Friday, March 4, 2016
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis statements.
1. Vocabulary Word of the Day: CORROBORATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word corroborate and send it/give it to Mrs. Clay for personal feedback.
2. End-of-Course (EOC) Writing - Released Spring 2015 Test - Using the answer key provided, students will work in pairs to check their homework. Students will ask questions about any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - Students will analyze 2 released writing prompts ( 8 and 10), compare T charts that show two sides of the argument for each, and share effective thesis statements for each. Students will add notes on pages 9-10 of their SOL Prep Books on CounterClaim. Students will experiment with writing counterclaim statements for each prompt.
Homework: Read through remaining prompts in your SOL Writing Prep book and restate the prompt into your own words. Look for and clarify the 2-sided argument to prove in each one.
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis statements.
1. Vocabulary Word of the Day: CORROBORATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word corroborate and send it/give it to Mrs. Clay for personal feedback.
2. End-of-Course (EOC) Writing - Released Spring 2015 Test - Using the answer key provided, students will work in pairs to check their homework. Students will ask questions about any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - Students will analyze 2 released writing prompts ( 8 and 10), compare T charts that show two sides of the argument for each, and share effective thesis statements for each. Students will add notes on pages 9-10 of their SOL Prep Books on CounterClaim. Students will experiment with writing counterclaim statements for each prompt.
Homework: Read through remaining prompts in your SOL Writing Prep book and restate the prompt into your own words. Look for and clarify the 2-sided argument to prove in each one.
vocabulary_word_web_corroborate.pdf | |
File Size: | 397 kb |
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end_of_course_writing_released_spring_2015_test_answer_sheet.docx | |
File Size: | 14 kb |
File Type: | docx |
end_of_course_writing_released_spring_2015_test_answer_key.docx | |
File Size: | 14 kb |
File Type: | docx |
notes_on_counterclaim.docx | |
File Size: | 15 kb |
File Type: | docx |
eoc_writing_released_spring_2015.pdf | |
File Size: | 3227 kb |
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Tuesday, March 8, 2016 Substitute Plan
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis and counterclaim statements.
1. Vocabulary Word of the Day: ANNIHILATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word annihilate and send it/give it to Mrs. Clay for personal feedback. Students may use their own devices to text or email me their sentences. Students may also submit their original sentences in writing to the substitute.
2. End-of-Course (EOC) Writing - Holt Practice Test - Students will complete the Holt VA SOL End of Course Writing Practice Test #1. Students may work individually or in pairs using the workbook or the digital version on Edmodo.
3. SOL Writing Prep Book - Students will choose from the remaining SOL prompts and complete one writing prompt from start to finish. Please DO NOT CHOOSE prompts: 2, 3, 6, 8, 10, 15, 16, 18, 20, 23, 25, 36, or 45. Students are encouraged to construct a T chart, create an outline, write a draft, edit, and revise their writing before posting their responses for the class to view on Edmodo. In your typed final draft, please highlight your thesis statement and your counterclaim. Essays should be uploaded by the end of the block on Thursday, March 10th.
Homework: Complete final draft of essay and upload to Edmodo by the end of the block on Thursday. Continue restating the remaining prompts in your SOL Prep book.
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis and counterclaim statements.
1. Vocabulary Word of the Day: ANNIHILATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word annihilate and send it/give it to Mrs. Clay for personal feedback. Students may use their own devices to text or email me their sentences. Students may also submit their original sentences in writing to the substitute.
2. End-of-Course (EOC) Writing - Holt Practice Test - Students will complete the Holt VA SOL End of Course Writing Practice Test #1. Students may work individually or in pairs using the workbook or the digital version on Edmodo.
3. SOL Writing Prep Book - Students will choose from the remaining SOL prompts and complete one writing prompt from start to finish. Please DO NOT CHOOSE prompts: 2, 3, 6, 8, 10, 15, 16, 18, 20, 23, 25, 36, or 45. Students are encouraged to construct a T chart, create an outline, write a draft, edit, and revise their writing before posting their responses for the class to view on Edmodo. In your typed final draft, please highlight your thesis statement and your counterclaim. Essays should be uploaded by the end of the block on Thursday, March 10th.
