Objective: SWBAT complete a vocabulary quiz. SWBAT complete a portion of Unit Test #4.
Do-Now: You have FIFTEEN minutes to study for your quiz.
Today: 1) Vocabulary Quiz #4
2) Unit Test #4
Homework: Unit Test #4 Due NO LATER than 2:34pm on Wednesday, June 6.
Monday, June 4, 2012
Monday, June 4
Objective: SWBAT complete a review for their Vocabulary Quiz. SWBAT begin completing their Unit Test #4.
Do-Now: Practice Vocabulary Quiz #4
Today: 1) Go over Practice Vocabulary Quiz
2) Begin Unit Test #4
Exit Slip: Do you have any questions/concerns about your grade for the end of the year?
Homework: Unit Test #4 Due NO LATER THAN 2:34pm on Thursday, June 4. Early submissions preferred :-)
Do-Now: Practice Vocabulary Quiz #4
Today: 1) Go over Practice Vocabulary Quiz
2) Begin Unit Test #4
Exit Slip: Do you have any questions/concerns about your grade for the end of the year?
Homework: Unit Test #4 Due NO LATER THAN 2:34pm on Thursday, June 4. Early submissions preferred :-)
Friday, June 1, 2012
Friday, May 31
Objective: SWBAT
find at least three details and images in the story which help to create the
story’s mood.
Do-Now: Complete the Quickwrite on pg. 1289 OR do a Friday FREE WRITE (Your choice.) Copy vocabulary words and definitions on pg. 1289.
Today: 1) Teacher will review imagery with the class by asking them to describe the day’s weather. Preview vocabulary on pg. 1289.
2) Class will begin reading “Games at Twilight,” focusing on the images used in the story’s setting to help create the story’s mood.
3) On pg. 1296 Complete Questions 3, 5, 6, 8.
Exit Slip: Extending & Evaluating Question #9.
Homework: Vocabulary Quiz #4 on Tuesday, June 5.
Do-Now: Complete the Quickwrite on pg. 1289 OR do a Friday FREE WRITE (Your choice.) Copy vocabulary words and definitions on pg. 1289.
Today: 1) Teacher will review imagery with the class by asking them to describe the day’s weather. Preview vocabulary on pg. 1289.
2) Class will begin reading “Games at Twilight,” focusing on the images used in the story’s setting to help create the story’s mood.
3) On pg. 1296 Complete Questions 3, 5, 6, 8.
Exit Slip: Extending & Evaluating Question #9.
Homework: Vocabulary Quiz #4 on Tuesday, June 5.
Wednesday, May 30, 2012
Thursday, May 31
Objective: SWBAT
identify the sources of a character’s conflict.
SWBAT find and describe an instance of situational irony.
Do-Now: Complete the Quickwrite on pg. 1282. Copy vocabulary words and definitions.
Today: 1) Teacher will review conflict and situational irony. Preview vocabulary on pg. 1282.
2) Class will read “Like the Sun,” focusing on the sources of the main character’s conflict.
3) Evaluating Question #12.
Exit Slip: Is honesty always the best policy? Explain why or why not giving a situation from your life as an example.
Homework: Study for Vocabulary Test #4 (Tuesday, June 5)
Do-Now: Complete the Quickwrite on pg. 1282. Copy vocabulary words and definitions.
Today: 1) Teacher will review conflict and situational irony. Preview vocabulary on pg. 1282.
2) Class will read “Like the Sun,” focusing on the sources of the main character’s conflict.
3) Evaluating Question #12.
Exit Slip: Is honesty always the best policy? Explain why or why not giving a situation from your life as an example.
Homework: Study for Vocabulary Test #4 (Tuesday, June 5)
Tuesday, May 29, 2012
Wednesday, June 30
Objective: SWBAT
identify and describe at least THREE images which help create a story’s
setting.
Do-Now: Complete Quickwrite on pg. 1233.
Today: 1) Teacher will review imagery and dialogue and read the “Background” section on pg. 1233.
2) Class will begin to read “B. Wordsworth,” focusing on the images the story presents which help to create a setting.
3) Response & Analysis #6, 7, 9.
Exit Slip: How might this story have been different if it had been told from B. Wordsworth’s point of view instead of the boy’s? What would have been lost? What would have been gained?
Homework: Complete Writing Activity “Seeing Things Differently”
Do-Now: Complete Quickwrite on pg. 1233.
Today: 1) Teacher will review imagery and dialogue and read the “Background” section on pg. 1233.
2) Class will begin to read “B. Wordsworth,” focusing on the images the story presents which help to create a setting.
3) Response & Analysis #6, 7, 9.
Exit Slip: How might this story have been different if it had been told from B. Wordsworth’s point of view instead of the boy’s? What would have been lost? What would have been gained?
Homework: Complete Writing Activity “Seeing Things Differently”
Friday, May 25, 2012
Tuesday, May 29
Objective: SWBAT
identify elements in a poem which make the poem satirical. SWBAT describe a poem’s theme. SWBAT find TWO instances of irony in a poem.
Do-Now: Complete the Quickwrite on pg. 1156.
Today: 1) Review satire
2) Class will read “Telephone Conversation,” analyzing the poem’s satirical qualities and looking for examples of irony.
3) Students will create their own poem which satirizes a negative experience they have had in which they felt they were being discriminated against for their age/race.
