Wednesday, September 28, Periods 8-9

Objective: Students will be assessed on their knowledge of the short story, Thank you maam, and identifying adjectives and the nouns they describe.

DO NOW

Quick review

1. Test.

The adjective and comprehensive parts will be graded seperately.

Adjective = 3 points each - 36 points total

Thank you Maam = 3 points each = 66 points total

wednesday, September 28, Thank you Maam test, Adjectives and Subject Verb Agreement

Objective: Students will be assessed on their knowledge of the short story, Thank you maam, adjectives and subject / verb agreement.

DO NOW

Quick review

1. Test.

The grammar, subject verb and comprehensive parts will be graded seperately.

Each question is worth two points therefore , Sub/ verb = 30 points / adj = 24 points and thank you Maam = 44 points.

EXTRA CREDIT

Think ahead in time. Roger would be 24-25 years old. What do you think has become of Roger? What kind of influence do you think Mrs. Jones has had on his life?

Imagine Roger writes a letter to Mrs. Jones 10 years from now. Why is he writing and what does he say? pretend you are Roger writing the letter. So your paper starts with

Dear Mrs. Jones.......... and it ends with........ Sincerely, Roger

When you are finished with your test, you will read the biography on Langston Hughes on page and write 10 facts about his life in your notebooks.

You will then read the poem, "Life Ain't no Crystal Stair." What do you think it means/ What is the staircase a metaphor for? Explain the message the mother is giving to her son.

HW - complete your collages . They are due Monday, October 3.

Tuesday, September 27, Langston Hughes, Thank You Maam

Objective: Students will show comprehension of short story and characters make connections with the author. Students will practice identifying adjectives.

DO NOW

Adjective handout. Cirlce the adjectives. Remember they are descriptive words that often answer the question "what kind?" or "how many?". They describe nouns - people, places or things.

1. Listen and view a retelling of the story. As you listen, write down anything new that you realize that maybe you didn't realize yesterday.

2. Make a Venn Diagram comparing how the story was told today as compared to yesterday.

3.List all of the character traits you know so far about Roger and Mrs. Jones. Can you identify how you know some of these thing about each character? For example, we know Roger is polite because he calls her 'Maam".

4. In your soft holt readers, complete questions at end of Thank you Maam.

5. Think ahead in time. Roger would be 24-25 years old. What do you think has become of Roger? What kind of influence do you think Mrs. Jones has had on his life?

Imagine Roger writes a letter to Mrs. Jones 10 years from now. Why is he writing and what does he say? pretend you are Roger writing the letter. So your paper starts with

Dear Mrs. Jones.......... and it ends with........ Sincerely, Roger

Monday, Sept 26, Periods 8 & 9

Objective: Students will learn how to identify adjectives and learn 5 ways to identify characterization.

DO NOW

Find the adjectives on the worksheet.


2. Read in holt text - introduction to Characterization. Take notes. Identify 5 avenues that determine traits.

a. Speech -you can tell a lot about someone by what they say and how they talk

b. Appearance - you can tell a lot about someone by what they look like

c. Private thoughts - you can tell a lot by what they think

d. How people treat you and what they say - you can tell a lot by how others' treat them

e. Actions - you can tell a lot by what someone does

4. Listen to ThANK YOU MAAM.

5. Use soft holt reader to identify character traits and do sidebars.

6. Review.

7. Exit pass.

HW - Adjective worksheet. Quiz on grammar and vcabulary will be on Wednesday.

Tuesday, September 27, Thank You maam, Character traits / subject / Verb Agreement

Objective: Students will identify character traits five different ways. Students will show comprehension of short fiction and identify adjectives.

DO NOW

Adjective Handout

Short video on Langston Hughes. Take notes. Write down facts bout him.

1. Add onto character trait lists for Roger and Mrs. Jones. Analyze text and identify examples that create their characters. On the character trait sheets, be sure to cite specific examples where it says "evidence.' This means you should be finding quotes from the text. For example - If you say Roger is polite, one piece of evidence that infers this is that he calls Mrs. Jones, "maam."

