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
Tuesday, December 6, 2011
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.
Wednesday, November 30, 2011
Thursday, December 1
Objective: SWBAT compose a response to a classmate’s idealized poem, satirizing the poem's unrealistic promises.
Do-Now: Take out the poem you wrote yesterday and exchange poems with one of your classmates. What are your initial reactions to the poem? Do the writer’s promises seem realistic to you? Explain.
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 compose poems in response to their classmates’ idealistic poems written yesterday. They will make their poems address their classmates’ poem in a realistic manner using humor to get their point across. This poem will follow the same format as yesterday's poem (6 stanzas, 4 lines per stanza, aabb ryhme scheme, optional 8 syllables per line).
Homework: Finish your poem
Do-Now: Take out the poem you wrote yesterday and exchange poems with one of your classmates. What are your initial reactions to the poem? Do the writer’s promises seem realistic to you? Explain.
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 compose poems in response to their classmates’ idealistic poems written yesterday. They will make their poems address their classmates’ poem in a realistic manner using humor to get their point across. This poem will follow the same format as yesterday's poem (6 stanzas, 4 lines per stanza, aabb ryhme scheme, optional 8 syllables per line).
Homework: Finish your poem
Tuesday, November 29, 2011
Wednesday, November 30
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) What is a pastoral poem?
2) 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.
3) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
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) What is a pastoral poem?
2) 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.
3) Students will compose their own idealized poem in which they attempt to convince an imaginary love interest to be with them.
HOMEWORK: Finish your poem.
Monday, November 28, 2011
Tuesday, November 29
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.
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