writing this piece? (entertain, inform, or persuade?) What is your message (theme)?

Wednesday, September 7, 2016 - Introduction to English 2

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?

Monday, June 12 - Interview Questions

Objective: By the end of class, students will answer interview questions in order to prepare for obtaining employment.

DO NOW

Get your chrome book. If you did not finish your resume and/or cover letter, do that first. When both of those are complete, you may move on to your final graded assignment:

Direct / Guided / Independent

You decide on a position for which you would like to interview. Write that position down on the top of a google docs page. Then, 
answer the following interview questions and share with me. Realize that these would be verbal questions that would also require eye contact and positive body language.

1. Tell me about yourself.
2. Why should I hire you?
3. Are you a team player? Give me an example.
4. What is your greatest strength?
5. What is your greatest weakness?
6. If I were to ask one of your teachers (or a boss) to describe you, what would he or she say?
7. What accomplishments have given you the most satisfaction in your life?
8. Would you rather work with information, with your hands or with people? Why?
9. What motivates you?
10. Tell me about some of your recent goals and what you you did to accomplish them.

Monday, June 6 - Resume Writing

Objective: By the end of class, students will begin resume writing process in order to apply for employment.

DO NOW

Write down every job you have ever had, volunteer positions, academic achievements, hobbies, athletic achievement, special skills..

Direct Instruction

There are several websites you can use as a guide to create a resume, however, the following is a goo one for High School students.

resume builder for HS students

GOOGLE DOCS TEMPLATE

1. Think of at least three positive adjectives that describe you as a person. Write them down.
2. What is your goal and what skills do you have to achieve your goal?