Senior English
Wednesday, May 13 - Friday, May 15, 2015
Review for final exam
Review for final exam
Tuesday, May 12, 2015
(double period)
All projects will be presented
Complete peer review sheets
(double period)
All projects will be presented
Complete peer review sheets
Monday, May 11, 2015
Drop
Drop
Friday, May 8, 2015
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Thursday, May 7, 2015
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Wednesday, May 6, 2015
Journal: What was your favorite part about Othello and why? What was your least favorite and why?
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Journal: What was your favorite part about Othello and why? What was your least favorite and why?
Watch O the film adaptation of Othello set in modern day. Students will be noting the similarities and differences between the adaptation and the original.
Homework
Work on project
Tuesday, May 5, 2015
On a loose leaf sheet of paper, write your purpose statement for the project and answer the following questions: What is the title of your project? What visual representation will you be providing the class with? What representation did you choose? What purpose does your project serve (to explain, entertain, motivate, etc.)?
Work on project.
Fill out the exit slip: What progress did you make on your project? What do you still have left to do? Do you need any additional help from me to complete your project? If so, what?
Homework
Work on project
On a loose leaf sheet of paper, write your purpose statement for the project and answer the following questions: What is the title of your project? What visual representation will you be providing the class with? What representation did you choose? What purpose does your project serve (to explain, entertain, motivate, etc.)?
Work on project.
Fill out the exit slip: What progress did you make on your project? What do you still have left to do? Do you need any additional help from me to complete your project? If so, what?
Homework
Work on project
Monday, May 4, 2015
Computer Lab
Journal: Often times, songs hold a memory with them. When we think of certain songs we thing of certain events, people, or shows. Think of a song that reminds you of something, write the song, what it reminds you of and why.
Students work on theme song worksheet without help of the internet.
Students look up the lyrics to their song and follow the directions for the last segment of the worksheet: changing the song.
Homework
While watching TV, watch the commercials for a public service announcement. What is it trying to get you to do? Is it successful in convincing you?
Computer Lab
Journal: Often times, songs hold a memory with them. When we think of certain songs we thing of certain events, people, or shows. Think of a song that reminds you of something, write the song, what it reminds you of and why.
Students work on theme song worksheet without help of the internet.
Students look up the lyrics to their song and follow the directions for the last segment of the worksheet: changing the song.
Homework
While watching TV, watch the commercials for a public service announcement. What is it trying to get you to do? Is it successful in convincing you?
theme_song.docx | |
File Size: | 66 kb |
File Type: | docx |
Friday, May 1, 2015
(double period)
Watch Conclusion of Film - Act 5
Students will come in and write in their journals what 5 things they think their presentation should be judged on.
Students will look at their list of 5 items that will be included in the rubric and will add three aspects that make it more specific. For example, if their item is creativity, they must come up with three areas in which creativity will be judged: color, interpretation, inclusion of characters, etc.
Students will get in small groups and compare their lists. They will combine their lists to one master list with 5 items and three sub-items per heading item.
The group will decide on one moral and one method to teach it (PSA, flyer, etc.). When they have decided they must create a list of realistic steps to show how we would go about actually creating this. There must be at least ten steps, each with at least three sentences explaining what that step requires.
Groups will swap their proposition with the group next to them and that group will critique their idea. They will constructively criticize what needs work and point out what is already working well. Just before class is over, they return the worksheets to the group for them to review before submitting to me.
(double period)
Watch Conclusion of Film - Act 5
Students will come in and write in their journals what 5 things they think their presentation should be judged on.
Students will look at their list of 5 items that will be included in the rubric and will add three aspects that make it more specific. For example, if their item is creativity, they must come up with three areas in which creativity will be judged: color, interpretation, inclusion of characters, etc.
Students will get in small groups and compare their lists. They will combine their lists to one master list with 5 items and three sub-items per heading item.
The group will decide on one moral and one method to teach it (PSA, flyer, etc.). When they have decided they must create a list of realistic steps to show how we would go about actually creating this. There must be at least ten steps, each with at least three sentences explaining what that step requires.
Groups will swap their proposition with the group next to them and that group will critique their idea. They will constructively criticize what needs work and point out what is already working well. Just before class is over, they return the worksheets to the group for them to review before submitting to me.
Thursday, April 30, 2015
Drop
Drop
Wednesday, April 29, 2015
Go over last nights homework.
Character Matrix. Students will finish the character matrices adding any last pieces of information they need to. Remind them the matrices should include events, character/relationship traits, archetypal/ stereotypical behaviors, etc
Students will decide on a relationship they want to do their project on. It can be any relationship (doesn’t have to be a main one). When they decide they should look at their character matrix and review what they have written for that relationship.
Students will be grouped by the relationships they chose. In these groups they will be discussing what is on their charts and what different information they may have. When they are discussing they should be thinking about what words they discovered that apply to their relationship as well as what insults they found yesterday. This is meant to help the students come up with all the information they can on these relationships.
Introduce the final project: A Representation of a Relationship. Go over the possibilities for their presentation: Narrative, Sound track, PSA, and Visual of a Scene
Homework
Finish Othello- Act 5, Scene 2
Go over last nights homework.
Character Matrix. Students will finish the character matrices adding any last pieces of information they need to. Remind them the matrices should include events, character/relationship traits, archetypal/ stereotypical behaviors, etc
Students will decide on a relationship they want to do their project on. It can be any relationship (doesn’t have to be a main one). When they decide they should look at their character matrix and review what they have written for that relationship.
Students will be grouped by the relationships they chose. In these groups they will be discussing what is on their charts and what different information they may have. When they are discussing they should be thinking about what words they discovered that apply to their relationship as well as what insults they found yesterday. This is meant to help the students come up with all the information they can on these relationships.
Introduce the final project: A Representation of a Relationship. Go over the possibilities for their presentation: Narrative, Sound track, PSA, and Visual of a Scene
Homework
Finish Othello- Act 5, Scene 2
Tuesday, April 28, 2015
Write in your journal: Yesterday we talked about words and how important they are to an idea or event in a story. Shakespeare often uses words to go a step further and insult people in typically unconventional ways. How are his unconventional insults more or less effective? How are insults used in Othello?
Pass out Elizabethan Insult Generator Worksheet. Also, look over the insults they found or created and think if they would apply to any of the relationships present in Othello.
