Friday, October 1, Editing, Sub / verb, metaphors

Objective: Today, we will practice grammar by editing and continuing to practice subject / verb agreement. We will review Langston Hughes', Mother to Son, make final analysis and determine the metaphor in the poem. You will then write your own metaphorical poem per the instructions provided.

Take out homework if not completed in class yesterday (letter)

Warm - up

1. Editing handout.

2. Subject / verb agreement.

3. Family metaphor poem. Use the sample poems as a guide to write your own metphorical poem about your own family. What would you compare your family to? What represents each person in your household and how do they contribute to your family? Stick with whatever theme (metaphor0 you begin with!

4. After I proof read your poem, rewrite onto clean paper and decorate or illustrate so it can be displayed.

thursday, Sept 30, Comprehensive and Grammar Assessment

Objective: You will complete the assessment for reading comprehensive of Langston Hughes' Thank You M am and the story's vocabulary. When complete, you will begin creative writing assignment below.

Warm- Up

Quick self review and clarify answers to any questions. Take out notebooks for notebook check.

1. TEST - THANK YOU M AM - LANGSTON HUGHES

Character traits
Direct vs. Indirect Characterization
Round vs. Flat characters
Internal vs. External conflict
Vocabulary (synonyms)

2. Review the character traits of the characters in both Mother to Son and Thank you M am. Analyze the relationship between the boys and maternal figures. Now imagine what the boys' lives will be like over the next ten years. Will they go to school or drop out, live on the streets, join a gang, go to college, get a job? Have children and/or get married? Work hard to succeed? Become an athlete or do drugs? You decide what happens to each of them.

Then write a letter from the boy to maternal figure as if it were ten years from now. What does he say? Write at least three paragraphs. Use your best grammar, vocabulary and adjectives. Double check subject /verb agreement.

Wednesday, Sept 29, Langston Hughes, Mother to Son

Objective: We will learn about Langston Hughes' life and how his real life experiences affect his writing. We will read, interpret and analyze his poem, Mother to Son, and compare and contrast to Thank You M am (different genres). We will continue to practice subject / verb agreement and review for TEST on THANK YOU M AM TOMORROW!!


WARM - UP

1. Subject / Verb agreement handout - remember, if plural subject, the verb does not have an "s" and if singular, verb does have an "s." Exceptions are "I" and "you."


2. In textbook, page 91, read biography on Langston Hughes and write down six important facts about his life in your notebook.

3. Now consider LH's life and the story Thank You M am. Do you see the connections? Identify at least three similarities.

4. Discuss genres and their effects on the reader.

5. read Mother to Son in text, page 92. Interpret and paraphrase in notes.

6. Compare and contrast themes in each tYM and MtS. Compare speech, language, and messages. Compare the women and the boys.

7. Review for test on Thursday - COMPREHENSIVE FOR THANK YOU M'AM AND VOCABULARY AND SUBJECT VERB AGREEMENT.

Tues, Sept 28, Thank you Mam, subject verb agreeement

Objective: Today we will continue to analyze character traits and how we can infer traits by dialogue, setting, behavior, speech, etc. We will increase vocabulary and brainstorm synonyms for each new word. We will reinforce understanding of the story Thank you Mam, by answering comprehensive questions, skimming the story over again to find inferences. Finally, we will continue increasing grammar skills, review prepositions and identify subjects and verbs.

DO NOW:

TAKE OUT HOMEWORK TO BE COLLECTED

1. Write down definitions of characterization, direct characterization, indirect characterization, flat characters and round characters in your notebooks. You can find these definitions on page 51 of soft holt reader. Give examples of each.

2. Vocabulary words on page 53 of soft holt reader. Write a sentence and three synonyms for each.

3. REVIEW CHARACTER TRAITS TO DATE FOR ROGER AND MRS. JONES. read out of text book - pages 84-85 to help determine inferred traits. Complete page 60 in soft holt reader.

3. Work at tables in groups to complete the sidebars in holt reader for Thank You Mam.

4. Complete comprehensive questions on page 61.

5. Groups to share answers. Review definitions and traits.

6. Subject / verb agreement - continued practice hndout

HW - complete definitions / subject / verb agreement handout.

Monday, Sept 27, Characterization, Prepositions, Sub/Verb

Objective: Today, we will analyze characterization and how it motivates behavior. We will learn new literary terms and apply them to characters in the story, "Thank You Maam." We will also continue to work on grammar in order to improve writing skills.