Homework: Complete final draft of essay and upload to Edmodo by the end of the block on Thursday. Continue restating the remaining prompts in your SOL Prep book.
vocabulary_word_web_annihilate.pdf | |
File Size: | 397 kb |
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g11_ltp.pdf | |
File Size: | 2385 kb |
File Type: |
sol_writing_prompt_practice.docx | |
File Size: | 13 kb |
File Type: | docx |
eoc_writing_prompts_by_number.pdf | |
File Size: | 132 kb |
File Type: |
Thursday, March 10, 2016 Substitute Plan
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis and counterclaim statements.
1. Vocabulary Word of the Day: EMULATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word emulate and send it/give it to Mrs. Clay for personal feedback. Students may use their own devices to text or email me their sentences. Students may also submit their original sentences in writing to the substitute.
2. End-of-Course (EOC) Writing - Holt Practice Test #1 - Using the answer key provided, students will work in pairs to check their homework. Students will discuss any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - Students will continue working on one complete essay from the remaining SOL prompts. Students are encouraged to prewrite, organize, draft, edit, and revise their writing before posting responses for the class to peruse on Edmodo. Essays should be uploaded by the end of the block TODAY, Thursday, March 10th. However, no points will be deducted if students post before midnight Thursday, March 10th.
3. End-of-Course (EOC) Writing - Holt Practice Test 2 - Students will begin working on the Holt VA SOL End of Course Writing Practice Test #2.
Homework: Upload final draft of essay to Edmodo by midnight tonight. Complete Holt Practice Test #2 before class begins on Monday, March 14th.
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will restate prompts in their own words, narrow prompts to a 2-sided argument, complete T charts to organize their arguments, and create effective thesis and counterclaim statements.
1. Vocabulary Word of the Day: EMULATE. Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word emulate and send it/give it to Mrs. Clay for personal feedback. Students may use their own devices to text or email me their sentences. Students may also submit their original sentences in writing to the substitute.
2. End-of-Course (EOC) Writing - Holt Practice Test #1 - Using the answer key provided, students will work in pairs to check their homework. Students will discuss any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - Students will continue working on one complete essay from the remaining SOL prompts. Students are encouraged to prewrite, organize, draft, edit, and revise their writing before posting responses for the class to peruse on Edmodo. Essays should be uploaded by the end of the block TODAY, Thursday, March 10th. However, no points will be deducted if students post before midnight Thursday, March 10th.
3. End-of-Course (EOC) Writing - Holt Practice Test 2 - Students will begin working on the Holt VA SOL End of Course Writing Practice Test #2.
Homework: Upload final draft of essay to Edmodo by midnight tonight. Complete Holt Practice Test #2 before class begins on Monday, March 14th.
vocabulary_word_web_emulate.pdf | |
File Size: | 397 kb |
File Type: |
g11_ltp.pdf | |
File Size: | 2385 kb |
File Type: |
sol_writing_prompt_practice.docx | |
File Size: | 13 kb |
File Type: | docx |
Monday, March 14, 2016
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will narrow list of useful vocabulary they will likely use on the SOL writing test. Students will review completed prompts on Edmodo, identifying effective thesis and counterclaim statements. Students will review examples of effective hook, bridge, and thesis statements. Students will review examples of effective conclusions. Students will review common grammar, usage, and mechanics mistakes that may appear on the SOL test.
1. Substitute Report
2. Vocabulary Word of the Day: DIFFERENTIATE - Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word DIFFERENTIATE and send it/give it to Mrs. Clay for personal feedback. Students will review vocabulary words/synonyms and their meanings covered this year and make a list of the words they are most likely to incorporate on the SOL writing test. Students will create these lists in their SOL prep books.
