Friday, October 2, 2015
1. Welcome, Attendance
2. Vocabulary - Using BYOD or classroom dictionaries, students will define 6 words from Chapter 1 of Of Mice and Men. Students will use their notes to complete the context clues activity.
3. Characterization Study - Given a paper with an image of the characters of George and Lennie, students will work in small groups to add words, phrases, quotations, and their own drawings to the page in order to show how John Steinbeck developed the protagonists in the first chapter. Students will share details about the characters of George and Lennie (appearance, actions, dialogue, strengths, weaknesses, mannerisms, habits/quirks/idiosyncrasies, and relationships to others) that they marked with Post-it note annotations for Wednesday's homework.
4. Dialogue Analysis - Students will study 5 short passages of dialogue from Chapter 1 and then analyze what the passage shows about one or both of the characters. Each of the five class groups will share their thoughts with the class.
5. Independent Work - Students will use remaining class time to read and make annotations in Chapter 2 OR finish the VBCPS District Writing Assessment.
Homework: For Tuesday, finish reading Chapter 2 and make 10+ annotations on the any characters, especially George, Lennie, Candy, Slim, and Curly. If you have not finished your VBCPS District Writing Pre-Assessment in SchoolNet, please do so before Tuesday, October 6th.
1. Welcome, Attendance
2. Vocabulary - Using BYOD or classroom dictionaries, students will define 6 words from Chapter 1 of Of Mice and Men. Students will use their notes to complete the context clues activity.
3. Characterization Study - Given a paper with an image of the characters of George and Lennie, students will work in small groups to add words, phrases, quotations, and their own drawings to the page in order to show how John Steinbeck developed the protagonists in the first chapter. Students will share details about the characters of George and Lennie (appearance, actions, dialogue, strengths, weaknesses, mannerisms, habits/quirks/idiosyncrasies, and relationships to others) that they marked with Post-it note annotations for Wednesday's homework.
4. Dialogue Analysis - Students will study 5 short passages of dialogue from Chapter 1 and then analyze what the passage shows about one or both of the characters. Each of the five class groups will share their thoughts with the class.
5. Independent Work - Students will use remaining class time to read and make annotations in Chapter 2 OR finish the VBCPS District Writing Assessment.
Homework: For Tuesday, finish reading Chapter 2 and make 10+ annotations on the any characters, especially George, Lennie, Candy, Slim, and Curly. If you have not finished your VBCPS District Writing Pre-Assessment in SchoolNet, please do so before Tuesday, October 6th.
of_mice_and_men_vocabulary_from_the_novel.docx | |
File Size: | 14 kb |
File Type: | docx |
george_and_lennie_template_for_chapter_1.docx | |
File Size: | 27 kb |
File Type: | docx |
dialogue_analysis.docx | |
File Size: | 16 kb |
File Type: | docx |
Tuesday, October 6, 2015
1. Welcome, Attendance
2. Kahoot - Students will connect words, phrases, and quotations to the correct characters in Chapter 2. https://play.kahoot.it/#/k/09465b66-10f7-4aba-8222-20e7550bd526
3. Of Mice and Men - Students will be assigned one chapter of reading and annotating for Thursday: Chapter 3 (pages 38 - 65). As students read, they should add post-it note annotations in Chapter 3 that show conflicts and relationships between characters. Students will be allowed to use their own novels for the quiz on Thursday.
4. VBCPS Reading Pre-Assessment - Students will move to the computer lab to take the VBCPS District Reading Assessment. The password for the test is 46739. The test has 55 multiple-choice questions.
5. Independent Work
Homework: For Thursday, finish reading Chapter 3 and add 10+ annotations about the relationships and conflicts between characters. Be prepared for an Open Book Quiz during class on Thursday. If you do not finish your VBCPS District Reading Pre-Assessments in SchoolNet, please do so before Monday, October 12th.