Homework
Journal: After spending all this time looking at different relationships, which do you find most interesting? Why?
Write in your journal: Yesterday we talked about words and how important they are to an idea or event in a story. Shakespeare often uses words to go a step further and insult people in typically unconventional ways. How are his unconventional insults more or less effective? How are insults used in Othello?
Pass out Elizabethan Insult Generator Worksheet. Also, look over the insults they found or created and think if they would apply to any of the relationships present in Othello.
Homework
Journal: After spending all this time looking at different relationships, which do you find most interesting? Why?
elizabethan_insult_generator.docx | |
File Size: | 81 kb |
File Type: | docx |
Monday, April 27, 2015
View Act 4
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the third scene of the fourth act of Othello in class.
Small group discussion: Discuss Desdemona - Come up with 5 points discussing the following. Does she know she is about to die? What clues are there? What is the importance of the Willow Song? What is the importance of the discussion of adultery? Emilia - what is her significance in this scene?
Whole class discussion: Desdemona - Each group present at least two of their points with a solid argument why they feel that way.
Watch Othello movie, through Act 4 Scene 3
Homework
Read Act 5 Scene 1. Pick a line or set of lines that is most important to the selected reading.
View Act 4
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the third scene of the fourth act of Othello in class.
Small group discussion: Discuss Desdemona - Come up with 5 points discussing the following. Does she know she is about to die? What clues are there? What is the importance of the Willow Song? What is the importance of the discussion of adultery? Emilia - what is her significance in this scene?
Whole class discussion: Desdemona - Each group present at least two of their points with a solid argument why they feel that way.
Watch Othello movie, through Act 4 Scene 3
Homework
Read Act 5 Scene 1. Pick a line or set of lines that is most important to the selected reading.
Friday, April 24, 2015
View Act 3
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the first scene of the fourth act of Othello in class.
Discussion: How does Iago trick Othello? Is Othello stupid gullible or is Iago just that good? Repetition of words? Symbols? What shows us Othello is unravelling? When the play gets to the scene where Cassio and Iago discuss while Othello watches, have students act out what is going on. Stop when Cassio and Bianca leave. After the reading is complete, discuss why this event seals the deal for Othello and begins his downward spiral.
Watch Othello movie, through Act 4 Scene 3
Homework
Read Act 4 Scene 2 +3. Pick a line or set of lines that is most important to the selected reading.
View Act 3
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the first scene of the fourth act of Othello in class.
Discussion: How does Iago trick Othello? Is Othello stupid gullible or is Iago just that good? Repetition of words? Symbols? What shows us Othello is unravelling? When the play gets to the scene where Cassio and Iago discuss while Othello watches, have students act out what is going on. Stop when Cassio and Bianca leave. After the reading is complete, discuss why this event seals the deal for Othello and begins his downward spiral.
Watch Othello movie, through Act 4 Scene 3
Homework
Read Act 4 Scene 2 +3. Pick a line or set of lines that is most important to the selected reading.
Thursday, April 23, 2015
Write what you think has been the most significant event thus far and why. Use textual evidence.
Discussion: what events have been crucial to the story so far and why they are so essential.
Students will pair with a neighbor and brainstorm ideas for the writing prompt: If the story of Othello occurred in a different place or location how would the characters be different? Write at least four paragraphs of narrative telling the story of Othello in a completely different setting.
The goal is to come up with as many ideas as possible and select one only at the end.
Each student will be writing a short story that has the same plot as Othello and includes every major event thus far, which we have just outlined in the board, but is set in a different time or place. Students can write about people in modern day, the old west, outer space, or what have you.
Each student will begin to write the story they came up with.
Homework
Read Act 4 Scene 1. Pick a line or set of lines that is most important to the selected reading.
Write what you think has been the most significant event thus far and why. Use textual evidence.
Discussion: what events have been crucial to the story so far and why they are so essential.
Students will pair with a neighbor and brainstorm ideas for the writing prompt: If the story of Othello occurred in a different place or location how would the characters be different? Write at least four paragraphs of narrative telling the story of Othello in a completely different setting.
The goal is to come up with as many ideas as possible and select one only at the end.
Each student will be writing a short story that has the same plot as Othello and includes every major event thus far, which we have just outlined in the board, but is set in a different time or place. Students can write about people in modern day, the old west, outer space, or what have you.
Each student will begin to write the story they came up with.
Homework
Read Act 4 Scene 1. Pick a line or set of lines that is most important to the selected reading.
rubric.png | |
File Size: | 404 kb |
File Type: | png |
Wednesday, April 22, 2015
(double period)
Character Matrix. Fill in what we now know about the characters being sure not to erase what you have already written, only adding.
Assign students character-celebrity relationships.
http://www.enotes.com/homework-help/how-can-characters-othello-compared-celebrities-376553
Othello and Iago - Ronnie and Mike from Jersey Shore / thousands of investors and Bernie Madoff / Kurt Cobain and drugs / Heidi Montag and Spencer Pratt / CIA and Colin Powell.
Othello and Desdemona - Chris Brown and Rihanna / Kim and Kanye / Angelina Jolie and Billy Bob Thornton.
Students can suggest another couple if the example is appropriate.
Fill out the worksheet iHave students pair with a neighbor that has the same couple and compare worksheets, add information and see where the differences/similarities lie. 20-30 min With the Post-it Easel’s create a class list of similarities and differences between the Othello couples and the celebrity couples. 10-15 min Write in journals: Name some archetypal traits about the relationship you were assigned. How has Shakespeare created relationships we can still relate to today? Homework Summarize what has happened so far in the story in just a few sentences.
(double period)
Character Matrix. Fill in what we now know about the characters being sure not to erase what you have already written, only adding.
Assign students character-celebrity relationships.
http://www.enotes.com/homework-help/how-can-characters-othello-compared-celebrities-376553
Othello and Iago - Ronnie and Mike from Jersey Shore / thousands of investors and Bernie Madoff / Kurt Cobain and drugs / Heidi Montag and Spencer Pratt / CIA and Colin Powell.
Othello and Desdemona - Chris Brown and Rihanna / Kim and Kanye / Angelina Jolie and Billy Bob Thornton.
Students can suggest another couple if the example is appropriate.