REMEMBER to look for speech, action, private thoughts, what others think, and appearance when seeking evidence for character traits.

Comprehension questions

1. Why doesn't roger run when he has the chance?

2. Why does Mrs. Bates feed and clean him?

3. Why do you think she turns her back ? What does this show Roger?

4. What does Mrs Bates say that let's us know she has something in common with Roger?

5. Mrs. Bates lives alone. What might this infer?

Review for test tomorrow.

Adjectives

Subject / Verb Agreement

Thank you Maam comprehensive test

EXIt PASS

HW - study for test

Monday, September 26, Vocabulary, Grammar and Characterization

Objective: Students will use new vocabulary effectively, understand rules of subject / verb agreement and learn 5 ways to identify characterization.

DO NOW

Use your recent vocabulary words to place in the following paragragh:

It was a ____________________ Spring day and my friends and I were at the park. We
were feeling quite _______________ and wanted to do something a little crazy. We saw some other kids and went over to them to start some trouble. Suddenly, this beautiful girl approached all of us. Her smile was _____________ as we all stared. " Cat got your tongue?" she asked. We didn't know what to say. Obviously our plan to cause trouble went _____________ because we had forgotten all about it at that point. There was a strange feeling among the group. I can't expalin it. It was ___________________. No one felt like fighting anymore so we just went home. We never saw her again.


1. Review subject / verb agreement homework.

2. Read in holt text - introduction to Characterization. Take notes. Identify 5 avenues that determine traits.

a. Speech

b. Appearance

c. Private thoughts

d. How people treat you and what they say

e. Actions

3. Practice! Choose a character. It can be someone you personally know, or a movie star, athelte, etc and apply a character trait to each of the five avenues. In other words, what do you know about the person from each one?

4. Listen to THANK YOU MAAM.

5. Use soft holt reader to identify character traits and do sidebars.

6. Review.

7. Exit pass.

HW - finish sidebars and grammar worksheet. Quiz on grammar and vcabulary will be on Wednesday.

Objective: Students will read, interpret analyze research articles, answer comprehensive questions and develop conclusions based on evidence.

DO NOW

In the Most Dangerous Game, Rainsford said animals cannot think and "who cares how a jaguar feels?" What do you think? Can animals think or not? Why do you think is?

1. View CNN report on Can Animals think? Students should take notes!!!!

2. Write down th answer to the following question in 3-5 sentences to be collected.

What did you learn from the video? what as the most interesting part to you and why?

2. Read first article on "Can Animals think?" on page 27-28 in textbook. Answer the following questions:

1. What does "balmy" mean?

2. Who is Fu Manchu?

3. How did Fu Manchu get out? Do you think it was a planned action or just by chance? Why or why not.

4. What year did Fu Manchu's actions make the news?

5. Who is Washoe?

6. What did scientists teach her?

7. If animals do think, when do they do their best thinking, according to the author?

Closure

Group review

Exit Pass.

Friday, September 23, Can Animals Think?

Objective: Students will read, interpret analyze research articles, answer comprehensive questions and develop conclusions based on evidence.

DO NOW

Use your three of the five new vocabulary words in a creative writing paragraph.

1. Read and analyze first article.

2. SSR - read second two articles.

3. Complete KWL chart.

4. Answer 2 of the 3 CRQ's below. I will collect these alon with the multiple choice answers from test practice.

1. From what you have read and seen, do you think that animals besides humans actully can strategize and use rational thought processes? why or why not? Site examples from text and/or CNN video and / prior knowledge.

2. Do you think it is OK to use animals for testing products and new drugs for humans? Why or why not? Cite examples from the text and / CNN video and / or prior knowledge.

3. How do you feel about hunting animals? Is there any time that it is acceptable? Why or why not? Use examples to support your answer.

4. Answer "test practice" questions at end.

5. Grammar handouts. Adjectives and Subject / verb agreement.

6. Grammar Review. Madlibs.

7. Exit Pass

thursday, September 22, Periods 8-9, Study Island

Objective: Students will practice grammar skills and complete creative artwork for short fiction. Students will demonstrate reading comprehension skills through study island.