1. Welcome, Attendance
2. Kahoot - Students will connect words, phrases, and quotations to the correct characters in Chapter 2. https://play.kahoot.it/#/k/09465b66-10f7-4aba-8222-20e7550bd526
3. Of Mice and Men - Students will be assigned one chapter of reading and annotating for Thursday: Chapter 3 (pages 38 - 65). As students read, they should add post-it note annotations in Chapter 3 that show conflicts and relationships between characters. Students will be allowed to use their own novels for the quiz on Thursday.
4. VBCPS Reading Pre-Assessment - Students will move to the computer lab to take the VBCPS District Reading Assessment. The password for the test is 46739. The test has 55 multiple-choice questions.
5. Independent Work
Homework: For Thursday, finish reading Chapter 3 and add 10+ annotations about the relationships and conflicts between characters. Be prepared for an Open Book Quiz during class on Thursday. If you do not finish your VBCPS District Reading Pre-Assessments in SchoolNet, please do so before Monday, October 12th.
Thursday, October 8, 2015
1. Welcome, Attendance
2. Vocabulary Study - Students will use their own devices or classroom dictionaries to define 6 words each from Chapters 2 and 3. Then students will work in small groups to fill in blanks and answer questions about the vocabulary words to show they understand and can use context clues efficiently.
3. Of Mice and Men - Open Book Quiz on Chapter 3 - Students will complete the fill in the blanks questions in Part 1 and identify who is speaking to whom in each of the quotations in Part 2. Then, they will briefly explain what the quotation shows about the characters in John Steinbeck's novella. Students should use a literary term or device in their responses. When finished, students may begin reading Chapter 4 and add further annotations about conflict.
4. VBCPS Reading Pre-Assessment - If necessary, students will finish the VBCPS District Reading Assessment. The password for the test is 46739. The test has 55 multiple-choice questions.
Homework: For Monday, finish reading Chapter 4 and add 10+ annotations about the relationships and conflicts between characters. If you do not finish your VBCPS District Reading Pre-Assessments in SchoolNet, please do so before Monday, October 12th.
1. Welcome, Attendance
2. Vocabulary Study - Students will use their own devices or classroom dictionaries to define 6 words each from Chapters 2 and 3. Then students will work in small groups to fill in blanks and answer questions about the vocabulary words to show they understand and can use context clues efficiently.
3. Of Mice and Men - Open Book Quiz on Chapter 3 - Students will complete the fill in the blanks questions in Part 1 and identify who is speaking to whom in each of the quotations in Part 2. Then, they will briefly explain what the quotation shows about the characters in John Steinbeck's novella. Students should use a literary term or device in their responses. When finished, students may begin reading Chapter 4 and add further annotations about conflict.
4. VBCPS Reading Pre-Assessment - If necessary, students will finish the VBCPS District Reading Assessment. The password for the test is 46739. The test has 55 multiple-choice questions.
Homework: For Monday, finish reading Chapter 4 and add 10+ annotations about the relationships and conflicts between characters. If you do not finish your VBCPS District Reading Pre-Assessments in SchoolNet, please do so before Monday, October 12th.
omam_chapter_2_vocabulary_study.pdf | |
File Size: | 239 kb |
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omam_chapter_3_vocabulary_study.pdf | |
File Size: | 237 kb |
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open_book_quiz_-_chapter_3.doc | |
File Size: | 33 kb |
File Type: | doc |
Monday, October 12, 2015
1. Welcome, Attendance
2. PSAT Information - 2A will test in Room 309, 3A will test in Room 310, and 4A will test in Room 410. Testing will begin at 7:20am and continue until 11:00a.m. All blocks will be 15 minutes long - with the exception of 3A which will be full-length to accommodate all lunch periods.
3. Vocabulary Study - Students will use their own devices or classroom dictionaries to define 6 words from Chapter 4 in Of Mice and Men: aloof, disarming, crestfallen, brutally, appraised, indignation. Then students will work in small groups to complete the vocabulary challenge of the day.