Do NOW:

Constructed response

1. Today's story, "Thank You Maam" centers around characterization. Often, character traits are suggested or inferred by your reputation. Reputation is developed how? How does reputation affect your behavior and the choices you make? How does your reputation determine how others treat you? Write a well thought out paragraph in your notebook.

TAKE OUT HOMEWORK (creative writing) if you didnt turn in on Friday.

2. together, we will read pages 84-85 in textbook. Review literary terms on page 51 of holt reader.

3. Read introduction on page 52 of soft holt reader. Begin reading "Thank you MAAM." IDENTIFY character traits by what is inferred through dialogue, actions, speech, dress, appearance, attitude, etc.

4. Use information to make inferences and build a character profile for each Roger and Mrs. JONES.

5. Do exercises from holt reader in groups for reinforcement of knowledge.

6. Grammar - subject verb / agreement..

HW - PREP PHRASES HANDOUTS... COMPLETE CHARACTER TRAIT LISTS

Fri, Sept 24 GRAMMAR and CREATIVE WRITING

Objective: today, we will continue to practice and learn new grammar rules and use them in creative writing assignments. Learning to identify prepositions, nouns, adjectives and adverbs will help you learn to then identify the subject and verb of a sentence and thus, ensure that you make the subject and verb agree (singular or plural).

DO NOW

1. PRONOUN Handout

2. Simple subject / verb agreement. Use smart board to review simple rules. TAKE NOTES!

3. Analyze relationship between subject and verb...careful identifying!

4. Introduce simple prepositions and phrases.

5. Review parts of speech we have learned to date.

4. Creative writing. In well thought out answers, write constructed responses for the prompts provided. Use complete sentences, juicy adjectives and check for subject verb agreement!

Thursday, Sept 23, Can Animals think?

Objective: Today we will continue with grammar exercises and practice grammar through worksheets. We will also read a non fiction story, analyze the anecdotes and make determinations based on the information.

Warm - UP

1. Adj / Adv worksheet.

2. Vocabulary - page 26 - Write definitions in notes and a sentence for each. Also, write one antonym for each.

3. Read together "Can Animals Think?"

4. Evaluate, draw conclusions and answer reading check questions and test practice questions on page 30 of text in your notebooks and constructed response.


HW - New subject / verb agreement worksheet and complete vocabulary if not done in class.

Wednesday, Sept 22, DG TEST 3 2, projects

Objective: Today you will be assessed on your comprehensive knowledge of the short story, Dangerous Game. You may also complete the grammar worksheet for extra credit. Finally, you will continue to work on, nd complete the projects you began yesterday.

warm-up

1. review your notes!

2. DG test

5. Poster stories. Choose any poster at the back of the room. Interpret it and write me a well thought out paragraph.. USE YOUR CREATIVITY. USE INTERESTING WORDS AND Adjectives TO DESCRIBE THE SCENE AND WHAT YOU THINK IS HAPPENING. AT LEAST 5 SENTENCES.

DG Choice Project / Grammar

Objective: today, we will review the test answers, preview test for Wednesday and continue to work on grammar skills. Each group will have a choice of a project, due at end of class, to be used as a review of DG for Wed test. Best projects to be displayed in the hallway.

Warm -up

1. There, Their or They're or parts of speech

2. Final review of DG.

3. Choice of group project:

a. Prepare an illustrated map of the chase around Ship-Trap Island. Before you start, brainstorm all of the features of the islandthat you want to locate. Include geological features (jungle, crags,cliffs, etc) as well as man -made features ( traps, chateau, etc). Refer back to the story! Be as neat and as detailed as possible.

b. Illustrate one scene from the story. Carefully and neatly label important components. Write a short summary explaining the scene ( ON LINE PAPER) to accompany it. BE as detailed as possible!


c. Illustrate each Rainsford and Zaroff. Identify character traits for each and determine those that they share. List at least five for each (total of 15) and creatively incorporate these words into your illustration.

d. If you truly do not want to work within GROUP, you may write a sequel to the story. After Rainsford kills Zaroff and sleeps in his bed, what happens? Write a well thought out essay with clear introduction and conclusion. it should contain 2-3 body paragraphs (between intro and conclusion). Please make sure you write in full sentences, check spelling by using dictionary and use the best possible grammar that you know (so far!)

Dangerous Game Conclusion, subject / verb agreement, adjectives

Objective: Today we will read the conclusion of DG and analyze behaviors and complete plot structure. We will analyze instinct vs. reason and determine motivation for each. In addition, we will focus on grammar lessons and practice subject / verb agreement and the affect of adjectives on mood. We will review Friday's test and answer any uncertainties.

TAKE OUT NOTEBOOKS FOR NOTE BOOK CHECK!

