Objective: SWBAT find an instance of verbal irony and an instance of situational irony in an informational text. SWBAT describe an author’s purpose in an informational text.
Do-Now: Copy new vocabulary words and definitions from pg. 1116.
Today: 1) Preview New Vocabulary; Review Irony
2) Class will begin reading, “Shooting an Elephant” Pg. 1117 and complete Yellow Block questions #1-4.
3) In groups, students will finish reading “Shooting an Elephant” and complete Yellow Block questions #5-9.
4) Response & Analysis Questions #5, 7, 9
Exit Slip: Complete Extending & Evaluating Question #10
Homework: Vocabulary Development on pg. 1123
Friday, December 23, 2011
Thursday, December 22, 2011
Friday, December 23
Objective: SWBAT compare/contrast the film version of “1984” to the book.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Chapter #8 Questions
2) Class will review the first half of the film version of “1984.” How does it compare with the book?
3) Class will finish watching the film version of 1984, looking for similarities/differences from the book.
4) Extra-Credit: In a short essay (approx. 20 sentences) compare/contrast Winston's society with modern-day America. Explain what similarities you see between Winston's world and ours, as well as the differences between the two. Do you feel our world is becoming more like Winston's?
Exit Slip: What are you reactions to the end of the story? How did Winston’s worst fears come true? Did you expect this to happen?
Homework: Winter Break Extra-Credit
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Chapter #8 Questions
2) Class will review the first half of the film version of “1984.” How does it compare with the book?
3) Class will finish watching the film version of 1984, looking for similarities/differences from the book.
4) Extra-Credit: In a short essay (approx. 20 sentences) compare/contrast Winston's society with modern-day America. Explain what similarities you see between Winston's world and ours, as well as the differences between the two. Do you feel our world is becoming more like Winston's?
Exit Slip: What are you reactions to the end of the story? How did Winston’s worst fears come true? Did you expect this to happen?
Homework: Winter Break Extra-Credit
Wednesday, December 21, 2011
Thursday, December 22
Objective: SWBAT explain how one of the Party’s three slogans “Ignorance is Strength” is used as a theme in a chapter.
Do-Now: One of the Party’s three slogans claims that “Ignorance is Strength.” How can this be true? How is this slogan used as propaganda to control the population? Do you feel the slogan could be applied to this country (or your own life?)
Today: 1) Go over Chapter 7 Questions
2) Begin reading Chapter #8 and completing Chapter #8 Questions
Read Chapter #8 Online HERE
3) Begin watching the film version of 1984
Exit Slip: Do you feel the film version of the book has stayed true to the author’s theme and purpose? Explain.
Homework: Finish reading Chapter #8 and complete Chapter #8 questions
Do-Now: One of the Party’s three slogans claims that “Ignorance is Strength.” How can this be true? How is this slogan used as propaganda to control the population? Do you feel the slogan could be applied to this country (or your own life?)
Today: 1) Go over Chapter 7 Questions
2) Begin reading Chapter #8 and completing Chapter #8 Questions
Read Chapter #8 Online HERE
3) Begin watching the film version of 1984
Exit Slip: Do you feel the film version of the book has stayed true to the author’s theme and purpose? Explain.
Homework: Finish reading Chapter #8 and complete Chapter #8 questions
Tuesday, December 20, 2011
Wednesday, December 21
Objective: SWBAT evaluate a memory of Winston’s and explain why his memory represents rebellion.
Do-Now: When someone tells you not to do something, does it make you want to do it more? Why or why not?
Today: 1) Class will go over Chapter #5 Questions
2) Class will read Chapter #6 and complete questions #1-4
Read Chapter #6 Online HERE
3) Students will read Chapter #7 and complete questions 5-10.
Read Chapter #7 Online HERE
Exit Slip: In today’s world, would Winston’s visit to the prostitute be considered an act of rebellion? Explain.
Homework: Finish Chapter #7 Questions
Do-Now: When someone tells you not to do something, does it make you want to do it more? Why or why not?