4. Of Mice and Men - Students will discuss correct answers to Part 1 of the Chapter open book quiz taken on Thursday. After reviewing the major literary conflicts, students will discuss highlights of conflicts developed in Chapter 4.
5. Oral Reading - Students will listen to the audio recording of Chapter 5 in Of Mice and Men read by Gary Sinise, the actor who plays George in the most recent movie version of Steinbeck's novella. As they read, students should look for objects that can be viewed as symbols and annotate each with brief explanations.
Homework: For Wednesday, finish reading Chapter 5 and add 10+ annotations about conflicts between characters and/or symbolism. For Friday, read Chapter 6 and add 10+ annotations that reveal symbolism and/or your personal reactions.
1. Welcome, Attendance
2. PSAT Information - 2A will test in Room 309, 3A will test in Room 310, and 4A will test in Room 410. Testing will begin at 7:20am and continue until 11:00a.m. All blocks will be 15 minutes long - with the exception of 3A which will be full-length to accommodate all lunch periods.
3. Vocabulary Study - Students will use their own devices or classroom dictionaries to define 6 words from Chapter 4 in Of Mice and Men: aloof, disarming, crestfallen, brutally, appraised, indignation. Then students will work in small groups to complete the vocabulary challenge of the day.
4. Of Mice and Men - Students will discuss correct answers to Part 1 of the Chapter open book quiz taken on Thursday. After reviewing the major literary conflicts, students will discuss highlights of conflicts developed in Chapter 4.
5. Oral Reading - Students will listen to the audio recording of Chapter 5 in Of Mice and Men read by Gary Sinise, the actor who plays George in the most recent movie version of Steinbeck's novella. As they read, students should look for objects that can be viewed as symbols and annotate each with brief explanations.
Homework: For Wednesday, finish reading Chapter 5 and add 10+ annotations about conflicts between characters and/or symbolism. For Friday, read Chapter 6 and add 10+ annotations that reveal symbolism and/or your personal reactions.
chapter_4_vocabulary_omam.pdf | |
File Size: | 214 kb |
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open_book_quiz_-_chapter_3_landscape.doc | |
File Size: | 33 kb |
File Type: | doc |
conflicts_in_chapter_4_omam.pdf | |
File Size: | 386 kb |
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Wednesday, October 14, 2015 - PSAT - Adjusted Schedule
1. Welcome, Attendance
2. PSAT Reactions - How Are You Feeling? graphic
3. Vocabulary Study - Turn in Chapter 5 Vocabulary Study at the beginning of the block for possible extra credit. Students will answer 6 questions using vocabulary from Chapter 5 in Of Mice and Men: bewildered, consoled, earnestly, hovered, wisps, writhed. Students may work in pairs or groups and consult BYOD or classroom dictionaries if necessary. (Students who completed this ahead of time as extra credit may go to FreeRice.com or create a short skit demonstrating the meaning of any 5 OMAM vocabulary words.)
4. 3A only - Of Mice and Men - Students will discuss the major and minor conflicts in Chapter 5. Study how John Steinbeck brought all senses, especially sight and sound, into the art of storytelling. Review the passage on page 90 between Lennie and Curley's wife, beginning with the line, "I like to pet soft things." At the end of Chapter 5, students will share how they WANT the story to end.
5. Oral Reading - Students will listen to the audio recording of Chapter 6 in Of Mice and Men read by Gary Sinise, the actor who plays George in the most recent movie version of Steinbeck's novella. As they read, students should add 10+ annotations that reveal conflict, symbolism, and/or your personal reactions.
Homework: For Friday, read Chapter 6 in Of Mice and Men and add 10+ annotations that reveal conflict, symbolism, and/or your personal reactions. Be prepared for a reading check quiz.
1. Welcome, Attendance
2. PSAT Reactions - How Are You Feeling? graphic
3. Vocabulary Study - Turn in Chapter 5 Vocabulary Study at the beginning of the block for possible extra credit. Students will answer 6 questions using vocabulary from Chapter 5 in Of Mice and Men: bewildered, consoled, earnestly, hovered, wisps, writhed. Students may work in pairs or groups and consult BYOD or classroom dictionaries if necessary. (Students who completed this ahead of time as extra credit may go to FreeRice.com or create a short skit demonstrating the meaning of any 5 OMAM vocabulary words.)