1. Adjective worksheet.

2. Review Friday's test

3. Conclusion of DG and discussion. Questions in Holt Reader. Constructed responses in notebooks.

4. COMPLETION OF PLOT STRUCTURE in holt reader.

5. INTERACTIVE ADJECTIVES.

Friday, September 17, DG TEST # 1

Assessment for what we have completed to date:

1. Vocabulary - matching and short story

2. Literary term definitions

3. Plot Structure

4. Character traits.

5. Identify words (adj) that determine mood.

6. Foreshadowing examples

Thurs, Sept 16, Dangerous Game

Objective: Today you will continue to interpret and analyze Dangerous GAme and build plot structure. You will also add onto character traits and review use of literary devices and how they are used. ALL elements that will be on test on Friday will be reviewed.

Warm-Up

1. Internal and External conflict Handout

2. Review plot structure to date. Q & A's.

3. Continue to read and interpret DG and add onto plot structure and character traits.

4. Continue to make predictions and identify foreshadowing.

5. Review vocabulary with interactive game.

6. Review use of adjectives to establish mood. Identify adjectives.

HW - STUDY for test

September 15, Dangerous Game

Objective: Today, we will review vocabulary words and prefixes and continue to read Dangerous Game. As you read, you will be expected to identify examples of foreshadowing. You will also review other literary devices that we have been studying.You will also create VENN DIAGRAMS comparing character traits of Rainsford and Zaroff.

Warm-up

1. Holt Soft Reader - page 37...Vocabulary review.

2. Add events onto plot structure.

3. Continue to read Dangerous Game and work in Holt reader.

4. Create VENN Diagrams to compare Rainsford to Zaroff.

5. Internal /External conflict worksheet.

Tuesday, Sept 14: Dangerous Game

Objective: Today, we will review plot structure and literary devices learned yesterday on pages 2-4 in text. We will develop plot structure for Dangerous Game so far and agree on major events of the plot. In addition, we will continue vocabulary words and sentences, and introduce subject/verb agreement.

Warm-Up

1. Write sentences for the next five vocabulary words on P. 4 OF TEXT. Be sure to use context clues.

2. Review plot structure and literary devices.

3. Share ideas for basic situation and first four major events.

4. Predictions: In notes, write down what you think is going on on this island.

5. Continue to read and listen to DG.

6. Add onto plot structure in groups.

7. Create wall words for literary devices with definitions.

Monday, Sept 13, Dangerous Game

Objective: Today you will learn about plot and setting, plot structure and other literary terms that will assist your understanding of the short story, A Dangerous Game.

TO DO:


WARM UP
1. Vocabulary on page 4. Write a sentence for the first five words in your notebooks. Be sure to use context clues as discussed last week.

2. We will read together pages, 2-3, regarding PLOT, SETTING, FLASHFORWARDS, FLASHBACKS AND PLOT STRUCTURE. You will take notes as we read!!

3. Readand listen to dangerous game together. Stop to make predictions and acknowledge foreshadowing.

4. In groups, use information obtained so far from story to create plot structure. Compare to other groups. Class as whole reviews for accuracy and agreement.

5. Wall words for literary devices introduced today.

Sept. 8, I AM, GRAMMAR AND VOCABULARY

OBJECTIVE: Today you will express yourself through a creative writing and illustration, practice sentence structure and be introduced to literary terms that you will use to interpret reading passages.

TAKE OUT NOTEBOOKS AND SHOW ME 10 PREFIX SENTENCES.

1. View illustration on smartboard and respond to the question in a well thought out paragraph that you will write in your notebook. ANSWERS WILL BE SHARED.

2. "I AM" poem. Directions will be handed out.

3. Subject / Verb agreement exercises.

4. INTRODUCE PLOT AND SETTING AND THE BASIC PLOT STRUCTURE (PGS 2-3 IN TEXT).

5. WRITE WALL WORDS AND DEFINITIONS FOR PREFIXES AND LITERARY TERMS.

September 7, Introduction

Objective: Today you will complete necessary forms, be issued textbooks and participate in assessment exercises in grammar, vocabulary and writing. You will also receive overview of course and review syllabus.

1. Student information forms

2. Issue textbooks

3. Review overview and syllabus. WHAT IS EFFECTIVE COMMUNICATION?

2. Smartboard grammar - prefixes!

3. Brainstorm words using prefixes and write sentances (groups).

4. Choose ten words from student developed lists for word wall and define

5. Write words and definitions on strips for wall.


HW - be sure to obtain all requested supplies for class and come prepared on Thurs.

Sep1,2010

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