Fill out the worksheet iHave students pair with a neighbor that has the same couple and compare worksheets, add information and see where the differences/similarities lie. 20-30 min With the Post-it Easel’s create a class list of similarities and differences between the Othello couples and the celebrity couples. 10-15 min Write in journals: Name some archetypal traits about the relationship you were assigned. How has Shakespeare created relationships we can still relate to today? Homework Summarize what has happened so far in the story in just a few sentences.
celebrity_comparison.docx | |
File Size: | 50 kb |
File Type: | docx |
Tuesday, April 21, 2015
Drop
Drop
Monday, April 20, 2015
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the fourth scene of the third act of Othello in class.
Discussion: Why is Othello upset by Desdemona asking to help Cassio? How does Iago trick Othello into not trusting his wife? What does Othello realize when he is thinking alone? What’s the deal with the handkerchief? How does Iago use Cassio’s “dream” to his advantage? How/Why is Iago promoted?
Small group discussion: Discuss Iago - How evil is Iago? How is his friendship good or bad? Is he looking out for himself? Come up with 5 points to share with class. Whole class discussion: Iago - Each group present at least two of their points with a solid argument why they feel that way.
Watch Othello movie, through Act 3 Scene 4
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the fourth scene of the third act of Othello in class.
Discussion: Why is Othello upset by Desdemona asking to help Cassio? How does Iago trick Othello into not trusting his wife? What does Othello realize when he is thinking alone? What’s the deal with the handkerchief? How does Iago use Cassio’s “dream” to his advantage? How/Why is Iago promoted?
Small group discussion: Discuss Iago - How evil is Iago? How is his friendship good or bad? Is he looking out for himself? Come up with 5 points to share with class. Whole class discussion: Iago - Each group present at least two of their points with a solid argument why they feel that way.
Watch Othello movie, through Act 3 Scene 4
Friday, April 17, 2015
View Film through Act 2
Work on Yoda Worksheet / View Clip (https://www.youtube.com/watch?v=wVJyf5yKxuo)
Students will pair up with a neighbor and continue working on the worksheet, finishing up whatever they did not get to.
They will discuss their answers and if they are different, explain why.
Homework
Read Act 3 Scenes 1, 2 & 3. Pick a line or set of lines that is most important to the selected reading.
View Film through Act 2
Work on Yoda Worksheet / View Clip (https://www.youtube.com/watch?v=wVJyf5yKxuo)
Students will pair up with a neighbor and continue working on the worksheet, finishing up whatever they did not get to.
They will discuss their answers and if they are different, explain why.
Homework
Read Act 3 Scenes 1, 2 & 3. Pick a line or set of lines that is most important to the selected reading.
yoda_translation_worksheet.docx | |
File Size: | 67 kb |
File Type: | docx |
Thursday, April 16, 2015
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the third scene of the second act of Othello in class.
Discussion: Why did Cassio get drunk? What did he do? Why is Iago able to trick Othello so easily? Is Iago being good or bad? Iago helps people by hurting them: is he good or bad?
Homework:
Read Act 2, Scene 3
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Read the third scene of the second act of Othello in class.
Discussion: Why did Cassio get drunk? What did he do? Why is Iago able to trick Othello so easily? Is Iago being good or bad? Iago helps people by hurting them: is he good or bad?
Homework:
Read Act 2, Scene 3
Wednesday, April 15, 2015
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Discussion: Othello: Rude or Noble? Is everyone’s behavior normal? Why is Othello’s speech important? How mad is her dad? Iago? Repetition of words or symbols How is hiding the “whole” truth good or bad? How do we see these represented in the play so far?
Watch Othello movie, through Act 1
Homework
Read Act 2 Scenes 1 & 2. Pick a line or set of lines that is most important to the selected reading.
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Review what has happened in the text so far
Discussion: Othello: Rude or Noble? Is everyone’s behavior normal? Why is Othello’s speech important? How mad is her dad? Iago? Repetition of words or symbols How is hiding the “whole” truth good or bad? How do we see these represented in the play so far?
Watch Othello movie, through Act 1
Homework
Read Act 2 Scenes 1 & 2. Pick a line or set of lines that is most important to the selected reading.
Tuesday, April 14, 2015
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Read a few examples from volunteers and briefly discuss why those lines are important.
Character matrices. Each box represents a relationship between two characters. We will be noting important information regarding these relationships, for example, important events that happen to them that bring them together or tear them apart, things they share or hate together, or reoccurring themes/symbols surrounding them. For the boxes where the relationship is with a character and his/herself, we will be talking about that character individually and how they bring them self down or characteristics of their personality.
Homework
Read Act 1, Scene 3
Summarize Act 1 in a few sentences
Write down the line/lines selected from last night’s homework and write a paragraph explaining why it is important. Use examples from the text.
Read a few examples from volunteers and briefly discuss why those lines are important.
Character matrices. Each box represents a relationship between two characters. We will be noting important information regarding these relationships, for example, important events that happen to them that bring them together or tear them apart, things they share or hate together, or reoccurring themes/symbols surrounding them. For the boxes where the relationship is with a character and his/herself, we will be talking about that character individually and how they bring them self down or characteristics of their personality.
Homework
Read Act 1, Scene 3
Summarize Act 1 in a few sentences
character_matrices.docx | |
File Size: | 64 kb |
File Type: | docx |
Monday, April 13, 2015
(double period)
Othello - Presentations
Watch Mean Girls Clip and divide the class in half, moving their desks to face each other.
https://www.youtube.com/watch?v=awow8HpWNcg
Students will be debating whether friends should be completely honest regardless of the consequences, or lie for “their own good.” Assign each side an argument.
Debate each viewpoint.
Homework
Read Act 1 Scenes 1 & 2. Pick a line or set of lines that are important to what has happened in the story so far.
(double period)
Othello - Presentations
Watch Mean Girls Clip and divide the class in half, moving their desks to face each other.
https://www.youtube.com/watch?v=awow8HpWNcg
Students will be debating whether friends should be completely honest regardless of the consequences, or lie for “their own good.” Assign each side an argument.
Debate each viewpoint.
Homework
Read Act 1 Scenes 1 & 2. Pick a line or set of lines that are important to what has happened in the story so far.