4. 3A only - Of Mice and Men - Students will discuss the major and minor conflicts in Chapter 5. Study how John Steinbeck brought all senses, especially sight and sound, into the art of storytelling. Review the passage on page 90 between Lennie and Curley's wife, beginning with the line, "I like to pet soft things." At the end of Chapter 5, students will share how they WANT the story to end.
5. Oral Reading - Students will listen to the audio recording of Chapter 6 in Of Mice and Men read by Gary Sinise, the actor who plays George in the most recent movie version of Steinbeck's novella. As they read, students should add 10+ annotations that reveal conflict, symbolism, and/or your personal reactions.
Homework: For Friday, read Chapter 6 in Of Mice and Men and add 10+ annotations that reveal conflict, symbolism, and/or your personal reactions. Be prepared for a reading check quiz.
chapter_5_vocabulary_omam.pdf | |
File Size: | 268 kb |
File Type: |
Friday, October 16, 2015 Homecoming Tonight & Tomorrow!
1. Welcome, Attendance
2. Vocabulary Study - Students will answer 6 questions using vocabulary from Chapter 6 in Of Mice and Men: scornfully, sullenly, monotonous, gingham, dutifully, and belligerently . Students may work in pairs or groups and consult BYOD or classroom dictionaries if necessary.
3. Reading Check Quiz - Given 8 short answer questions about Chapters 5 & 6, students will fill in the blanks to show their basic reading comprehension. After 8-10 minutes on the quiz, students will turn in papers and discuss as a class. Students will also review a few quotations from Chapters 5 & 6 to analyze as a whole class.
4. Socratic Seminar Preparation - Students will review what a Socratic Seminar is and prepare questions and responses for next block's seminar.
5. Of Mice and Men - Students will compare a scene from the book with a scene from the 1998 movie.
Homework: Prepare Socratic Seminar Responses for Tuesday. Turn in novels (with annotations) on Tuesday.
1. Welcome, Attendance
2. Vocabulary Study - Students will answer 6 questions using vocabulary from Chapter 6 in Of Mice and Men: scornfully, sullenly, monotonous, gingham, dutifully, and belligerently . Students may work in pairs or groups and consult BYOD or classroom dictionaries if necessary.
3. Reading Check Quiz - Given 8 short answer questions about Chapters 5 & 6, students will fill in the blanks to show their basic reading comprehension. After 8-10 minutes on the quiz, students will turn in papers and discuss as a class. Students will also review a few quotations from Chapters 5 & 6 to analyze as a whole class.
4. Socratic Seminar Preparation - Students will review what a Socratic Seminar is and prepare questions and responses for next block's seminar.
5. Of Mice and Men - Students will compare a scene from the book with a scene from the 1998 movie.
Homework: Prepare Socratic Seminar Responses for Tuesday. Turn in novels (with annotations) on Tuesday.
vocabulary_study_chapter_6_omam.pdf | |
File Size: | 220 kb |
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reading_check_quiz_-_chapters_5_and_6.doc | |
File Size: | 28 kb |
File Type: | doc |
omam_socratic_seminar_2015.doc | |
File Size: | 41 kb |
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Tuesday, October 20, 2015
1. Welcome, Attendance
2. PTSA Reflections Contest - Students will view the poster, entry form, and rules published by the PTSA for their national contest promoting the arts. Students may receive extra credit for entering the contest (if they follow all guidelines and meet the deadline next Friday).
3. Socratic Seminar - Of Mice and Men - Students will respond to a poll question on Edmodo to share their mindset before the seminar begins. Students will review guidelines for an exemplary Socratic Seminar. Using notes and novels, students will participate in a Socratic Seminar discussing the elements and themes of John Steinbeck's Of Mice and Men. Students are encouraged to listen as well as speak. Extra credit may be given to students who complete a written reflection.