2. End-of-Course (EOC) Writing - Holt Practice Test #2 - Using the answer key provided, students will work in pairs to check their homework. Students will discuss any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - On Edmodo, students will review examples of effective thesis statements, counterclaim statements, introductions (hook, bridge, thesis), and conclusions.
4. SOL Writing Game - Students will review 35 slides, each of which has one grammatical, usage, or mechanics question on it.
Homework: Review your SOL Prep book. Try to get a good night's sleep and eat a healthy breakfast tomorrow and Wednesday. Meet in the library for testing by 7:20am on Tuesday and Wednesday.
Learning Targets: Students will pronounce, define, analyze, and use unfamiliar vocabulary words. Students will narrow list of useful vocabulary they will likely use on the SOL writing test. Students will review completed prompts on Edmodo, identifying effective thesis and counterclaim statements. Students will review examples of effective hook, bridge, and thesis statements. Students will review examples of effective conclusions. Students will review common grammar, usage, and mechanics mistakes that may appear on the SOL test.
1. Substitute Report
2. Vocabulary Word of the Day: DIFFERENTIATE - Students will take notes on the meaning, part of speech, various forms, etymology, synonyms, antonyms, and usage of the vocabulary word in context. For potential extra credit, students will create their own sentence using a form of the word DIFFERENTIATE and send it/give it to Mrs. Clay for personal feedback. Students will review vocabulary words/synonyms and their meanings covered this year and make a list of the words they are most likely to incorporate on the SOL writing test. Students will create these lists in their SOL prep books.
2. End-of-Course (EOC) Writing - Holt Practice Test #2 - Using the answer key provided, students will work in pairs to check their homework. Students will discuss any problematic questions or ask for clarification of answers.
3. SOL Writing Prep Book - On Edmodo, students will review examples of effective thesis statements, counterclaim statements, introductions (hook, bridge, thesis), and conclusions.
4. SOL Writing Game - Students will review 35 slides, each of which has one grammatical, usage, or mechanics question on it.
Homework: Review your SOL Prep book. Try to get a good night's sleep and eat a healthy breakfast tomorrow and Wednesday. Meet in the library for testing by 7:20am on Tuesday and Wednesday.
vocabulary_word_web_differentiate.pdf | |
File Size: | 403 kb |
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elevated_vocabulary.docx | |
File Size: | 15 kb |
File Type: | docx |
g11_ltp.pdf | |
File Size: | 2385 kb |
File Type: |
holt_writing_practice_test_2_answer_key.docx | |
File Size: | 14 kb |
File Type: | docx |
examples_of_sol_prompts.docx | |
File Size: | 54 kb |
File Type: | docx |
writing_sol_game.pptx | |
File Size: | 489 kb |
File Type: | pptx |
Wednesday, March 16, 2016
Learning Targets: Students will unwind from SOL test by identifying with fun-spirited emojis. Students will match definitions, synonyms, and antonyms with the correct vocabulary words. Students will reflect upon the preparation process for the SOL Writing test.
1. State of Mind Emojis - Given a page of emojis, students will identify which ones represent their current feelings, especially in light of today's SOL test.
2. Vocabulary - SAT Verbs - Students will review the meanings, synonyms, and antonyms of all 12 vocabulary words in this SAT prep unit.
3. SOL Writing Prep Book - Students will submit their SOL Writing Prep books for teacher review and for classwork/homework credit. In a personal note at the end of their SOL prep book, students will reflect upon the preparation process for the SOL writing test.
4. Given a choice of excerpts from 3 inspirational movies, students will choose one to watch and discuss: Freedom Writers, Pay it Forward, and The Help.
Homework: Turn in completed SOL Prep books by Friday, March 18th. Test on Vocabulary will be on Thursday, March 24th.
Learning Targets: Students will unwind from SOL test by identifying with fun-spirited emojis. Students will match definitions, synonyms, and antonyms with the correct vocabulary words. Students will reflect upon the preparation process for the SOL Writing test.
1. State of Mind Emojis - Given a page of emojis, students will identify which ones represent their current feelings, especially in light of today's SOL test.