DO NOW

Adjective work sheet.

1. Complete "The Most Dangerous Game" maps and be sure to map Rainsford's path on it. the path is as follows:

Chateau

Tree

Malay Man catcher (injured zaroff's shoulder)

Quicksand (Death Swamp)

Burmese tiger pit (killed one of Zaroff's dogs)

Knife trap that killed Ivan

Jumps off cliff

Swims back to chateau

2. Study Island - follow directions on board

thursday, September 22, Can Animals Think? / Study island

Objective: Students will be introduce to new vocabulary, develop research questions, draw conclusions and be assessed through Study Island questions.

DO NOW

Copy vocabulary words and their definitions on page 26 into notebooks.

1. KWL handout - What do you know about animal intelligence? List in the "K" column.

2. Share and discuss. Write questions in "W" column.

3. View CNN clip. Students should TAKE NOTES!!!!

4. If any answers discovered, write in "L" column.

Tomorrow you will read, 'Can animals think?" articles and draw further conclusions.

DURING 2nd HALF OF CLASS - STUDY ISLAND!

HW - five sentences using new vocabulary words - write one for each using context clues in your notebooks.

Wednesday, September 21, Dangerous Game Conclusion - periods 8-9

Objective: Students will be able to demonstrate understanding of chronological time and order of events. Students will complete plot structure and map events as they occurred in real time.

DO NOW

Complete these three sentences by adding adjectives to describe them. Think of character traits and remember, what kind of men are they? What do they look like and how do they behave:

1. Zaroff is a _______________, _______________, and ________man.

2. The best three words to describe Rainsford are, _______,

_________________, and _______________________.

3. Ivan was_____________, _______________ and _______________.

4. Read conclusion of Dangerous Game together - page 22 - Holt text.

5. Complete plot structure. Copy from smart board into notes. Make corrections to your quiz from yesterday.

6. Answer the following questions as a group:

1. How did Ivan die?

2. How did Rainsford get back to the chateau?

3. In your opinion, why did Rainsford kill Zaroff instead of hurting him to protect himself and then getting help?

4. Rainsford goes to sleep in Zaroff's bed. What happens the next morning. Brainstorm the "sequel" at your table. In at least 5-7 sentences, tell me what happens the next day on SHIP TrAP island.

5. Continue to work on your maps. Rememver when you finish your map, you must mark Rainsford's path on the island. His path is as follows:

Chateau to the tree to the malay mancatcher to the quicksand to the burmese tiger pit to the knife trap that killed Ivan to the cliff - to the sea and back to the chateau.

Closure

Review each groups work with them and ensure proper plot structures in notes.

Exit pass

HW remind your parents abut open house tomorrow from 4:30 to 6:30.

Wednesday, September 21, Dangerous Game Comprehensive Test

OBJECTIVE: Students will be assessed on their comprehensive knowledge of short fiction and their ability to place critical events in chronological order in a cohesive plot structure.

DO NOW

Quick review of notes. Q & A for test.

1. HAndout test. Multiple choice, plot structure and the following question on a separate piece of paper...

WHAT DO YOU THINK RAINSFORD WILL DO NOW? THIS IS OPINION BUT IT MUST BE BASED ON FACT. This means you should reference Rainsford's behavior at the end of the story and justify your answer.

Remember that the winners of yesterday's review game earn an extra 5 points.

When test is complete, you may continue to create your "SHIP TRAP ISLAND" maps to be displayed in the hallway.

HW - Remind your parents that tomorrow is open house from 430 to 630. That's all !

Tuesday, September 20, Plot Structure Quiz, Reading Comprehension of short fiction

Objective: Students will demonstrate ability to put events in chronological order and identify setting. Students will show comprehension of reading short fiction.

DO NOW

Review notes for plot structure quiz.

1. Plot Structure QUIZ. Recreate the plot structure to date. Remember to identify the setting, basic situation and events in order. Remember that we have not yet reached the climax of the story.