4. Archetypes in Of Mice and Men - Students will discuss the archetypal characters in Steinbeck's novel.
5. Novel Return - Students will turn in novels with annotations intact.
6. Of Mice and Men - Students will compare the final scene from the book with the scene from the 1992 movie.
Homework: none required - Extra Credit Socratic Seminar Written Reflection due at the beginning of the block on Thursday. Extra Credit Reflections Contest Entries due by next Friday, October 30th.
1. Welcome, Attendance
2. PTSA Reflections Contest - Students will view the poster, entry form, and rules published by the PTSA for their national contest promoting the arts. Students may receive extra credit for entering the contest (if they follow all guidelines and meet the deadline next Friday).
3. Socratic Seminar - Of Mice and Men - Students will respond to a poll question on Edmodo to share their mindset before the seminar begins. Students will review guidelines for an exemplary Socratic Seminar. Using notes and novels, students will participate in a Socratic Seminar discussing the elements and themes of John Steinbeck's Of Mice and Men. Students are encouraged to listen as well as speak. Extra credit may be given to students who complete a written reflection.
4. Archetypes in Of Mice and Men - Students will discuss the archetypal characters in Steinbeck's novel.
5. Novel Return - Students will turn in novels with annotations intact.
6. Of Mice and Men - Students will compare the final scene from the book with the scene from the 1992 movie.
Homework: none required - Extra Credit Socratic Seminar Written Reflection due at the beginning of the block on Thursday. Extra Credit Reflections Contest Entries due by next Friday, October 30th.
2015_reflections_poster.pdf | |
File Size: | 128 kb |
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15-16_reflections_rules_summary.pdf | |
File Size: | 496 kb |
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15-16_student_entry_form_2.pdf | |
File Size: | 535 kb |
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socratic_seminar_rules_and_reflection_omam.docx | |
File Size: | 20 kb |
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characters_as_archetypes.docx | |
File Size: | 15 kb |
File Type: | docx |
Thursday, October 22, 2015
1. Welcome, Attendance
2. Extra Credit Written Reflections on the Socratic Seminar - Of Mice and Men -
Extra credit may be given to students who submit a written reflection on the Socratic Seminar we had on Tuesday. Block 4 A - Finish Question #8 & Wild Cards.
3. Of Mice and Men - Students will compare the final scene from the book with the scene from the 1992 movie.
4. Read and annotate the article by John Steinbeck: "Is the American Dream Even Possible?" Students will define and understand the term paradox in order to recognize it in other works of literature throughout the year.
5. Persuasive Terminology and Devices - Students will take notes (Cornell recommended) from two PowerPoint introducing common persuasive terms and devices, including the terms ethos, pathos, and logos.
Homework: View 2 PowerPoint presentations to take notes on Common Persuasive Terms and Devices. Extra Credit Reflections Contest Entries due by next Friday, October 30th.
1. Welcome, Attendance
2. Extra Credit Written Reflections on the Socratic Seminar - Of Mice and Men -
Extra credit may be given to students who submit a written reflection on the Socratic Seminar we had on Tuesday. Block 4 A - Finish Question #8 & Wild Cards.
3. Of Mice and Men - Students will compare the final scene from the book with the scene from the 1992 movie.
4. Read and annotate the article by John Steinbeck: "Is the American Dream Even Possible?" Students will define and understand the term paradox in order to recognize it in other works of literature throughout the year.
5. Persuasive Terminology and Devices - Students will take notes (Cornell recommended) from two PowerPoint introducing common persuasive terms and devices, including the terms ethos, pathos, and logos.
