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
Wednesday, April 18, 2012
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
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