4) Response & Analysis Questions #1, 2, 4, 5.
Exit Slip: Complete Extending & Evaluating Question #6.
Do-Now: Complete the Quickwrite on pg. 1156.
Today: 1) Review satire
2) Class will read “Telephone Conversation,” analyzing the poem’s satirical qualities and looking for examples of irony.
3) Students will create their own poem which satirizes a negative experience they have had in which they felt they were being discriminated against for their age/race.
4) Response & Analysis Questions #1, 2, 4, 5.
Exit Slip: Complete Extending & Evaluating Question #6.
Thursday, May 24, 2012
Friday, May 25
Objective: SWBAT explain how a story’s title can represent verbal irony. SWBAT describe a story’s theme.
Do-Now: FREE WRITE
Today: 1) Teacher will review verbal irony and read the “Background” section on pg. 1148. Teacher will preview vocabulary.
2) Class will begin reading “Marriage is a Private Affair,” characterizing the character Okeke.
3) Students will finish reading “Marriage is a Private Affair,” discussing what they feel is the story’s main theme.
4) Response & Analysis Questions #5, 7, 9, 10, 12
Exit Slip: Complete Extending & Evaluating Question #14
Homework: End-of-Year Essay Due TUESDAY, May 29!!!
Do-Now: FREE WRITE
Today: 1) Teacher will review verbal irony and read the “Background” section on pg. 1148. Teacher will preview vocabulary.
2) Class will begin reading “Marriage is a Private Affair,” characterizing the character Okeke.
3) Students will finish reading “Marriage is a Private Affair,” discussing what they feel is the story’s main theme.
4) Response & Analysis Questions #5, 7, 9, 10, 12
Exit Slip: Complete Extending & Evaluating Question #14
Homework: End-of-Year Essay Due TUESDAY, May 29!!!
Wednesday, May 23, 2012
Thursday, May 23
Objective: SWBAT
identify a symbol in a story and explain what that symbol represents. SWBAT to identify elements in the story which
parody the elements of fairytales.
Do-Now: Copy new vocabulary words and definitions from pg. 1141.
Today: 1) Review symbolism and parody.
2) Class will begin reading, “Once Upon a Time” pg. 114, identifying one of the story’s symbols.
3) Response & Analysis Questions #6, 8, 10.
Exit Slip: Complete Extending & Evaluating Question on pg. 1146.
Homework: End-of-Year Essay Due Tuesday, May 29 (Tomorrow for TEN points extra-credit)
Do-Now: Copy new vocabulary words and definitions from pg. 1141.
Today: 1) Review symbolism and parody.
2) Class will begin reading, “Once Upon a Time” pg. 114, identifying one of the story’s symbols.
3) Response & Analysis Questions #6, 8, 10.
Exit Slip: Complete Extending & Evaluating Question on pg. 1146.
Homework: End-of-Year Essay Due Tuesday, May 29 (Tomorrow for TEN points extra-credit)
Tuesday, May 22, 2012
Wednesday, May 23
Objective: SWBAT complete a unit test on 1984.
Do-Now: You have FIFTEEN minutes to study for your test.
Today: 1) Unit Test #3 on 1984.
2) Extra-Credit: Compose an essay (minimum 20 sentences) in which you compare/contrast Winston's dysopic society to our society today in America.
Exit Slip: Self-Assessment: How well do you believe you did on this unit test?
Homework: End-of-Year Essay Due Tuesday, May 29 (Friday, May 25 for TEN points extra-credit)
Do-Now: You have FIFTEEN minutes to study for your test.
Today: 1) Unit Test #3 on 1984.
2) Extra-Credit: Compose an essay (minimum 20 sentences) in which you compare/contrast Winston's dysopic society to our society today in America.
Exit Slip: Self-Assessment: How well do you believe you did on this unit test?
Homework: End-of-Year Essay Due Tuesday, May 29 (Friday, May 25 for TEN points extra-credit)
Friday, May 18, 2012
Tuesday, May 22
Objective: SWBAT
identify a story’s theme.
Do-Now: Copy new vocabulary words and definitions from pg. 1126.
Today: 1) Preview vocabulary. Review theme.
2) Class will begin reading, “No Witchcraft for Sale” Pg. 1126.
3) In groups, students will finish reading “No Witchcraft for Sale,” identifying possible themes for the story.
4) Response & Analysis Questions #5, 6, 9
Exit Slip: Complete Literary Criticism Question #10
Homework: Unit Test #3 on 1984 on WEDNESDAY, May 23. End-of-Year Essay Due TUESDAY, May 29.
Do-Now: Copy new vocabulary words and definitions from pg. 1126.
Today: 1) Preview vocabulary. Review theme.
2) Class will begin reading, “No Witchcraft for Sale” Pg. 1126.
3) In groups, students will finish reading “No Witchcraft for Sale,” identifying possible themes for the story.
4) Response & Analysis Questions #5, 6, 9
Exit Slip: Complete Literary Criticism Question #10
Homework: Unit Test #3 on 1984 on WEDNESDAY, May 23. End-of-Year Essay Due TUESDAY, May 29.
Thursday, May 17, 2012
Friday, May 18
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: FREE WRITE
Today: 1) Copy new vocabulary words and definitions from pg. 1116.