Friday, April 10, 2015
Drop
Drop
Tuesday, April 7-9, 2015
Aim: To give you some background information about Shakespeare, Othello and the historical era in which the play was written and performed Comp Lab Tues/Wed/Thurs. Homework Present findings on Monday |
Groups for Research Assignment
Research Shakespeare: Group 1 = Nicki, Antonetta, Hannah Group 2 = Sean, Scott, Thomas Research British History: Alex V., Ana, Justin Research World History: Group 1 = Conor and Anthony Group 2 = Jay, George, Alex L. Research Othello: Tyrell, Donneria, Amanda |
research_project.docx | |
File Size: | 111 kb |
File Type: | docx |
Thursday, March 26-27, 2015
Present Ceremonial Speech
Present Ceremonial Speech
Wednesday, March 25, 2015
(double period)
Final touches on ceremonial speech
Any one ready to present can do so
(double period)
Final touches on ceremonial speech
Any one ready to present can do so
Tuesday, March 24, 2015
Drop
Drop
Monday, March 23, 2015
Introduce Ceremonial Speech
Introduce Ceremonial Speech
Wednesday, March 18-20, 2015
Present Argumentative Speech (50 points)
Present Argumentative Speech (50 points)
Tuesday, March 10, 2015
Modules: Citing sources in your speech
Rough draft of argumentative speech
Homework: Argumentative Speech due Monday (50 Points)
Modules: Citing sources in your speech
Rough draft of argumentative speech
Homework: Argumentative Speech due Monday (50 Points)
Monday, March 9, 2015
Modules: relating your topic to your audience
Outline argumentative speech
https://www.youtube.com/watch?v=6Ig32Ensl4I
Homework Read chapter 18 and take notes
Modules: relating your topic to your audience
Outline argumentative speech
https://www.youtube.com/watch?v=6Ig32Ensl4I
Homework Read chapter 18 and take notes
Friday, March 6, 2015
Modules: selecting and arranging main points
Choose argumentative speech topic
Argumentative Presentations (50 pts) – Following the persuasive speech, each student will deliver an argumentative presentation that can be construed as part of a debate. With this assignment, students must developed a clear stance and be completely aware of the argument(s) on the other side. (6-8 minutes in length). (This assignment could be considered part II of the previous Persuasive Speech). (Due Friday)
Homework Read chapter 17 and take notes
Modules: selecting and arranging main points
Choose argumentative speech topic
Argumentative Presentations (50 pts) – Following the persuasive speech, each student will deliver an argumentative presentation that can be construed as part of a debate. With this assignment, students must developed a clear stance and be completely aware of the argument(s) on the other side. (6-8 minutes in length). (This assignment could be considered part II of the previous Persuasive Speech). (Due Friday)
Homework Read chapter 17 and take notes
argumentative_speech_outline.docx | |
File Size: | 214 kb |
File Type: | docx |
Thursday, March 5, 2015
Modules: supporting your ideas and transition statements
View argumentative speeches (opposite of persuasive speeches' standpoints)
Homework Read chapter 16 and take notes
Modules: supporting your ideas and transition statements
View argumentative speeches (opposite of persuasive speeches' standpoints)
Homework Read chapter 16 and take notes
Tuesday, February 24-March 4, 2015
Speeches to be presented 6-8 minutes in length (worth 150 points)
Speeches to be presented 6-8 minutes in length (worth 150 points)
Monday, February 23, 2015
(double period)
Rough draft of persuasive topic
Read chapter 14 and take notes
Final touches on persuasive topic
(double period)
Rough draft of persuasive topic
Read chapter 14 and take notes
Final touches on persuasive topic
Friday, February 13, 2015
Drop (Early Dismissal - Teacher Professional Development)
Drop (Early Dismissal - Teacher Professional Development)
Thursday, February 12, 2015
Module – Supporting your ideas
Choose persuasive speech topic
http://persuasivespeechideas.org/100-good-persuasive-speech-topics/
Persuasive speech (150 pts) – With this speech your task is to persuade the audience to adopt a point of view, take an action, keep an action or point of view, or inoculate against future and counter persuasion. Get your topic approved by instructor before writing it. 6-8 minutes in length. (Due Thursday)
Homework Read chapter 12 and take notes
Module – Supporting your ideas
Choose persuasive speech topic
http://persuasivespeechideas.org/100-good-persuasive-speech-topics/
Persuasive speech (150 pts) – With this speech your task is to persuade the audience to adopt a point of view, take an action, keep an action or point of view, or inoculate against future and counter persuasion. Get your topic approved by instructor before writing it. 6-8 minutes in length. (Due Thursday)
Homework Read chapter 12 and take notes
Wednesday, February 11, 2015
View and analyze persuasive speeches
https://www.youtube.com/watch?v=rUeTDKsfGc8
https://www.youtube.com/watch?v=bNcMqRWoeHY
View module: reasoning parts I and II
Homework Read chapter 11 and takes notes
View and analyze persuasive speeches
https://www.youtube.com/watch?v=rUeTDKsfGc8
https://www.youtube.com/watch?v=bNcMqRWoeHY
View module: reasoning parts I and II
Homework Read chapter 11 and takes notes
Tuesday, February 10, 2015
2 hour delay (shortened periods)
View Sample Speech
Outline persuasive topic
Read chapter 13 and take notes
2 hour delay (shortened periods)
View Sample Speech
Outline persuasive topic
Read chapter 13 and take notes
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Monday, February 9, 2015
Friday, February 6, 2015
Speeches wrap up
Speeches wrap up
Thursday, February 5, 2015
Speeches to be presented 6-7 minutes in length (worth 100 points)
Speeches to be presented 6-7 minutes in length (worth 100 points)
Wednesday, February 4, 2015
Drop
Drop
Tuesday, February 3, 2015
Speeches to be presented 6-7 minutes in length (worth 100 points)
Speeches to be presented 6-7 minutes in length (worth 100 points)
Monday, February 2, 2015
Even though there is a snow day, be prepared to present your informative speech tomorrow (worth 100 points, 6-7 minutes)
Homework
View Thesis Module
Write thorough rough draft for Informative Speech
Development: supporting material / reasoning / language and style / establishing credibility
Speeches to be presented on Tuesday 6-7 minutes in length (worth 100 points)
Even though there is a snow day, be prepared to present your informative speech tomorrow (worth 100 points, 6-7 minutes)
Homework
View Thesis Module
Write thorough rough draft for Informative Speech
Development: supporting material / reasoning / language and style / establishing credibility
Speeches to be presented on Tuesday 6-7 minutes in length (worth 100 points)
Friday, January 30, 2015
(Super Bowl Dress Down Day)
View Sample Informative Speech
https://www.youtube.com/watch?v=oy72LxrTCEw
View Sample Outline
Homework:
Outline Informative Speech
Read chapter 10 and take notes
(Super Bowl Dress Down Day)
View Sample Informative Speech
https://www.youtube.com/watch?v=oy72LxrTCEw
View Sample Outline
Homework:
Outline Informative Speech
Read chapter 10 and take notes
inforamative_speech_outline.docx | |
File Size: | 48 kb |
File Type: | docx |
Thursday, January 29, 2015
(Teacher Appreciation Day)
1. Informative speech (100 pts) – With this speech, you inform the audience of a procedure, person, event, act, a development, or a place of interest. Your task is to inform (but not persuade) your audience, in an organized, coherent structure (6-7 minutes in length).