2. Vocabulary - SAT Verbs - Students will review the meanings, synonyms, and antonyms of all 12 vocabulary words in this SAT prep unit.
3. SOL Writing Prep Book - Students will submit their SOL Writing Prep books for teacher review and for classwork/homework credit. In a personal note at the end of their SOL prep book, students will reflect upon the preparation process for the SOL writing test.
4. Given a choice of excerpts from 3 inspirational movies, students will choose one to watch and discuss: Freedom Writers, Pay it Forward, and The Help.
Homework: Turn in completed SOL Prep books by Friday, March 18th. Test on Vocabulary will be on Thursday, March 24th.
so_how_are_you_feeling_today.docx | |
File Size: | 131 kb |
File Type: | docx |
The Help - starring Octavia Spencer, Viola Davis, and Emma Stone
Set in Mississippi during the 1960s, Skeeter (Stone) is a southern society girl who returns from college determined to become a writer, but turns her friends' lives -- and a Mississippi town -- upside down when she decides to interview the black women who have spent their lives taking care of prominent southern families. Aibileen (Davis), Skeeter's best friend's housekeeper, is the first to open up -- to the dismay of her friends in the tight-knit black community. Despite Skeeter's life-long friendships hanging in the balance, she and Aibileen continue their collaboration and soon more women come forward to tell their stories -- and as it turns out, they have a lot to say. Along the way, unlikely friendships are forged and a new sisterhood emerges, but not before everyone in town has a thing or two to say themselves when they become unwittingly -- and unwillingly -- caught up in the changing times.
Set in Mississippi during the 1960s, Skeeter (Stone) is a southern society girl who returns from college determined to become a writer, but turns her friends' lives -- and a Mississippi town -- upside down when she decides to interview the black women who have spent their lives taking care of prominent southern families. Aibileen (Davis), Skeeter's best friend's housekeeper, is the first to open up -- to the dismay of her friends in the tight-knit black community. Despite Skeeter's life-long friendships hanging in the balance, she and Aibileen continue their collaboration and soon more women come forward to tell their stories -- and as it turns out, they have a lot to say. Along the way, unlikely friendships are forged and a new sisterhood emerges, but not before everyone in town has a thing or two to say themselves when they become unwittingly -- and unwillingly -- caught up in the changing times.
Pay It Forward - starring Kevin Spacey, Helen Hunt, and Haley Joel Osment
Young Trevor McKinney, troubled by his mother's alcoholism and fears of his abusive but absent father, is caught up by an intriguing assignment from his new social studies teacher, Mr. Simonet. The assignment: think of something to change the world and put it into action. Trevor conjures the notion of paying a favor not back, but forward--repaying good deeds not with payback, but with new good deeds done to three new people. Trevor's efforts to make good on his idea bring a revolution not only in the lives of himself, his mother and his physically and emotionally scarred teacher, but in those of an ever-widening circle of people completely unknown to him.
Young Trevor McKinney, troubled by his mother's alcoholism and fears of his abusive but absent father, is caught up by an intriguing assignment from his new social studies teacher, Mr. Simonet. The assignment: think of something to change the world and put it into action. Trevor conjures the notion of paying a favor not back, but forward--repaying good deeds not with payback, but with new good deeds done to three new people. Trevor's efforts to make good on his idea bring a revolution not only in the lives of himself, his mother and his physically and emotionally scarred teacher, but in those of an ever-widening circle of people completely unknown to him.
Freedom Writers - starring Hillary Swank
It's 1994 in Long Beach, California. Idealistic Erin Gruwell is just starting her first teaching job, that as freshman and sophomore English teacher at Woodrow Wilson High School, which, two years earlier, implemented a voluntary integration program. For many of the existing teachers, the integration has ruined the school, whose previously stellar academic standing has been replaced with many students who will be lucky to graduate or even be literate. Despite choosing the school on purpose because of its integration program, Erin is unprepared for the nature of her classroom, whose students live by generations of strict moral codes of protecting their own at all cost. Many are in gangs and almost all know somebody that has been killed by gang violence. The Latinos hate the Cambodians who hate the blacks and so on. The only person the students hate more is Ms. Gruwell. It isn't until Erin Gruwell holds an unsanctioned discussion about a recent drive-by shooting death that she fully begins to understand what she's up against. And it isn't until she provides an assignment of writing a daily journal - which will be not graded, and will remain unread by her unless they so choose - that the students begin to open up to her.