Today: 1) Class will go over Chapter #5 Questions
2) Class will read Chapter #6 and complete questions #1-4
Read Chapter #6 Online HERE
3) Students will read Chapter #7 and complete questions 5-10.
Read Chapter #7 Online HERE
Exit Slip: In today’s world, would Winston’s visit to the prostitute be considered an act of rebellion? Explain.
Homework: Finish Chapter #7 Questions
Monday, December 19, 2011
Tuesday, December 20
Objective: SWBAT explain how the language of NEWSPEAK is used as a propaganda device to control society.
Do-Now: How does Winston’s creation of Comrade Ogilvy represent propaganda?
Today: 1) Class will go over Chapter #4 questions. Class will review the examples of propaganda they have seen so far in the book.
2) Class will begin reading Chapter #5, discussing how NEWSPEAK is used as a propaganda device to control society.
Read Chapter #5 Online HERE
3) In groups, students will finish reading Chapter #5. How does the adjustment in chocolate rations represent propaganda?
Exit Slip: Explain how NEWSPEAK is designed to prevent society from rebelling.
Homework: Complete Chapter #5 Questions
Do-Now: How does Winston’s creation of Comrade Ogilvy represent propaganda?
Today: 1) Class will go over Chapter #4 questions. Class will review the examples of propaganda they have seen so far in the book.
2) Class will begin reading Chapter #5, discussing how NEWSPEAK is used as a propaganda device to control society.
Read Chapter #5 Online HERE
3) In groups, students will finish reading Chapter #5. How does the adjustment in chocolate rations represent propaganda?
Exit Slip: Explain how NEWSPEAK is designed to prevent society from rebelling.
Homework: Complete Chapter #5 Questions
Sunday, December 18, 2011
Monday, December 19
Objective: SWBAT explain how propaganda is being used to alter history and, ultimately, help to control the population in Winston’s society.
Do-Now: Is it possible to erase a person out of existence or will someone always remember him/her? Do you believe it would be possible to erase YOU out of existence? Name a few people from history who you feel should be forgotten.
Today: 1) Class will go over questions for Chapter #3. Class will review propaganda and how it can be used to control the masses.
2) Class will begin to read Chapter #4. What is Winston’s job at the Ministry of Truth? How does Winston “create” history? How does this represent propaganda?
Read Chapter #4 of 1984 Online HERE
3) In groups, students will finish reading Chapter #4. How does Winston’s creation of a fictional person help support the ideals of his party?
4) Students will complete questions for Chapter #4. Class will discuss the use of propaganda in Chapter #4.
Exit Slip: How does Winston’s creation of Comrade Ogilvy represent propaganda?
Homework: Finish reading Chapter #4 and complete Chapter #4 questions.
Do-Now: Is it possible to erase a person out of existence or will someone always remember him/her? Do you believe it would be possible to erase YOU out of existence? Name a few people from history who you feel should be forgotten.
Today: 1) Class will go over questions for Chapter #3. Class will review propaganda and how it can be used to control the masses.
2) Class will begin to read Chapter #4. What is Winston’s job at the Ministry of Truth? How does Winston “create” history? How does this represent propaganda?
Read Chapter #4 of 1984 Online HERE
3) In groups, students will finish reading Chapter #4. How does Winston’s creation of a fictional person help support the ideals of his party?
4) Students will complete questions for Chapter #4. Class will discuss the use of propaganda in Chapter #4.
Exit Slip: How does Winston’s creation of Comrade Ogilvy represent propaganda?
Homework: Finish reading Chapter #4 and complete Chapter #4 questions.
Thursday, December 15, 2011
Friday, December 16
Objective: SWBAT identify at least TWO symbols in a character’s dream and explain what these symbols represent. SWBAT find at least ONE example of propaganda in Chapter #3 of 1984.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will go over the answers to Chapter #2 questions. Class will review symbolism.
2) Class will begin reading Chapter #3. What are the symbols present in Winston’s dream? What does each symbol represent?
3) In groups, students will finish reading Chapter #3, looking for an example of propaganda. Students will complete questions 6-10 on the Chapter 2+3 Worksheet.