2. View Module: Introductions https://www.youtube.com/watch?v=NrXAwnS4JYI (11:00)
3. View Module: conclusions https://www.youtube.com/watch?v=TwinvU-CBPQ (10:00)
4. Choose Informative Speech Topic
(use link below if needed)
http://library.austincc.edu/help/speech/topic/Good%20Informative%20Speech%20Topics.htm
If time:
View using visual materials Modules
Part 1 https://www.youtube.com/watch?v=99JcXlzVxug&feature=youtu.be and
Part 2 https://www.youtube.com/watch?v=vHQFfZJfLtU
Speech type: motivational appeal, informative and persuasive presentations
Presentation: planning the presentation, practice, vocal and physical delivery and composure
Homework
Read chapters 9 and take notes
Pick Informative Speech Topic
(Teacher Appreciation Day)
1. Informative speech (100 pts) – With this speech, you inform the audience of a procedure, person, event, act, a development, or a place of interest. Your task is to inform (but not persuade) your audience, in an organized, coherent structure (6-7 minutes in length).
2. View Module: Introductions https://www.youtube.com/watch?v=NrXAwnS4JYI (11:00)
3. View Module: conclusions https://www.youtube.com/watch?v=TwinvU-CBPQ (10:00)
4. Choose Informative Speech Topic
(use link below if needed)
http://library.austincc.edu/help/speech/topic/Good%20Informative%20Speech%20Topics.htm
If time:
View using visual materials Modules
Part 1 https://www.youtube.com/watch?v=99JcXlzVxug&feature=youtu.be and
Part 2 https://www.youtube.com/watch?v=vHQFfZJfLtU
Speech type: motivational appeal, informative and persuasive presentations
Presentation: planning the presentation, practice, vocal and physical delivery and composure
Homework
Read chapters 9 and take notes
Pick Informative Speech Topic
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Wednesday, January 28, 2015
(Student Appreciation Day)
**Speeches left to be presented (continuation of Friday's class)
Aim: to learn the principles of effective public speaking by viewing the informative speech module
View Informative Speech Module https://www.youtube.com/watch?v=Arj4EudbbZ8&feature=youtu.be
Read chapter 8 and take notes(finish for homework)
(Student Appreciation Day)
**Speeches left to be presented (continuation of Friday's class)
Aim: to learn the principles of effective public speaking by viewing the informative speech module
View Informative Speech Module https://www.youtube.com/watch?v=Arj4EudbbZ8&feature=youtu.be
Read chapter 8 and take notes(finish for homework)
Tuesday, January 27, 2015
Monday, January 26, 2015
Drop
Mass - Shortened Classes
Drop
Mass - Shortened Classes
Friday, January 23, 2015
Write thorough rough draft for Introduction Speech
Development: supporting material / reasoning / language and style / establishing credibility
Speeches to be presented on Tuesday (worth 50 points)
Write thorough rough draft for Introduction Speech
Development: supporting material / reasoning / language and style / establishing credibility
Speeches to be presented on Tuesday (worth 50 points)
Thursday, January 22, 2015
View Dealing with Nervousness Video
Part I https://www.youtube.com/watch?v=0j0OMovHQyI
Part II https://www.youtube.com/watch?v=Ymtg53C2iIQ
Introduction speech (50 points) – This initial speech allows you to get a feel for the publicness of presentation. This is your opportunity to sense what it feels like standing in front of an audience and make necessary adjustments for improved public presentations. Your task is to introduce yourself but you must go beyond basic biographical information. You can present specific information, special characteristics, or unique experience (3-4 minutes in length).
Planning: topic selection / research / audience considerations
Organizations: identifying main points / organizing the presentation / introduction / conclusion
Start outline in class and finish for homework
Speeches to be presented on Tuesday
View Dealing with Nervousness Video
Part I https://www.youtube.com/watch?v=0j0OMovHQyI
Part II https://www.youtube.com/watch?v=Ymtg53C2iIQ
Introduction speech (50 points) – This initial speech allows you to get a feel for the publicness of presentation. This is your opportunity to sense what it feels like standing in front of an audience and make necessary adjustments for improved public presentations. Your task is to introduce yourself but you must go beyond basic biographical information. You can present specific information, special characteristics, or unique experience (3-4 minutes in length).
Planning: topic selection / research / audience considerations
Organizations: identifying main points / organizing the presentation / introduction / conclusion
Start outline in class and finish for homework
Speeches to be presented on Tuesday
introduction_speech_outline.docx | |
File Size: | 198 kb |
File Type: | docx |
Wednesday, January 21, 2015
https://www.youtube.com/watch?v=V80-gPkpH6M
View Sample introduction speech https://www.youtube.com/watch?v=1Jp83rrK9WQ
Discuss the speech. What did you learn/like/dislike/could potentially use in the a presentation?
https://www.youtube.com/watch?v=V80-gPkpH6M
View Sample introduction speech https://www.youtube.com/watch?v=1Jp83rrK9WQ
Discuss the speech. What did you learn/like/dislike/could potentially use in the a presentation?
Tuesday, January 20, 2015
Aim: to learn the principles of effective public speaking by viewing examples
http://apps.npr.org/commencement/speech/stephen-colbert-university-of-virginia-2013/
https://www.youtube.com/watch?v=V80-gPkpH6M
Discuss the speeches - what did you like about each speech? What techniques could you se in your own speeches?
Read Chapter 1 and take notes
Homework
Finish assignment for homework
Aim: to learn the principles of effective public speaking by viewing examples
http://apps.npr.org/commencement/speech/stephen-colbert-university-of-virginia-2013/
https://www.youtube.com/watch?v=V80-gPkpH6M
Discuss the speeches - what did you like about each speech? What techniques could you se in your own speeches?