As Erin tries harder and harder to have resources provided to teach properly (which often results in her needing to pay for them herself through working second and third jobs), she seems to face greater resistance, especially from her colleagues, such as Margaret Campbell, her section head, who lives by regulations and sees such resources as a waste, and Brian Gelford, who will protect his "privileged" position of teaching the senior honors classes at all cost. Erin also finds that her teaching job is placing a strain on her marriage to Scott Casey, a man who seems to have lost his own idealistic way in life.
It's 1994 in Long Beach, California. Idealistic Erin Gruwell is just starting her first teaching job, that as freshman and sophomore English teacher at Woodrow Wilson High School, which, two years earlier, implemented a voluntary integration program. For many of the existing teachers, the integration has ruined the school, whose previously stellar academic standing has been replaced with many students who will be lucky to graduate or even be literate. Despite choosing the school on purpose because of its integration program, Erin is unprepared for the nature of her classroom, whose students live by generations of strict moral codes of protecting their own at all cost. Many are in gangs and almost all know somebody that has been killed by gang violence. The Latinos hate the Cambodians who hate the blacks and so on. The only person the students hate more is Ms. Gruwell. It isn't until Erin Gruwell holds an unsanctioned discussion about a recent drive-by shooting death that she fully begins to understand what she's up against. And it isn't until she provides an assignment of writing a daily journal - which will be not graded, and will remain unread by her unless they so choose - that the students begin to open up to her.
As Erin tries harder and harder to have resources provided to teach properly (which often results in her needing to pay for them herself through working second and third jobs), she seems to face greater resistance, especially from her colleagues, such as Margaret Campbell, her section head, who lives by regulations and sees such resources as a waste, and Brian Gelford, who will protect his "privileged" position of teaching the senior honors classes at all cost. Erin also finds that her teaching job is placing a strain on her marriage to Scott Casey, a man who seems to have lost his own idealistic way in life.
Friday, March 18, 2016 One WEEK until Spring Break!
Learning Targets: Students will submit their SOL Writing Prep books. Students will review college preparatory information offered by the guidance counselors. Students will match definitions, synonyms, and antonyms with the correct vocabulary words.
1. SOL Writing Prep Book - Students will submit their SOL Writing Prep books for teacher review and for classwork/homework credit.
2. Guidance Access Presentation - Students will go to the schola for a presentation on college preparation by the guidance counselors.
3. Vocabulary - SAT Verbs - Students will review the meanings, synonyms, and antonyms of all 12 vocabulary words in this SAT prep unit.
4. Ring Dance Court Nominations - Students will have the opportunity to nominate one male and one female for Ring Dance court.
5. If time, students will watch a second excerpt from an inspirational film.
Homework: Test on Vocabulary will be on Thursday, March 24th.
Learning Targets: Students will submit their SOL Writing Prep books. Students will review college preparatory information offered by the guidance counselors. Students will match definitions, synonyms, and antonyms with the correct vocabulary words.
1. SOL Writing Prep Book - Students will submit their SOL Writing Prep books for teacher review and for classwork/homework credit.
2. Guidance Access Presentation - Students will go to the schola for a presentation on college preparation by the guidance counselors.
3. Vocabulary - SAT Verbs - Students will review the meanings, synonyms, and antonyms of all 12 vocabulary words in this SAT prep unit.
4. Ring Dance Court Nominations - Students will have the opportunity to nominate one male and one female for Ring Dance court.
5. If time, students will watch a second excerpt from an inspirational film.
Homework: Test on Vocabulary will be on Thursday, March 24th.