READ CHAPTER #3 ONLINE HERE
Exit Slip: Recall the two symbols from Winston’s dream. What did each of these symbols represent?
Homework: Final Copy of Essay Due Monday, December 19
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will go over the answers to Chapter #2 questions. Class will review symbolism.
2) Class will begin reading Chapter #3. What are the symbols present in Winston’s dream? What does each symbol represent?
3) In groups, students will finish reading Chapter #3, looking for an example of propaganda. Students will complete questions 6-10 on the Chapter 2+3 Worksheet.
READ CHAPTER #3 ONLINE HERE
Exit Slip: Recall the two symbols from Winston’s dream. What did each of these symbols represent?
Homework: Final Copy of Essay Due Monday, December 19
Monday, December 12, 2011
Thursday, December 15
Objective: SWBAT find at least THREE examples of propaganda in the first chapter of “1984” and explain which type of propaganda each of them represents.
Do-Now: Describe the world Winston is living in in 1984. How is it similar to the world we live in today? How is it different?
Today: 1) Review propaganda, euphemism, and dystopia
2) Finish reading Chapter #1 and complete Chapter #1 Questions.
3) Read Chapter #2 and complete questions #1-5 on Chapter 2+3 Worksheet.
READ CHAPTER #1 of 1984 HERE
Read Chapter #2 Online HERE
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Edit/Revise Analytical Essay. Final copy due Monday, December 19.
Do-Now: Describe the world Winston is living in in 1984. How is it similar to the world we live in today? How is it different?
Today: 1) Review propaganda, euphemism, and dystopia
2) Finish reading Chapter #1 and complete Chapter #1 Questions.
3) Read Chapter #2 and complete questions #1-5 on Chapter 2+3 Worksheet.
READ CHAPTER #1 of 1984 HERE
Read Chapter #2 Online HERE
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Edit/Revise Analytical Essay. Final copy due Monday, December 19.
Friday, December 9, 2011
Monday, December 12
Objective: SWBAT find at least THREE examples of propaganda in the first chapter of “1984” and explain which type of propaganda each of them represents.
Do-Now: How would you feel if you were monitored by cameras 24 hours a day (even in your own home?) What might it feel like to not have any privacy?
Today: 1) Note-taking: Propaganda, Euphemism, Dystopia
Propaganda: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.
Euphemism: substituting a mild, indirect, or vague expression for one that is harsh, offensive, or blunt
Dystopia: a society which controls its people in an attempt to create a utopia (a perfect world), resulting in its people being miserable, brainwashed, or oppressed.
2) Class will begin reading Chapter #1 of 1984. How are the maxims presented in the first chapter representative of propaganda?
CLICK HERE TO READ 1984 ONLINE
3) In groups, finish reading Chapter #1 and complete questions for Chapter #1.
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Edit/Revise Analytical Essay. Final copy due Monday, December 19
Do-Now: How would you feel if you were monitored by cameras 24 hours a day (even in your own home?) What might it feel like to not have any privacy?
Today: 1) Note-taking: Propaganda, Euphemism, Dystopia
Propaganda: information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution, nation, etc.
Euphemism: substituting a mild, indirect, or vague expression for one that is harsh, offensive, or blunt
Dystopia: a society which controls its people in an attempt to create a utopia (a perfect world), resulting in its people being miserable, brainwashed, or oppressed.
2) Class will begin reading Chapter #1 of 1984. How are the maxims presented in the first chapter representative of propaganda?
CLICK HERE TO READ 1984 ONLINE
3) In groups, finish reading Chapter #1 and complete questions for Chapter #1.
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Edit/Revise Analytical Essay. Final copy due Monday, December 19
Thursday, December 8, 2011
Friday, December 9
Objective: SWBAT compose and edit a five-paragraph essay analyzing the effectiveness of three texts focused on the rights of women.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Vocabulary Quiz #3
2) Students will finish filling out the outlines for their essays and begin work on their essay rough drafts, making sure to write their essays double-spaced to allow for editing.