Read Chapter 1 and take notes
Homework
Finish assignment for homework
Monday, January 19, 2015
Martin Luther King, Jr. Day (No School)
Martin Luther King, Jr. Day (No School)
Midterm Schedule
Monday, January 12, 2015 - Block A - 7:45 - 9:15
Monday, January 12, 2015 - Block B - 9:30 - 11:00
Tuesday, January 13, 2015 - Block C - 7:45 - 9:15
Tuesday, January 13, 2015 - Block D - 9:30 - 11:00
Wednesday, January 14, 2015 - Block E - 7:45 - 9:15
Wednesday, January 14, 2015 - Block F - 9:30- 11:00
Thursday, January 15, 2015 - Block G - 7:45 - 9:15
Friday, January 16, 2015 - No School
Monday, January 12, 2015 - Block A - 7:45 - 9:15
Monday, January 12, 2015 - Block B - 9:30 - 11:00
Tuesday, January 13, 2015 - Block C - 7:45 - 9:15
Tuesday, January 13, 2015 - Block D - 9:30 - 11:00
Wednesday, January 14, 2015 - Block E - 7:45 - 9:15
Wednesday, January 14, 2015 - Block F - 9:30- 11:00
Thursday, January 15, 2015 - Block G - 7:45 - 9:15
Friday, January 16, 2015 - No School
Friday, January 9, 2015
No School for Sophomores or Seniors
No School for Sophomores or Seniors
Thursday, January 8, 2015
Midterm Review (article and paragraph)
Homework
Prepare for Midterm on Tuesday
Midterm Review (article and paragraph)
Homework
Prepare for Midterm on Tuesday
Wednesday, January 7, 2015
Midterm Review (article and paragraph)
Midterm Review (article and paragraph)
Tuesday, January 6, 2015
(double period)
Midterm review (articles and essay)
(double period)
Midterm review (articles and essay)
Monday, January 5, 2015
Drop
Drop
Tuesday, December 16, 2014
Aim: to determine is the United Sates should lower the drinking age to 18 by reading an article and having a discssion
Activities:
Read article
Answer multiple choice questions
Watch Video Clip
Have discussion
Aim: to determine is the United Sates should lower the drinking age to 18 by reading an article and having a discssion
Activities:
Read article
Answer multiple choice questions
Watch Video Clip
Have discussion
Monday, December 15, 2014
Drop
Drop
Thursday, and Friday December 11, and 12, 2014
ALL PAPER requirements due (notecards, outline, 2 drafts, final paper with work cited page and presentation material)
Be Prepared to PRESENT!
ALL PAPER requirements due (notecards, outline, 2 drafts, final paper with work cited page and presentation material)
Be Prepared to PRESENT!
Wednesday, December 10, 2014
Confession
Paper and all requirements due TOMORROW!
Confession
Paper and all requirements due TOMORROW!
Tuesday, December 9, 2014
Aim: to finalize paper and presentation
Activities:
final paper and presentation touches
Homework:
ALL Paper items and presentation due Thursday!
Aim: to finalize paper and presentation
Activities:
final paper and presentation touches
Homework:
ALL Paper items and presentation due Thursday!
Monday, December 8, 2014
Immaculate Conception (No School)
Immaculate Conception (No School)
Friday, December 5, 2014
Aim: to prepare for oral presentation by organizing presentation materials
Activities:
Computer Lab / Edit draft 2 / Presentation materials
Aim: to prepare for oral presentation by organizing presentation materials
Activities:
Computer Lab / Edit draft 2 / Presentation materials
Thursday, December 4, 2014
(Double Period)
Aim: to prepare for oral presentation by organizing presentation materials
Activities:
Computer Lab / Edit draft 2 / Presentation materials
(Double Period)
Aim: to prepare for oral presentation by organizing presentation materials
Activities:
Computer Lab / Edit draft 2 / Presentation materials
Wednesday, December 3, 2014
Drop
Drop
Tuesday, December 2, 2014
Aim: to edit work by revising
Activities:
In-class editing of draft #2 and Meet one on one
Homework:
Edit draft 2
make sure you have reference page!
Aim: to edit work by revising
Activities:
In-class editing of draft #2 and Meet one on one
Homework:
Edit draft 2
make sure you have reference page!
Monday, December 1, 2014
Aim: to edit work by revising
Activities:
In-class editing of draft #2 and Meet one on one
Homework:
Edit draft 2
make sure you have reference page!
Aim: to edit work by revising
Activities:
In-class editing of draft #2 and Meet one on one
Homework:
Edit draft 2
make sure you have reference page!
Wednesday, November 26, 2014
Early Dismissal (Shortened Periods)
Aim: to edit work by revising
Activities:
In-class editing and Meet one on one
Homework:
Edit draft 1 (draft 2 due Monday, December 1) TYPED!
Early Dismissal (Shortened Periods)
Aim: to edit work by revising
Activities:
In-class editing and Meet one on one
Homework:
Edit draft 1 (draft 2 due Monday, December 1) TYPED!
Tuesday, November 25, 2014
Thanksgiving Mass (Shortened Periods)
Aim: to edit work by revising
Activities:
In-class editing and Meet one on one
Homework:
Edit draft 1 (draft 2 due Monday, December 1) Typed!
Thanksgiving Mass (Shortened Periods)
Aim: to edit work by revising
Activities:
In-class editing and Meet one on one
Homework:
Edit draft 1 (draft 2 due Monday, December 1) Typed!
Monday, November 24, 2014
Aim: to edit work by revising Activities: In-class editing and Meet one on one Homework: Edit draft 1 (draft 2 due Monday, December 1) TYPED! |
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Friday, November 21, 2014
(double period) Aim: to present requirements for thesis statements and citations by viewing a PowerPoint Activities: PowerPoint 1st draft Homework: 1st draft due Monday |
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Thursday, November 20, 2014
Drop
Drop
Wednesday, November 19, 2014
Aim: to present requirements for Introductions and Conclusions by viewing a PowerPoint
Activities:
PowerPoint
Preliminary Outline
Homework:
Complete Preliminary Outline
Aim: to present requirements for Introductions and Conclusions by viewing a PowerPoint
Activities:
PowerPoint
Preliminary Outline
Homework:
Complete Preliminary Outline
Tuesday, November 18, 2014
Aim: to present requirements for Introductions and Conclusions by viewing a PowerPoint Activities: PowerPoint Preliminary Outline Homework: Complete Preliminary Outline |
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Monday, November 17, 2014
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #5 and #6 (if you find more that is great!)