2. Read pages 20 - 21 and answer the following comprehensive questions. The answers will be found in order starting from the top of page 20 to end of 21:

1. Rewrite the sentance that shows that Zaroff is a DETERMINED person.

2. What does "protruding" mean?

3. How did genreal Zaroff get hurt?

4. What is the name of the trap that Rainsford made?

5. Where does Rainsford end up when he continues to run after Zaroff leaves to get his wound dressed?

6. What does Rainsford build then?

7. What happens in that trap?

8. What does Zaroff say he is going to do then? Why?

9. Rainsford must consider options. What options does he consider? Are they good options? Why or why not?

10. What do you think is going to happen next.?

WHEN YOUR tABLE IS DONE WITH ALL QUESTIONS.......

Each group will brainstorm and list all physical things on the island. You will receive a handout to help you. After your list is approved, you will create a map of the island, identifying all of the physical characteristics on it. Remember to be as detailed as possible.

Review with individual groups.

Exit pass.

Tuesday, September 20, Conclusion to A most Dangerous Game / Review

Objective: Students will lean how to use new vocabulary words. Students will complete short fiction, make predictions and complete plot structure as a review for test on Wednesday.

DO NOW

Compare Rainsford and Zaroff in paragragh format. Use as many descriptive adjectives as you can. 3-4 sentences.

1. Read conclusion of Most Dangerous Game!

2. Complete plot structure.

3. Create "map" of the island and Rainsford's route during the hunt.

4. Review Game. I will ask true / false questions. The group that gets the most answers right wins 5 extra credit point s on Wednesday's test.

5. Exit pass.

HW - study for test

Monday, September 19, Dangerous Game - Periods 8-9

Objective: By the end of class, students will be able to analyze and interpret short fiction and use organized thought process to continue plot structure and organize events in real time and sequence.

DO NOW

CRQ - In 3-5 sentences, respond to the following:

"Instinct is no match for reason." Zaroff says this. What exactly does he mean? Do you agree?

Copy plot structure from smartboard.

1. Read pages 18-19. Follow the plot and answer the following questions:

a. When Rainsford is sent out into the jungle, is he calm or panicky?

b. What does Rainsford first do to try to confuse Zaroff?

c. Where does he hide?

d. Do you think Zaroff knew he was in the tree? Why or Why not?

e. Is Zaroff a good hunter?

e. Instead of continuing to run and hide, what does Rainsford decide to do now?

f. What do you think will happen next?

Closure

Review events to date and plot structure. Review TIME and SEQUENCE of events.

4. Recreate plot structure to date. WE DID NOT GET TO THE CLIMAX YET. the last event should be "Rainsford decides to hunt Zaroff back.

5. Exit pass -

Monday, September 19, Dangerous Game -

Objective: By the end of class, students will be able to analyze and interpret short fiction and use organized thought process to continue plot structure and organize events in real time and sequence.

DO NOW

CRQ - In 3-5 sentences, respond to the following:

"Instinct is no match for reason." Zaroff says this. What exactly does he mean? Do you agree?

1. Read together pages 18-19. Identify foreshadowing. Add onto character traits.

2. Silent Sustained Reading (SSR) - read pages 20-21 on own and answer the following questions in complet sentences (to be collected):

a. Instead of just running away, what does Rainsford decide to do?

b. How is Zaroff hurt?

c. What does Zaroff decide to do to have a better chance of catching Rainsford? What does this mean according to Zaroff?

Time and Sequence / Plot

3. Map the island. Take your time and on handout provided, list all of the things that should be placed on a map of the island. Work in pairs or groups. Then you will illustrate the island and identify all key locations and map Rainsford's trail.

Closure

4. Recreate plot structure to date. WE DID NOT GET TO THE CLIMAX YET. the last event should be the "burmese tiger trap kills one of Zaroff's dogs."

4. Exit pass -

Friday, September 16, Drama Periods 8-9

OBJECTIVE: Students will learn how to identify adjectives in short fiction and how adjectives create mood, foreshadowing and character traits.