2) Preview Vocabulary on pg. 1116. Review irony.
3) Class will begin reading, “Shooting an Elephant” Pg. 1117 and complete Yellow Block questions #1-4.
4) In groups, students will finish reading “Shooting an Elephant” and complete Yellow Block questions #5-9.
5) Response & Analysis Questions #5, 7, 9
Exit Slip: Complete Extending & Evaluating Question #10
Homework: Unit Test #3 on WEDNESDAY, May 23; Essay Due TUESDAY May 29
Do-Now: FREE WRITE
2) Preview Vocabulary on pg. 1116. Review irony.
3) Class will begin reading, “Shooting an Elephant” Pg. 1117 and complete Yellow Block questions #1-4.
4) In groups, students will finish reading “Shooting an Elephant” and complete Yellow Block questions #5-9.
5) Response & Analysis Questions #5, 7, 9
Exit Slip: Complete Extending & Evaluating Question #10
Homework: Unit Test #3 on WEDNESDAY, May 23; Essay Due TUESDAY May 29
Wednesday, May 16, 2012
Thursday, May 17
Objective: SWBAT review for Unit Test #4. SWBAT begin composing their end-of-year essays.
Do-Now: Based on the eight chapters you've read in 1984, what do you predict will happen to Winston? Why do you believe this will happen to him?
Today: 1) Review for Unit Test 1
2) Introduce End-of-Year Essay
3) Begin writing essay
Exit Slip: Which topic did you choose to compose your essay on? Why?
Homework: Unit Test #3 on 1984 will be WEDNESDAY, May 23. End-of-Year Essay will be due TUESDAY, May 29. You will receive TEN points Extra-Credit if your essay is received by Friday, May 25.
Do-Now: Based on the eight chapters you've read in 1984, what do you predict will happen to Winston? Why do you believe this will happen to him?
Today: 1) Review for Unit Test 1
2) Introduce End-of-Year Essay
3) Begin writing essay
Exit Slip: Which topic did you choose to compose your essay on? Why?
Homework: Unit Test #3 on 1984 will be WEDNESDAY, May 23. End-of-Year Essay will be due TUESDAY, May 29. You will receive TEN points Extra-Credit if your essay is received by Friday, May 25.
Tuesday, May 15, 2012
Wednesday, May 16
Objective: SWBAT explain how one of the Party’s three slogans “Ignorance is Strength” is used as a theme in a chapter.
Do-Now: How does Winston's encounter with the old, prole man in the pub represent situational irony? Why do you believe the old man doesn't remember anything significant from his past? Do you believe that sixty years from now you will be able to accurately remember what the world was like when you were a teenager, or will you only be able to remember specific experiences?
Today: 1) Class will finish reading Chapter #8 and answering the review questions for the chapter.
2) Make-Up Work
Exit Slip: f you were in Winston’s situation, would you consider suicide as the only possible solution? Why do you believe Winston feels this way?
Homework: Unit Test #3 on "1984" will be Wednesday, May 23
Do-Now: How does Winston's encounter with the old, prole man in the pub represent situational irony? Why do you believe the old man doesn't remember anything significant from his past? Do you believe that sixty years from now you will be able to accurately remember what the world was like when you were a teenager, or will you only be able to remember specific experiences?
Today: 1) Class will finish reading Chapter #8 and answering the review questions for the chapter.
2) Make-Up Work
Exit Slip: f you were in Winston’s situation, would you consider suicide as the only possible solution? Why do you believe Winston feels this way?
Homework: Unit Test #3 on "1984" will be Wednesday, May 23
Monday, May 14, 2012
Tuesday, May 15
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) Class will begin reading Chapter #8. How does Winston’s encounter with the old man in the prole district support the maxim “Ignorance is Strength?”
2) Class will begin completing questions for Chapter #8.
Exit Slip: How is the idea of "Ignorance is Strength" used as a theme in this chapter?
Homework: Unit Test #3 on 1984 will be on Wednesday, May 23!!!
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) Class will begin reading Chapter #8. How does Winston’s encounter with the old man in the prole district support the maxim “Ignorance is Strength?”
2) Class will begin completing questions for Chapter #8.
Exit Slip: How is the idea of "Ignorance is Strength" used as a theme in this chapter?
Homework: Unit Test #3 on 1984 will be on Wednesday, May 23!!!
Friday, May 11, 2012
Monday, May 14
Objective: SWBAT
explain how The Party uses propaganda to control the majority of the population
and uphold social injustice.
Do-Now: In America, the majority of the country’s wealth is controlled by a small percentage of the population. Why does the rest of America allow this? If the majority of the population is lower/middle class, why don’t they “gang up” against the rich?
Today: 1) Class will begin reading Chapter #7. Why don’t the proles revolt against the Party? How does the Party use propaganda to control them?
2) In groups, students will finish reading Chapter #7. What evidence does Winston have to prove that the Party has lied?
3) Students will complete questions for Chapter #7.
Exit Slip: Explain how the Party uses propaganda to control the proles and prevent a revolt.
Do-Now: In America, the majority of the country’s wealth is controlled by a small percentage of the population. Why does the rest of America allow this? If the majority of the population is lower/middle class, why don’t they “gang up” against the rich?
Today: 1) Class will begin reading Chapter #7. Why don’t the proles revolt against the Party? How does the Party use propaganda to control them?