Complete Notecard (at least 3 for 3 points on each source!)
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #5 and #6 (if you find more that is great!)
Complete Notecard (at least 3 for 3 points on each source!)
Friday, November 14, 2014
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #4
Complete Notecard (at least 3 for 3 points)
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #4
Complete Notecard (at least 3 for 3 points)
Thursday, November 13, 2014
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #3
Complete Notecard (at least 3 for 3 points)
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #3
Complete Notecard (at least 3 for 3 points)
Wednesday, November 12, 2014
(Double Period)
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #2
Complete Notecard (at least 3 for 3 points)
(Double Period)
Aim: to identify a source to use for topic
Activities:
Computer Lab
Locate Source
Complete Source Card #2
Complete Notecard (at least 3 for 3 points)
Tuesday, November 11, 2014
Veteran's Day (No School)
Veteran's Day (No School)
Monday, November 10, 2014
Drop
Drop
Friday, November 7, 2014
First Friday Mass (Shortened Class) Aim: to identify a source to use for topic Activities: Computer Lab Locate Source Complete Source Card #1 Complete Notecard (at least 3 for 3 points) |
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Thursday, November 6, 2014
Early Dismissal/ Conferences (Half Day) Aim: to choose general topic and assess current background knowledge Activities: Introduce Paper and Presentation Guidelines and Dates Step 1: Identify a topic. What are you going to write about? Step 2: Organize yourself BEFORE you begin researching. (What do you already know? What do you need to learn? |
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Wednesday, November 5, 2014
Aim: to discuss female roles in society and the idea of justice by conducting a Socratic Seminar Activities: Socratic Seminar Homework: Vocab Unit 4, Section 2 Tuesday, November 4, 2014 Teacher Retreat and PD (No School) Monday, November 3, 2014 Bellringer: 4 sentences with grammar and spelling errors Anticipatory Set: What do you think the role of a wife is perceived to be now? How do you think this role has changed through history? Read prologue for Wife of Bath and have group discussion Read Wife of Bath’s Tale and have a group discussion Closure: Review main points about Wife of Bath and the tale Homework: Finish Wife of Bath and Comprehension Questions |
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End of First Quarter!!
Thursday, October 30, 2014 (double period) Aim: to find evidence that Chaucer sees greed in destructive evil by comparing Pardoner's Tale to The Dark Knight Activities: Review story map of Pardoner's Tale Why do we associate greed with evil? Opening scene of Dark Knight https://www.youtube.com/watch?v=u-8Lssf3_Yg&noredirect=1 Worksheet pair-share responses Wife of Bath's Tale remixed Homework Vocab Unit 3 Test Tomorrow Wednesday, October 29, 2014 Drop Tuesday, October 28, 2014 Aim: to practice public speaking skills by presenting Pilgrims from Prologue Activities: Presentations Review story map of Pardoner's Tale Listen to remix of Pardoner's Tale (if time) Homework: Vocab Test Friday Monday, October 27, 2014 Aim: to create story map by reading the Pardoner's Tale Activities: Read Pardoner's Tale in groups Create Story Map Homework: Pilgrim Presentations due Tomorrow (worth 80 points) Vocab Unit 3 Test Friday |
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Friday October 24, 2014
Aim: to identify the purpose of the journey to Canterbury by reading the Prologue Activities: Read Prologue and take notes on Pilgrims Homework: Vocab Unit 3, Section 2 |
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Thursday, October 23, 2014
Aim: to learn about Chaucer and The Canterbury Tales by taking notes Activities: taking notes from PowerPoint Homework: Vocab Unit 3, Section 1 Chaucer Reading and Worksheet Wednesday, October 22, 2014 Health Presentations (No Class) Tuesday, October 21, 2014 Beowulf Essay DUE! Aim: to determine the tragic end of an epic hero by watching the end of Beowulf Activities: Beowulf and Dragon Monday, October 20, 2014 Drop Friday, October 17, 2014 Aim: to practice word processing skills by typing essay in computer lab Activities: Type essay Homework: Essay due at the START of class Tuesday, October 21 Thursday, October 16, 2014
Draft essay Homework Essay due Tuesday, October 21 Wednesday, October 15, 2014
PSAT Test ( No School for Freshen or Seniors) Tuesday, October 14, 2014
Beowulf Film Homework Essay due Tuesday, October 21 Monday, October 13, 2014
Columbus Day (No School) Friday, October 10, 2014
Grandparent’s Day (Early Dismissal) 1. Why is a reputation important? What factors influence a person’s reputation? 2. One-on-one meeting for draft 1 3. In-class editing Homework: Essay (due Tuesday the 21st) Thursday, October 9, 2014
1. What does it mean to be loyal? Tell about a time you were loyal or someone was loyal to you. 2. Review Beowulf HW 3. Introduce essay Homework “The Spoils” and “The Farewell” pgs. 60-62 Vocab Unit 3, Section 1 Outline essay choice Wednesday, October 8, 2014
Senior Class Retreat (No Class) Tuesday, October 7, 2014
Drop Monday, October 6, 2014
Aim: to develop conversational skills by conducting a Socratic Seminar Activities: 1. What qualities do you believe a good leader should possess? Discuss leadership in our society. Name some modern leaders. What are the characteristics of contemporary leaders? What do we admire about them? 2. Vocab Unit 2 Test 3. Socratic Seminar Homework “The Last Battle” pgs. 56-59 complete “GOES” ws Friday, October 3, 2014
Freshman - Senior Picnic (No Class) Thursday, October 2, 2014
Aim: to more closely analyze Beowulf by doing a Socratic Seminar Activities: 1. What is courage? How would most people today define courage? 2. Review Beowulf HW 3. Socratic seminar PPT Homework: “The Battle with Grendel’s Mother” (52-55) Comp. Questions +ws Prepare Socratic Seminar Questions Vocab Test Monday Wednesday, October 1, 2014
Aim: to apply the qualities of a hero to a modern-day figure by working in groups Activities: Review Vocab HW Review Beowulf Riddle Hero (cnn) https://www.youtube.com/watch?v=zZEqPCT9jBQ Hero’s Journey handout Hero Group Activity Homework: “The Battle with Grendel” and “The Monster’s Lair” pgs. 48-52 c Comprehension Questions Complete Epic Hero Worksheet based on "The Battle with Grendel" Tuesday, September 30, 2014