Exit Slip: Rate Yourself: On a scale of 1-10, how confident are you in your ability to write this essay? Explain the rating you give yourself.
Homework: Finish your essay rough copy
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Vocabulary Quiz #3
2) Students will finish filling out the outlines for their essays and begin work on their essay rough drafts, making sure to write their essays double-spaced to allow for editing.
Exit Slip: Rate Yourself: On a scale of 1-10, how confident are you in your ability to write this essay? Explain the rating you give yourself.
Homework: Finish your essay rough copy
Wednesday, December 7, 2011
Thursday, December 8
Objective: SWBAT compose and edit a five-paragraph essay analyzing the effectiveness of three texts focused on the rights of women.
Do-Now: Vocabulary Practice: Answer the questions under the heading "Vocabulary Development" on pg. 644 in your textbook. Tomorrow's quiz will be formatted the same way.
Today: 1) Go over Vocabulary Practice
2) Grammar Lesson: Subject/Verb Agreement: Pg. 645 Practice #1-5
3) Class will read Thinking Critically question #6 and discuss its use as a topic for an analytical essay.
4) Class will begin filling out the outlines for their essays.
Exit Slip: Which writer do you feel makes the strongest argument for women’s rights? Why?
Homework: Study for tomorrow's vocabulary quiz
Do-Now: Vocabulary Practice: Answer the questions under the heading "Vocabulary Development" on pg. 644 in your textbook. Tomorrow's quiz will be formatted the same way.
Today: 1) Go over Vocabulary Practice
2) Grammar Lesson: Subject/Verb Agreement: Pg. 645 Practice #1-5
3) Class will read Thinking Critically question #6 and discuss its use as a topic for an analytical essay.
4) Class will begin filling out the outlines for their essays.
Exit Slip: Which writer do you feel makes the strongest argument for women’s rights? Why?
Homework: Study for tomorrow's vocabulary quiz
Tuesday, December 6, 2011
Wednesday, December 7
Objective: SWBAT analyze an author’s argument by identifying and describing the author’s point of view.
Do-Now: Vocabulary Practice #2:
1) What law do you feel should be abrogated? Explain.
2) Why should you give a contract more than just a cursory glance before you sign it?
3) What might vitiate your health?
4) What could you add to your food to make it less insipid?
5) What do children have a propensity toward?
Today: 1) Go Over Vocabulary Practice #2
2) Go over questions for "A Vindication for Women's Rights"
3) Class will read “To the Ladies” on pg. 646 and discuss its opinions on women. How are these opinions similar/different to the previous authors’?
4) In groups, students will read “from The Education of Woman,” pp. 647-649, focusing on identifying the author’s main argument. Students will complete Yellow Block questions #1-7.
Exit Slip: Complete Thinking Critically Question #3 on pg. 650.
Homework: Vocabulary Quiz on Friday
Do-Now: Vocabulary Practice #2:
1) What law do you feel should be abrogated? Explain.
2) Why should you give a contract more than just a cursory glance before you sign it?
3) What might vitiate your health?
4) What could you add to your food to make it less insipid?
5) What do children have a propensity toward?
Today: 1) Go Over Vocabulary Practice #2
2) Go over questions for "A Vindication for Women's Rights"
3) Class will read “To the Ladies” on pg. 646 and discuss its opinions on women. How are these opinions similar/different to the previous authors’?
4) In groups, students will read “from The Education of Woman,” pp. 647-649, focusing on identifying the author’s main argument. Students will complete Yellow Block questions #1-7.
Exit Slip: Complete Thinking Critically Question #3 on pg. 650.
Homework: Vocabulary Quiz on Friday
Monday, December 5, 2011
Tuesday, December 6
Objective: SWBAT find THREE instances of an author using tone and connotation in a piece of writing to achieve a specific rhetorical purpose.
Do-Now: Vocabulary Practice #1:
1) What is something students should show solicitude for? Why?
2) What might happen if a parent is partial towards one of his/her children?
3) What might you do that one of your parents would deplore? Explain.