2) In groups, students will finish reading Chapter #7. What evidence does Winston have to prove that the Party has lied?
3) Students will complete questions for Chapter #7.
Exit Slip: Explain how the Party uses propaganda to control the proles and prevent a revolt.
Thursday, May 10, 2012
Friday, May 11
Objective: SWBAT
evaluate a memory of Winston’s and explain why his memory represents rebellion.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Teacher will review the first 5 chapters of 1984 and the instances of propaganda which have been seen so far in the story.
2) Class will begin reading Chapter #6. Why does Winston recall this particular memory? Why do the Party’s rules cause him to want to rebel?
3) Class will complete questions for Chapter #6.
Exit Slip: In today’s world, would Winston’s act be considered an act of rebellion? Explain.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Teacher will review the first 5 chapters of 1984 and the instances of propaganda which have been seen so far in the story.
2) Class will begin reading Chapter #6. Why does Winston recall this particular memory? Why do the Party’s rules cause him to want to rebel?
3) Class will complete questions for Chapter #6.
Exit Slip: In today’s world, would Winston’s act be considered an act of rebellion? Explain.
Wednesday, May 9, 2012
Thursday, May 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? Explain.
Today: 1) Review propaganda.
2) Class will read Chapter #6. How is NEWSPEAK used as a form of propaganda and control over the citizens in Winston's society?
3) Students will begin completing questions for Chapter #6.
Exit Slip: Explain how NEWSPEAK is designed to prevent society from rebelling.
Homework: Finish questions for Chapter #6.
Do-Now: How does Winston’s creation of Comrade Ogilvy represent propaganda? Explain.
Today: 1) Review propaganda.
2) Class will read Chapter #6. How is NEWSPEAK used as a form of propaganda and control over the citizens in Winston's society?
3) Students will begin completing questions for Chapter #6.
Exit Slip: Explain how NEWSPEAK is designed to prevent society from rebelling.
Homework: Finish questions for Chapter #6.
Tuesday, May 8, 2012
Wednesday, May 8
Objective: SWBAT
find 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: Describe Mrs. Parson’s children and how they treat both Winston and Mrs. Parson. Why do you feel Winston’s society encourages children to spy on their parents? Why would children make better spies than adults?
Today: 1) Review Chapter #2; Review symbolism
2) Class will begin reading Chapter #3. What are the symbols present in Winston’s dream? What does each symbol represent?
3) Complete questions for Chapter #3
4) Students will individually begin reading Chapter #4 and completing the review questions for the chapter.
Exit Slip: Recall the two symbols from Winston’s dream. What did each of these symbols represent?
Homework: Finish reading Chapter #4 and complete Chapter #4 questions.
Do-Now: Describe Mrs. Parson’s children and how they treat both Winston and Mrs. Parson. Why do you feel Winston’s society encourages children to spy on their parents? Why would children make better spies than adults?
Today: 1) Review Chapter #2; Review symbolism
2) Class will begin reading Chapter #3. What are the symbols present in Winston’s dream? What does each symbol represent?
3) Complete questions for Chapter #3
4) Students will individually begin reading Chapter #4 and completing the review questions for the chapter.
Exit Slip: Recall the two symbols from Winston’s dream. What did each of these symbols represent?
Homework: Finish reading Chapter #4 and complete Chapter #4 questions.
Monday, May 7, 2012
Tuesday, May 8
Objective: SWBAT
describe how a chapter from a book represents both situational and dramatic
irony by identifying at least TWO ironic elements from the chapter.
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) Class will review Chapter #1. Review situational and dramatic irony.
2) Class will being reading Chapter #2. What is the importance of this minor chapter? What does it show us about the society Winston lives in?
3) Class will complete questions for Chapter #2.
Exit Slip: Describe how Chapter #2 represents both situational and dramatic irony.
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) Class will review Chapter #1. Review situational and dramatic irony.
2) Class will being reading Chapter #2. What is the importance of this minor chapter? What does it show us about the society Winston lives in?
3) Class will complete questions for Chapter #2.
Exit Slip: Describe how Chapter #2 represents both situational and dramatic irony.
Friday, May 4, 2012
Monday, May 7
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) Propaganda and Euphemism
2) Class will begin reading Chapter #1 of 1984. How are the maxims presented in the first chapter representative of propaganda?
3) Begin completing questions for Chapter #1.
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Finish reading Chapter #1 and complete the chapter questions.
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) Propaganda and Euphemism
2) Class will begin reading Chapter #1 of 1984. How are the maxims presented in the first chapter representative of propaganda?
3) Begin completing questions for Chapter #1.
Exit Slip: List THREE examples of propaganda found in Chapter #1.
Homework: Finish reading Chapter #1 and complete the chapter questions.
Wednesday, May 2, 2012
Friday, May 4
Objective: SWBAT compose a 20-lined free-style poem for extra credit. SWBAT present their poems to the class.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Extra-Credit: Compose a free-style poem on any topic you choose. Your poem does not have to rhyme and does not have to have a certain amount of syllables per line. Your poem should be at least 20 lines to receive 20 extra credit points.
Exit Slip: Poetry Share-Out
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: Extra-Credit: Compose a free-style poem on any topic you choose. Your poem does not have to rhyme and does not have to have a certain amount of syllables per line. Your poem should be at least 20 lines to receive 20 extra credit points.