Homework: View 2 PowerPoint presentations to take notes on Common Persuasive Terms and Devices. Extra Credit Reflections Contest Entries due by next Friday, October 30th.
steinbeck_article_on_the_american_dream.docx | |
File Size: | 25 kb |
File Type: | docx |
persuasivetechniques.pdf | |
File Size: | 67 kb |
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elements-of-persuasion.ppt | |
File Size: | 1631 kb |
File Type: | ppt |
ads_and_propoganda_strategies.ppt | |
File Size: | 2275 kb |
File Type: | ppt |
Monday, October 26, 2015
1. Welcome, Attendance
2. Vocabulary Set 1 - Word of the Day - meticulous - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word.
3. Persuasive Terminology and Devices - Students will share and add to notes (Cornell recommended) from PowerPoint presentations introducing common persuasive terms and devices, including the terms ethos, pathos, logos, rhetoric, rhetorical questions, exclamation, antithesis, repetition, parallelism, and allusions.
4. Issue Holt Interactive Readers - Students will write their block (2A, 3A, 4A) and name on the bottom spine of their issued Holt Interactive Reader. (Replacement cost is $10.)
4. Persuasive Speaking - Students will review key elements of consideration in persuasive speaking: Who is the audience? What tone is best to use with the audience? What words will motivate the audience to agree (and act)? Students will read "Speech in the Virginia Convention" by Patrick Henry (pages 86-92 in Holt Interactive Reader) and analyze his persuasive argument.
Homework: For Wednesday, complete pages 93-95 in the Holt Interactive Reader. Extra Credit Reflections Contest Entries due by Friday, October 30th.
1. Welcome, Attendance
2. Vocabulary Set 1 - Word of the Day - meticulous - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word.
3. Persuasive Terminology and Devices - Students will share and add to notes (Cornell recommended) from PowerPoint presentations introducing common persuasive terms and devices, including the terms ethos, pathos, logos, rhetoric, rhetorical questions, exclamation, antithesis, repetition, parallelism, and allusions.
4. Issue Holt Interactive Readers - Students will write their block (2A, 3A, 4A) and name on the bottom spine of their issued Holt Interactive Reader. (Replacement cost is $10.)
4. Persuasive Speaking - Students will review key elements of consideration in persuasive speaking: Who is the audience? What tone is best to use with the audience? What words will motivate the audience to agree (and act)? Students will read "Speech in the Virginia Convention" by Patrick Henry (pages 86-92 in Holt Interactive Reader) and analyze his persuasive argument.
Homework: For Wednesday, complete pages 93-95 in the Holt Interactive Reader. Extra Credit Reflections Contest Entries due by Friday, October 30th.
vocabulary_word_web_meticulous.pdf | |
File Size: | 388 kb |
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ethospathoslogoscheatsheet.doc | |
File Size: | 35 kb |
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persuasionandargumentationrhetoricalstrategiesnotesheet.doc | |
File Size: | 31 kb |
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persuasivetechniques.pdf | |
File Size: | 67 kb |
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persuasion_powerpoint__ethos_pathos_logos.ppt | |
File Size: | 660 kb |
File Type: | ppt |
ads_and_propaganda_strategies.ppt | |
File Size: | 2299 kb |
File Type: | ppt |
persuasive_techniques_in_patrick_henrys_speech.docx | |
File Size: | 63 kb |
File Type: | docx |
academic_detention_october_2015.doc | |
File Size: | 26 kb |
File Type: | doc |
Wednesday, October 28, 2015
1. Welcome, Attendance, PTSA Reflections Contest Deadline is Friday!
2. Vocabulary Set 1 - Word of the Day - belligerent - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word and text them to Mrs. Clay.
3. Patrick Henry's Speech to the Virginia Convention - Students will check and review homework - pages 93-95 in the Holt Interactive Reader. Students will review examples of antithesis, allusion, parallelism, repetition, and rhetorical questions in the speech. Students will analyze the audience, tone, and purpose of the speech.
4. Thomas Jefferson's Declaration of Independence - Students will quickwrite and discuss "When is Rebellion Justified?" Students will listen to a celebrity reading of the Declaration of Independence with an introduction from Morgan Freeman. Students will study the organization of Jefferson's argument: the Preamble (Claim), the List of Complaints (Support), and the Conclusion (including the Counterclaim).