SAT VOCABULARY VERBS
ALLEVIATE REBUKE ACQUIESCE PERUSE
COERCE DISPARAGE EXACERBATE DELINEATE
CORROBORATE ANNIHILATE EMULATE DIFFERENTIATE
ALLEVIATE REBUKE ACQUIESCE PERUSE
COERCE DISPARAGE EXACERBATE DELINEATE
CORROBORATE ANNIHILATE EMULATE DIFFERENTIATE
Tuesday, March 22, 2016
Learning Targets: Students will match definitions, synonyms, and antonyms with the correct vocabulary words.
1. Vocabulary - SAT Verbs - Using Quizlet, students will review the meanings, synonyms, antonyms, and correct usage of all 12 vocabulary words in this SAT preparatory unit.
2. Students will watch a third excerpt from an inspirational film. We will follow up with an open discussion of the themes presented in the movie.
3. If time, students will complete Anticipation Guide for the novel Into the Wild by John Krakauer. Students will have the option over Spring Break to read part or all of the novel. We will begin our in-class study of it on Monday, April 4th.
Homework: Test on Vocabulary will be on Thursday, March 24th.
Learning Targets: Students will match definitions, synonyms, and antonyms with the correct vocabulary words.
1. Vocabulary - SAT Verbs - Using Quizlet, students will review the meanings, synonyms, antonyms, and correct usage of all 12 vocabulary words in this SAT preparatory unit.
2. Students will watch a third excerpt from an inspirational film. We will follow up with an open discussion of the themes presented in the movie.
3. If time, students will complete Anticipation Guide for the novel Into the Wild by John Krakauer. Students will have the option over Spring Break to read part or all of the novel. We will begin our in-class study of it on Monday, April 4th.
Homework: Test on Vocabulary will be on Thursday, March 24th.
Thursday, March 24, 2016
Learning Targets: Students will show mastery of SAT vocabulary words by answering test questions related to definitions, synonyms, antonyms, and context clues.
1. Test on Vocabulary - SAT Verbs
2. Students will watch an excerpt from an inspirational film. We will follow up with an open discussion of the themes presented in the movie. Students will respond to an opinion question on Edmodo.
3. Students will study the caricature artwork of Ralph Waldo Emerson to determine what features the artist was highlighting about him. The main character of Into the Wild idolized the writings of Emerson and his student, Henry David Thoreau. Understanding the caricature allows students a preliminary look at the character of Christopher McCandless. If time, students will complete the Anticipation Guide for the novel Into the Wild by John Krakauer. Students will have the option over Spring Break to read part or all of the novel. We will begin our in-class study of it on Monday, April 4th.
Homework: Enjoy Spring Break! Optional: Read all OR part of Into the Wild.
Learning Targets: Students will show mastery of SAT vocabulary words by answering test questions related to definitions, synonyms, antonyms, and context clues.
1. Test on Vocabulary - SAT Verbs
2. Students will watch an excerpt from an inspirational film. We will follow up with an open discussion of the themes presented in the movie. Students will respond to an opinion question on Edmodo.
3. Students will study the caricature artwork of Ralph Waldo Emerson to determine what features the artist was highlighting about him. The main character of Into the Wild idolized the writings of Emerson and his student, Henry David Thoreau. Understanding the caricature allows students a preliminary look at the character of Christopher McCandless. If time, students will complete the Anticipation Guide for the novel Into the Wild by John Krakauer. Students will have the option over Spring Break to read part or all of the novel. We will begin our in-class study of it on Monday, April 4th.
Homework: Enjoy Spring Break! Optional: Read all OR part of Into the Wild.
anticipation_guide_for_into_the_wild_2015.doc | |
File Size: | 33 kb |
File Type: | doc |
anticipation_guide_into_the_wild.docx | |
File Size: | 16 kb |
File Type: | docx |
test_vocabulary_unit_2_verbs_revised.docx | |
File Size: | 19 kb |
File Type: | docx |