Exit Slip: Poetry Share-Out
Thursday, May 3
Objective: SWBAT complete any unfinished poems from the past two weeks.
Do-Now: What has been your most favorite type of poem we have written during our poetry unit? Why? What has been your least favorite type of poem? Why?
Today: Poetry Catch-Up Day
Exit Slip: Poetry Share-Out
Do-Now: What has been your most favorite type of poem we have written during our poetry unit? Why? What has been your least favorite type of poem? Why?
Today: Poetry Catch-Up Day
Exit Slip: Poetry Share-Out
Friday, April 27, 2012
Wednesday, May 2
Objective: SWBAT compose TWO tanka and THREE haiku following the correct format and using imagery.
Do-Now: Respond to the “Quickwrite” on pg. 751.
Today: 1) Read "Imagery" pg. 751
2) Class will read “Tanka" on pg. 753 and "Haiku" on pg. 755.
3) Review Haiku/Tanka format.
4) Students will compose TWO tanka and THREE haiku.
Homework: Finish your poems.
Do-Now: Respond to the “Quickwrite” on pg. 751.
Today: 1) Read "Imagery" pg. 751
2) Class will read “Tanka" on pg. 753 and "Haiku" on pg. 755.
3) Review Haiku/Tanka format.
4) Students will compose TWO tanka and THREE haiku.
Homework: Finish your poems.
Tuesday, May 1
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: Read through the list of "carpe diem" quotes. Which quote is your favorite? Why? How can you relate the quote to your own life? Based on these quotes, what do you feel "carpe diem" means?
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 = Friday, May 4
Homework: Finish "carpe diem" poem.
Do-Now: Read through the list of "carpe diem" quotes. Which quote is your favorite? Why? How can you relate the quote to your own life? Based on these quotes, what do you feel "carpe diem" means?
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 = Friday, May 4
Homework: Finish "carpe diem" poem.
Monday, April 30
Objective: SWBAT compose a 14-line Shakespearean sonnet using the correct format and rhyme scheme.
Do-Now: Why do you believe so many songs are written about love? Why is love such a popular subject for music, movies, and books? What is your favorite love song? Why do you enjoy this song so much?
Today: 1) Teacher will introduce the format of a Shakespearean Sonnet.
2) Class will read an examine "The World is Too Much With Us" on pg. 746. Teacher and class will then label the parts of the sonnet.
3) Students will compose their own Shakespearean sonnets.
Exit Slip: Poetry share-out
Homework: Finish your sonnet.
Do-Now: Why do you believe so many songs are written about love? Why is love such a popular subject for music, movies, and books? What is your favorite love song? Why do you enjoy this song so much?
Today: 1) Teacher will introduce the format of a Shakespearean Sonnet.
2) Class will read an examine "The World is Too Much With Us" on pg. 746. Teacher and class will then label the parts of the sonnet.
3) Students will compose their own Shakespearean sonnets.
Exit Slip: Poetry share-out
Homework: Finish your sonnet.
Thursday, April 26, 2012
Friday, April 27
Objective: SWBAT
compose a response to a classmate’s idealized poem, satirizing
the poem’s unrealistic promises.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will read “The Nymph’s Reply to the Shepherd,” discussing how it responds to the idealistic promises made in “The Passionate Shepherd to His Love.” How is the female speaker more realistic than her male counterpart?
2) Students will exchange poems with their classmates and write a reply poem to their classmate's poem modeled after the ideas in "The Nymph's Reply to the Shepherd."
Exit Slip: Poetry Share-Out
Homework: Finish your reply poem
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will read “The Nymph’s Reply to the Shepherd,” discussing how it responds to the idealistic promises made in “The Passionate Shepherd to His Love.” How is the female speaker more realistic than her male counterpart?
2) Students will exchange poems with their classmates and write a reply poem to their classmate's poem modeled after the ideas in "The Nymph's Reply to the Shepherd."
Exit Slip: Poetry Share-Out
Homework: Finish your reply poem
Wednesday, April 25, 2012
Thursday, April 26
Objective: SWBAT
identify the elements of a pastoral poem.
SWBAT compose their own idealized poems.
Do-Now: Describe a song you’ve heard in which the singer attempts to appeal to someone he/she loves by making promises to them. What does the singer say? Are his/her promises realistic? Explain.
Today: 1) Class will read “The Passionate Shepherd to His Love,” pg. 295, discussing the idealization used by the writer to entice his love to be with him.
2) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
Exit Slip: Poetry share-out
Homework: Finish your poem
Do-Now: Describe a song you’ve heard in which the singer attempts to appeal to someone he/she loves by making promises to them. What does the singer say? Are his/her promises realistic? Explain.
Today: 1) Class will read “The Passionate Shepherd to His Love,” pg. 295, discussing the idealization used by the writer to entice his love to be with him.
2) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
Exit Slip: Poetry share-out
Homework: Finish your poem
Monday, April 23, 2012
Wednesday, April 25
Objective: SWBAT
interpret an extended simile. SWBAT
compose a poem containing an extended simile.
Do-Now: Study for your vocab quiz.
Today: 1) Vocabulary Quiz
2) Class will read “She Walks in Beauty,” examining the extended simile Lord Byron uses to describe the beautiful woman he sees.