4) Describe what a fastidious toddler would act like.
5) Describe someone you know that is specious.
Today: 1) Go over Vocabulary Practice #1
2) Class will continue reading “A Vindication of the Rights of Women,” completing Yellow Block questions # 4-6.
3) In groups, students will finish reading “A Vindication of the Rights of Women.” Students will complete Yellow Block questions #7-10.
Exit Slip: Complete question #7 on pg. 644.
Homework: Complete the “Writing” activity on pg. 644; Vocabulary Quiz on Friday
Do-Now: Vocabulary Practice #1:
1) What is something students should show solicitude for? Why?
2) What might happen if a parent is partial towards one of his/her children?
3) What might you do that one of your parents would deplore? Explain.
4) Describe what a fastidious toddler would act like.
5) Describe someone you know that is specious.
Today: 1) Go over Vocabulary Practice #1
2) Class will continue reading “A Vindication of the Rights of Women,” completing Yellow Block questions # 4-6.
3) In groups, students will finish reading “A Vindication of the Rights of Women.” Students will complete Yellow Block questions #7-10.
Exit Slip: Complete question #7 on pg. 644.
Homework: Complete the “Writing” activity on pg. 644; Vocabulary Quiz on Friday
Monday, December 5
Objective: SWBAT defend their opinions on TEN statements from an anticipation guide.
SWBAT find TWO instances of an author using tone and connotation in a piece of writing to achieve a specific rhetorical purpose.
Do-Now: Anticipation Guide for “A Vindication of the Rights of Women.”
Today: 1) Students will preview the vocabulary words on pg. 637.
2) Students will begin to read “A Vindication of the Rights of Women” pg. 637.
3) Students will complete the Yellow Block #1, 2, and 3.
Exit Slip: Summarize the author’s essay so far in your own words.
Homework: Vocabulary Quiz Friday
SWBAT find TWO instances of an author using tone and connotation in a piece of writing to achieve a specific rhetorical purpose.
Do-Now: Anticipation Guide for “A Vindication of the Rights of Women.”
Today: 1) Students will preview the vocabulary words on pg. 637.
2) Students will begin to read “A Vindication of the Rights of Women” pg. 637.
3) Students will complete the Yellow Block #1, 2, and 3.
Exit Slip: Summarize the author’s essay so far in your own words.
Homework: Vocabulary Quiz Friday
Thursday, December 1, 2011
Friday, December 2
Objective: SWBAT examine the theme of “carpe diem” as it appears in poetry. Students will be able to compose their own “carpe diem” poems.
Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)
Today: 1) What does "carpe diem" mean?
2) Class will read “To the Virgins, to Make Much of Time,” pg. 301 discussing the advice the author offers and how it follows along with the theme of “carpe diem.”
3) Students will compose their own “carpe diem” poems in which they offer positive advice to someone on how to make the most out of his/her life.
4) Poetry Readings: Choose a poem you have written during the past two weeks you would like to read out loud to the class.
EXTRA-CREDIT: Choose one of the quotes from the "Carpe Diem" quote sheet. Copy the quote at the top of your paper. Write a 20-sentence explanation of what you feel the quote means and how you can apply the quote to your life and experiences. Due Date = Monday, December 5
Homework: Finish "carpe diem" poem.
Do-Now: FREE WRITE (Write 5-7 complete sentences about anything you want)
Today: 1) What does "carpe diem" mean?
2) Class will read “To the Virgins, to Make Much of Time,” pg. 301 discussing the advice the author offers and how it follows along with the theme of “carpe diem.”
3) Students will compose their own “carpe diem” poems in which they offer positive advice to someone on how to make the most out of his/her life.
4) Poetry Readings: Choose a poem you have written during the past two weeks you would like to read out loud to the class.
EXTRA-CREDIT: Choose one of the quotes from the "Carpe Diem" quote sheet. Copy the quote at the top of your paper. Write a 20-sentence explanation of what you feel the quote means and how you can apply the quote to your life and experiences. Due Date = Monday, December 5
Homework: Finish "carpe diem" poem.
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