Beowulf Day 2 Aim: to acquire information about Anglo-Saxons by completing a WebQuest Activities: Review vocabulary Unit 2, Section 1 Review Beowulf homework Webquest Homework: Read “The Coming of Beowulf” pgs. 43-48 Beowulf comp questions Section 2 of vocab unit 2 Finish WebQuest (if you didn't finish during class) Monday, September 29, 2014
Beowulf Day 1 Aim: to acquire information about Anglo-Saxons by completing a WebQuest Activities: Hand back and review vocabulary test Intro Unit 2 vocabulary Webquest Homework: Read “The Wrath of Grendel” pgs. 41-43 Beowulf comp questions Section 1 of vocab unit 2 pgs. 29-30 Friday, September 26 2014
Drop Thursday, September 25, 2014
Vocab. Unit 1 Aim: to assess vocabulary knowledge by taking Unit test Activities: Unit 1 Vocab Test Epics and Epic Heroes -PowerPoint (depending on time) Homework: Continue working on college essay Wednesday, September 24, 2014
Jeopardy Vocab Review Aim: to prepare for Unit 1 Vocabulary Test by playing a Jeopardy review game Activities: Review Exercise 3 Play game Homework: Vocab Test Tmrw Tuesday, September 23, 2014
Knight of Columbus Trip - No Class Vocab Test Thursday Monday, September 22, 2014
Current Events Aim: to become aware of events going on around us by locating and summarizing a current event Activities: 1 locate current event on the Internet 2 complete News Summary Outline Homework Vocab. Exercise 3 Page 21 Vocab Test Thursday Friday, September 19, 2014
Aim: to edit college essay Activities: Review vocal pages 19 and 20 edite college essay Homework: Hand in complete rough draft of college essay on Monday Vocab Exercise 2(pages 20 and 21) |
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Thursday, September 18, 2014 (double period)
Aim: to practice timed writing by drafting college essay
Activities:
1 Using brainstorm, students will spend the period drafting their college essay
2 Vocab Unit 1
Homework:
Revise college essay
Vocabulary - Unit 1, Exercise 1
Aim: to practice timed writing by drafting college essay
Activities:
1 Using brainstorm, students will spend the period drafting their college essay
2 Vocab Unit 1
Homework:
Revise college essay
Vocabulary - Unit 1, Exercise 1
Wednesday, September 17, 2014
Drop
Drop
Tuesday, September 16, 2014
Aim: to practice writing in a reflective manner by introducing the college essay
Activities:
1 View PowerPoint
2 Read sample essay
3 Read critique of essay
4 Review prompt options
Homework:
Choose a topic and brainstorm ideas for it
Aim: to practice writing in a reflective manner by introducing the college essay
Activities:
1 View PowerPoint
2 Read sample essay
3 Read critique of essay
4 Review prompt options
Homework:
Choose a topic and brainstorm ideas for it
Friday and Monday, September 12 and 15, 2014
Aim: to increase word processing skills by typing poems and using Wordle to nurture creativity
Activities:
Students will type and print their poems. Also they can use Wordle to design their poem in a creative manner
Aim: to increase word processing skills by typing poems and using Wordle to nurture creativity
Activities:
Students will type and print their poems. Also they can use Wordle to design their poem in a creative manner
Thursday, September 11, 2014
Aim: to revise poems by peer editing
Bell Ringer- literary term
Activities:
1 turn and share with peer to edit poems
2 Vocab
Homework:
Revise poem to be typed tomorrow in class
Aim: to revise poems by peer editing
Bell Ringer- literary term
Activities:
1 turn and share with peer to edit poems
2 Vocab
Homework:
Revise poem to be typed tomorrow in class
Wednesday, September 10, 2014
Aim: to create powerful images in poetry by using sensory imagery
Do now: What is your favorite memory? Explain the memory and why it is so memorable to you.
Activities:
1 Do now
2 list 5 senses
3 describe cafeteria and put student responses on board under each sense (encouraged to use specific description)
4 brainstorm lists about own childhood in notebook
5 based on their strongest connections with the items in their brainstormed list, students will create drafts of their poem
Homework:
Based on the do now and in class activity, students will further draft their poems
Aim: to create powerful images in poetry by using sensory imagery
Do now: What is your favorite memory? Explain the memory and why it is so memorable to you.
Activities:
1 Do now
2 list 5 senses
3 describe cafeteria and put student responses on board under each sense (encouraged to use specific description)
4 brainstorm lists about own childhood in notebook
5 based on their strongest connections with the items in their brainstormed list, students will create drafts of their poem
Homework:
Based on the do now and in class activity, students will further draft their poems
Tuesday, September 9, 2014
Aim: to identify poetry terms and techniques by defining and providing examples
Activity: to take notes on literary terms used in poetry
Aim: to identify poetry terms and techniques by defining and providing examples
Activity: to take notes on literary terms used in poetry
Thursday, September 4, 2014
Aim: to determine that life choices effects the outcome of our lives
Activity:
1. Read the poem “The Road Not Taken”
2. Identify the decision the speaker makes, 3. Identify the metaphors used
Homework:
Explain why the idea of a fork in a road is an effective symbol for a life choice
Aim: to determine that life choices effects the outcome of our lives
Activity:
1. Read the poem “The Road Not Taken”
2. Identify the decision the speaker makes, 3. Identify the metaphors used
Homework:
Explain why the idea of a fork in a road is an effective symbol for a life choice
Wednesday, September 3, 2014
Aim: to assess Summer Reading assignment by completing an in-class essay
Activity:
1. Compose a persuasive essay for the prompt given within the given class time
Aim: to assess Summer Reading assignment by completing an in-class essay
Activity:
1. Compose a persuasive essay for the prompt given within the given class time
Tuesday, September 2, 2014
Aim: to get to know each other by giving presentations
Activities:
1. Teacher presentation about self and course
2. Students fill out index cards
3. Students present information about themselves
Aim: to get to know each other by giving presentations
Activities:
1. Teacher presentation about self and course
2. Students fill out index cards
3. Students present information about themselves