3) Students will compose their own poem in tribute to either a real of fictional beauty. Students will employ an extended simile in their poems.
Exit Slip: Poetry Share-Out
Homework: Finish writing/editing your poems.
Do-Now: Study for your vocab quiz.
Today: 1) Vocabulary Quiz
2) Class will read “She Walks in Beauty,” examining the extended simile Lord Byron uses to describe the beautiful woman he sees.
3) Students will compose their own poem in tribute to either a real of fictional beauty. Students will employ an extended simile in their poems.
Exit Slip: Poetry Share-Out
Homework: Finish writing/editing your poems.
Friday, April 20, 2012
Monday, April 23
Objective: SWBAT
employ alliteration while writing a 20-lined poem about a fictional place.
Do-Now: Vocabulary Practice Quiz
Today: 1) Teacher will review alliteration. Class will read the “Background” section on pg. 758.
2) Class will read “Kubla Khan” picking out on examples of alliteration and discussing how they are used to create a musical quality to the poem.
3) Students will compose their own poem about a fictional place. They will be encouraged to use their Do-Now responses as inspiration. They will also be encouraged to employ alliteration in their poems to given them a musical feel.
Exit Slip: Poetry Share-Out
Homework: Finish writing/revising your poem.
Do-Now: Vocabulary Practice Quiz
Today: 1) Teacher will review alliteration. Class will read the “Background” section on pg. 758.
2) Class will read “Kubla Khan” picking out on examples of alliteration and discussing how they are used to create a musical quality to the poem.
3) Students will compose their own poem about a fictional place. They will be encouraged to use their Do-Now responses as inspiration. They will also be encouraged to employ alliteration in their poems to given them a musical feel.
Exit Slip: Poetry Share-Out
Homework: Finish writing/revising your poem.
Wednesday, April 18, 2012
Friday, April 20
Objective: SWBAT describe how a poem can be used to incite social change. SWBAT create their own poems for social change.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Teacher will read the “Background” section on pg. 725 and compare it to the responses to the students Do-Now questions. How can Blake’s social concerns be compared to the social concerns we have today? Teacher will introduce parallelism as it is used in poetry.
2) Class will read “The Chimney Sweeper” on pg, 726 and “The Chimney Sweeper” on pg. 727. What instances of parallelism can be found in each of these poems. How are the attitudes of the speakers different in each poem?
3) Students will compose their own poems inspired by “The Chimney Sweeper” in which they comment on a problem they find in society that they would like to change.
Exit Slip: Poetry share-out
Homework: Finish your poems
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Teacher will read the “Background” section on pg. 725 and compare it to the responses to the students Do-Now questions. How can Blake’s social concerns be compared to the social concerns we have today? Teacher will introduce parallelism as it is used in poetry.
2) Class will read “The Chimney Sweeper” on pg, 726 and “The Chimney Sweeper” on pg. 727. What instances of parallelism can be found in each of these poems. How are the attitudes of the speakers different in each poem?
3) Students will compose their own poems inspired by “The Chimney Sweeper” in which they comment on a problem they find in society that they would like to change.
Exit Slip: Poetry share-out
Homework: Finish your poems
Tuesday, April 17, 2012
Wednesday, April 18
Objective: SWBAT identify symbols in two different poems written by the same author and explain what each of those symbols represents. SWBAT create their own symbolic poems.
Do-Now: What do a tiger and a lamb have in common? What differences do they have? (Focus on what the animals look like, how they act, what each of them eats, and how humans view each of them).
Today: 1) VENN Diagram: Tigers vs. Lambs
2) Review symbolism
3) Class will read “The Tyger” on pg. 721 and “The Lamb” on pg. 723. Class will discuss what each animal symbolizes to the author.
4) Students will compose their own poems inspired by “The Tyger” and “The Lamb.” Each student will select an animal and compose a poem using the animal as a symbol to represent an idea.
Exit Slip: Complete “Extending and Evaluating” question #724.
Homework: Finish your poem
Do-Now: What do a tiger and a lamb have in common? What differences do they have? (Focus on what the animals look like, how they act, what each of them eats, and how humans view each of them).
Today: 1) VENN Diagram: Tigers vs. Lambs
2) Review symbolism
3) Class will read “The Tyger” on pg. 721 and “The Lamb” on pg. 723. Class will discuss what each animal symbolizes to the author.
4) Students will compose their own poems inspired by “The Tyger” and “The Lamb.” Each student will select an animal and compose a poem using the animal as a symbol to represent an idea.
Exit Slip: Complete “Extending and Evaluating” question #724.
Homework: Finish your poem
Friday, April 13, 2012
Tuesday, April 17
Objective: SWBAT describe how Jonathan Swift uses satire to make fun of his society. SWBAT relate Swift’s satire to modern society by filling out a compare/contrast chart.
Do-Now: Explain how Jonathan Swift uses irony in “Gulliver’s Travels” to create humor as Gulliver travels to Lilliput. Give examples.
Today: 1) Class will continue to read “from Gulliver’s Travels,” looking for instances where Swift uses satire to mock society.
2) In groups, students will finish reading “from Gulliver’s Travels,” finding examples of Swift using satire to mock society. Students will make a list of the ways Swift makes fun of his own society and use a compare/contrast chart to relate Swift’s society to their own.