Homework: For Friday, complete pages 103-105 in the Holt Interactive Reader. Extra Credit Reflections Contest Entries due by Friday, October 30th.
1. Welcome, Attendance, PTSA Reflections Contest Deadline is Friday!
2. Vocabulary Set 1 - Word of the Day - belligerent - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word and text them to Mrs. Clay.
3. Patrick Henry's Speech to the Virginia Convention - Students will check and review homework - pages 93-95 in the Holt Interactive Reader. Students will review examples of antithesis, allusion, parallelism, repetition, and rhetorical questions in the speech. Students will analyze the audience, tone, and purpose of the speech.
4. Thomas Jefferson's Declaration of Independence - Students will quickwrite and discuss "When is Rebellion Justified?" Students will listen to a celebrity reading of the Declaration of Independence with an introduction from Morgan Freeman. Students will study the organization of Jefferson's argument: the Preamble (Claim), the List of Complaints (Support), and the Conclusion (including the Counterclaim).
Homework: For Friday, complete pages 103-105 in the Holt Interactive Reader. Extra Credit Reflections Contest Entries due by Friday, October 30th.
student_sentences_using_meticulous.docx | |
File Size: | 14 kb |
File Type: | docx |
vocabulary_word_web_belligerent.pdf | |
File Size: | 396 kb |
File Type: |
Friday, October 30, 2015
1. Welcome, Attendance
2. PTSA Reflections Contest Entries – Students will share and turn in their original work for the PTSA contest. This is the last extra credit option for the marking period.
3. Vocabulary Set 1 - Word of the Day - lackadaisical - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word and text them to Mrs. Clay.
4. Thomas Jefferson's Declaration of Independence - Students will check and review homework - pages 103-105 in the Holt Interactive Reader. Students will study the organization of Jefferson's argument: the Preamble (Claim), the List of Complaints (Support), and the Conclusion (including the Counterclaim). Students will discuss the rhetorical devices used in the document: parallelism, repetition, antithesis, allusions.
5. Student Declarations of Independence - Using Jefferson’s document as a guide for style and organization, students will create their own Declarations of Independence. Students will be encouraged to work in groups up to 4, brainstorm ideas, and divide the work. Students will have a portion of the block on Wednesday to complete the assignment in final draft – ready for publication format.
Homework: Student Declarations of Independence are due by the end of the block on Wednesday, November 4th.
1. Welcome, Attendance
2. PTSA Reflections Contest Entries – Students will share and turn in their original work for the PTSA contest. This is the last extra credit option for the marking period.
3. Vocabulary Set 1 - Word of the Day - lackadaisical - Students will take notes on the meaning, part of speech, various forms, etymology, usage, synonyms, antonyms, and context of the vocabulary word. For potential extra credit, students will create original sentences using the word and text them to Mrs. Clay.
4. Thomas Jefferson's Declaration of Independence - Students will check and review homework - pages 103-105 in the Holt Interactive Reader. Students will study the organization of Jefferson's argument: the Preamble (Claim), the List of Complaints (Support), and the Conclusion (including the Counterclaim). Students will discuss the rhetorical devices used in the document: parallelism, repetition, antithesis, allusions.
5. Student Declarations of Independence - Using Jefferson’s document as a guide for style and organization, students will create their own Declarations of Independence. Students will be encouraged to work in groups up to 4, brainstorm ideas, and divide the work. Students will have a portion of the block on Wednesday to complete the assignment in final draft – ready for publication format.
Homework: Student Declarations of Independence are due by the end of the block on Wednesday, November 4th.
student_sentences_using_belligerent.docx | |
File Size: | 14 kb |
File Type: | docx |
vocabulary_word_web_lackadaisical.pdf | |
File Size: | 465 kb |
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student_declaration_of_independence.doc | |
File Size: | 33 kb |
File Type: | doc |