3) Complete questions 3 and 4 on pg. 659 and questions 3, 4, 5 on pg. 662.
Exit Slip: Based on what you have read from “Gulliver’s Travels,” how do you feel Swift truly felt about the people from his society based on his satire of them? Give examples from the story to support your answer.
Homework: Finish questions
Do-Now: Explain how Jonathan Swift uses irony in “Gulliver’s Travels” to create humor as Gulliver travels to Lilliput. Give examples.
Today: 1) Class will continue to read “from Gulliver’s Travels,” looking for instances where Swift uses satire to mock society.
2) In groups, students will finish reading “from Gulliver’s Travels,” finding examples of Swift using satire to mock society. Students will make a list of the ways Swift makes fun of his own society and use a compare/contrast chart to relate Swift’s society to their own.
3) Complete questions 3 and 4 on pg. 659 and questions 3, 4, 5 on pg. 662.
Exit Slip: Based on what you have read from “Gulliver’s Travels,” how do you feel Swift truly felt about the people from his society based on his satire of them? Give examples from the story to support your answer.
Homework: Finish questions
Thursday, April 12, 2012
Friday, April 13
Objective: SWBAT find at least two instances of irony in Gulliver’s travels and explain how the irony is used to create satirical humor.
Do-Now: FREE WRITE
Today: 1) Review satire and irony
2) Class will begin reading “from Gulliver’s Travels” on pg. 653 looking for examples of irony. Class will record these examples on a graphic organizer which they will use to evaluate how the irony is being used to create satire.
3) In groups, students will continue to read “from Gulliver’s Travels” and continue to fill out their graphic organizers.
Exit Slip: What is ironic about the size of the Lilliputians and the way they are treating Gulliver? How is this situation humorous? Explain.
Homework: "Modest Proposal" Due MONDAY!!!
Do-Now: FREE WRITE
Today: 1) Review satire and irony
2) Class will begin reading “from Gulliver’s Travels” on pg. 653 looking for examples of irony. Class will record these examples on a graphic organizer which they will use to evaluate how the irony is being used to create satire.
3) In groups, students will continue to read “from Gulliver’s Travels” and continue to fill out their graphic organizers.
Exit Slip: What is ironic about the size of the Lilliputians and the way they are treating Gulliver? How is this situation humorous? Explain.
Homework: "Modest Proposal" Due MONDAY!!!
Wednesday, April 11, 2012
Thursday, April 12
Objective: SWBAT analyze an author’s effective use of irony. SWBAT analyze an author’s effective use of satire. SWBAT analyze and explain author’s purpose.
Do-Now: Self-Assessment: How do you feel you did on yesterday's Unit Test? Do you feel you were well-prepared? What was the most challenging part of the test? What was the easiest part of the test? What might you do differently next time when preparing to take a Unit Test?
Today: 1) Review three persuasive techniques used in "A Modest Proposal"
2) Class will finish reading "A Modest Proposal"
3) Class will complete the yellow reading check questions #8-12 on pp. 586-589.
4) Complete "Writing: A New Modest Proposal" on pg. 594. Your assignment should be a minimum of 20 sentences (4-5 paragraphs).
Exit Slip: Complete Question #15 on pg. 594.
Homework: Complete your "Modest Proposal."
Do-Now: Self-Assessment: How do you feel you did on yesterday's Unit Test? Do you feel you were well-prepared? What was the most challenging part of the test? What was the easiest part of the test? What might you do differently next time when preparing to take a Unit Test?
Today: 1) Review three persuasive techniques used in "A Modest Proposal"
2) Class will finish reading "A Modest Proposal"
3) Class will complete the yellow reading check questions #8-12 on pp. 586-589.
4) Complete "Writing: A New Modest Proposal" on pg. 594. Your assignment should be a minimum of 20 sentences (4-5 paragraphs).
Exit Slip: Complete Question #15 on pg. 594.
Homework: Complete your "Modest Proposal."
Tuesday, April 10, 2012
Wednesday, April 11
Objective: SWBAT complete a Unit Test assessing their knowledge of “Macbeth.”
Do-Now: You have 15 minutes to study for your test.
Today: 1) Unit Test #2
2) Extra-Credit: Complete one of the writing assignments on pg. 528. Your response should be a minimum of 20 complete sentences.
Exit Slip: Self-Reflection: How well do you feel you did on this Unit Test? Do you feel you were more prepared for this test than the first one? Do you feel you understood the material on this test better than the material on the last test?
Do-Now: You have 15 minutes to study for your test.
Today: 1) Unit Test #2
2) Extra-Credit: Complete one of the writing assignments on pg. 528. Your response should be a minimum of 20 complete sentences.
Exit Slip: Self-Reflection: How well do you feel you did on this Unit Test? Do you feel you were more prepared for this test than the first one? Do you feel you understood the material on this test better than the material on the last test?
Monday, April 9, 2012
Friday, March 30, 2012
Monday, April 9
Objective: SWBAT analyze an author’s effective use of irony. SWBAT analyze an author’s effective use of satire. SWBAT analyze and explain author’s purpose.
Do-Now: Copy vocabulary and definitions from pg. 581.
Today: 1) Class will read “Make the Connection” on pg. 580. What do you predict Jonathan Swift’s proposal will be?
2) Class will examine the three persuasive techniques used in Swift’s “A Modest Proposal” on pg. 580.
3) Class will begin reading “A Modest Proposal” on pp. 583-589, finding examples of each of the three persuasive techniques used by Swift.
4) Class will complete the yellow reading check questions #1-7 on pp. 583-585.
Exit Slip: What examples of satire and verbal irony have you read so far in “A Modest Proposal?”
Homework: UNIT TEST #2 WEDNESDAY!!!
Do-Now: Copy vocabulary and definitions from pg. 581.
Today: 1) Class will read “Make the Connection” on pg. 580. What do you predict Jonathan Swift’s proposal will be?
2) Class will examine the three persuasive techniques used in Swift’s “A Modest Proposal” on pg. 580.
3) Class will begin reading “A Modest Proposal” on pp. 583-589, finding examples of each of the three persuasive techniques used by Swift.
4) Class will complete the yellow reading check questions #1-7 on pp. 583-585.
Exit Slip: What examples of satire and verbal irony have you read so far in “A Modest Proposal?”
Homework: UNIT TEST #2 WEDNESDAY!!!
Thursday, March 29, 2012
Friday, March 30
Objective: SWBAT review for Unit Test #2
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Unit Test #2 Review Packet
2) Unit Test #2 Review Game JEOPARDY
Exit Slip: List any questions/concerns you have about Unit Test #2.
Homework: Unit Test #2 on Wednesday, April 11!!!
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Go over Unit Test #2 Review Packet
2) Unit Test #2 Review Game JEOPARDY
Exit Slip: List any questions/concerns you have about Unit Test #2.
Homework: Unit Test #2 on Wednesday, April 11!!!
Wednesday, March 28, 2012
Thursday, March 29
Objective: SWBAT complete a review packet for Unit Test #2.
Do-Now: Which characters do you feel could have been removed from "Macbeth?" Why do you believe these characters weren't necessary? Explain.
Today: 1) Finish completing review packet for Unit Test #2
Exit Slip: List any questions/concerns you have about the upcoming Unit Test.
Homework: Review Packet for Unit Test #2 Due TOMORROW!!!
Do-Now: Which characters do you feel could have been removed from "Macbeth?" Why do you believe these characters weren't necessary? Explain.
Today: 1) Finish completing review packet for Unit Test #2
Exit Slip: List any questions/concerns you have about the upcoming Unit Test.
Homework: Review Packet for Unit Test #2 Due TOMORROW!!!
Tuesday, March 27, 2012
Wednesday, March 28
Objective: SWBAT analyze and interpret character (intent, motivation and action). SWBAT interpret and explain figurative language. SWBAT read, interpret and analyze Shakespearean drama.
Do-Now: What do you believe was the moral (lesson) Shakespeare intended his audience to learn from watching "Macbeth?" Explain your answer with examples from the text.
Today: 1) Begin working on Unit Test 2 Review Packet
Exit Slip: Unit Test 2 Review Packet Due FRIDAY!!! Unit Test #2 on Wednesday, April 11!!!
Do-Now: What do you believe was the moral (lesson) Shakespeare intended his audience to learn from watching "Macbeth?" Explain your answer with examples from the text.
Today: 1) Begin working on Unit Test 2 Review Packet
Exit Slip: Unit Test 2 Review Packet Due FRIDAY!!! Unit Test #2 on Wednesday, April 11!!!
Monday, March 26, 2012
Tuesday, March 27
Objective: SWBAT analyze and interpret character (intent, motivation and action). SWBAT interpret and explain figurative language. SWBAT read, interpret and analyze Shakespearean drama.
Do-Now: Does Macbeth’s story remind you of another story you’ve heard or a movie you’ve seen? Is there anyone in history who has led a similar life to Macbeth? Are there any fictional characters whom resemble Macbeth (either from books, movies, or plays?) Explain.
Today: 1) Class will read “Soliloquies and Asides” on pg. 521, discussing how Macbeth’s decline can be seen from these speeches.
2) In groups, students will be assigned one of Macbeth’s soliloquies to revisit. Each group will re-read the soliloquy and re-write it in modern language, while still staying true to its meaning.
3) Each group will present their modernized version of Macbeth’s soliloquy to the class. Soliloquies will be presented in the order they were found in the play in order for the class to be able to view Macbeth’s decline.
Exit Slip: Which soliloquy do you feel revealed the most about Macbeth’s true character? Explain.
Homework: "Macbeth" Test on Wednesday, April 11
Do-Now: Does Macbeth’s story remind you of another story you’ve heard or a movie you’ve seen? Is there anyone in history who has led a similar life to Macbeth? Are there any fictional characters whom resemble Macbeth (either from books, movies, or plays?) Explain.
Today: 1) Class will read “Soliloquies and Asides” on pg. 521, discussing how Macbeth’s decline can be seen from these speeches.
2) In groups, students will be assigned one of Macbeth’s soliloquies to revisit. Each group will re-read the soliloquy and re-write it in modern language, while still staying true to its meaning.
3) Each group will present their modernized version of Macbeth’s soliloquy to the class. Soliloquies will be presented in the order they were found in the play in order for the class to be able to view Macbeth’s decline.
Exit Slip: Which soliloquy do you feel revealed the most about Macbeth’s true character? Explain.
Homework: "Macbeth" Test on Wednesday, April 11
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