DO NOW

In 5-7 sentences, summerize The Most Dangerous Game so far. What does Zaroff reveal to Rainsford at the end of their dinner? Why does he say he is doing this?

1. Read to bottom of page 17.

Answer 6 of the 8 comprehensive questions below:

1. Why is Zaroff bored with hunting the usual quarry?

2. What is a quarry?

3. How does Zaroff get the ships to his island?

4. What do you think of Zaroff after this conversation?

5. Name three things (character traits) that Zaroff and Rainsford have in common.

6. Do you think Rainsford has a chance? Why or why not?

7. If Rainsford chooses not to go on this hunting expedition, what will Zaroff do?

8. Can you find an example of foreshadowing on the top of page 17?

When complete you may turn in your work and move on to next assignment. You may choose to do one of the following on construction paper to be displayed:

Create a VENN diagram comparing character traits of Rainsford and Zaroff.

Illustrate A scene from Dangerous Game so far.

Illustrate each character and list their traits next to them. Traits can be physical and/or personality.

Exit pass.

HW - complete essay. turn in on Monday, Sept 19. you must type and double space. You may print it and hand in, gmail it to me or bring in a flashdrive to print here.

Friday, September 16, Adjectives, Dangerous Game

Objective: Students will be able to identify adjectives in short fiction that describe mood and create forehadowing. Students will anaylze, interpret short fiction and acertain character traits.

DO NOW

In a short 5 sentance paragraph, explain to me what an adjective is how recognizing them can help you identify foreshadowing, mood and character traits.

1. Read analyze, interpret Dangerous Game. Make predictions and add onto plot stucture.

2. Answer the following Questions about Dangerous Game. Each answer should be 2-3 sentances:

a. At dinner on page 12, why is the reason that Zaroff says he is bored with hunting? What kind of quarry does he want to hunt and why?

b. On page 17, NOW why is General Zaroff bored? List some of the adjectives that Zaroff uses to describe the sailors. Now what does the General want to do?

c. How will the character traits of each Zaroff and Rainsford predict their behavior? In other words, knowing what we know about each of them, what do you think is going to happen?

3. Either do a Venn Diagram or draw a picture of Rainsford and/or Zaroff and label them with character traits (adjectives). Make it look nice for the hallway!! Neatness counts a lot on this one!

4. Exit pass

HW - Complet essay - typed and double-spaced - due monday no exceptions! You may print it and give it to me, gmail it to me or bring in a flash drive to print here.

Thursday, September 15, Grammar, Dangerous Game, Essays

Objective: By the end of class, students will know how to identify adjectives, analyze, interpret and comprehend short fiction and complete rough draft of a five paragragh essay ensuring all components are used (according to the guidelines provided).

DO NOW

Circle the adjectives on the handout provided.

1. Prior to continuing to read Dangerous Game, answer comprehensive questions 5-8 on handout.

2. Continue to read, anaylze and comprehend Dangerous Game. Add on to plot structure as we read.

3. Complete rough drafts of essays and peer edit. Final copies of essays are due typed and double spaced to me on Monday, September 18. You may gmail it, bring in a flashdrive, or print and hand it to me. It must be double-spaced!!!

4. Q & A review - closure.

5. Exit passes.

Wednesday, September 13, Test and ESSAY WRITING

OBJECTIVE: By the end of class, students will demonstrate understanding of vocabulary, literary terms and plot structure. Students will also, continue to develop their 5 paragragh essays.

DO NOW

Quick review.

1. TEST -

Vocabulary handout is closed book.

The literary handout - open notebook

plot structure - list at least five "events" - remember we are not at the climax of the story yet

Identify foreshadowing - find at least 5 examples of foreshadowing and either underline or highlight them - open notebook.

2. When test is complete, you may continue to work on your essay.

3. Exit pass.

HW - Contniune to work on essays. They are due TYPED, double-spaced to me on monday, september 18. Every day that it is late, you will lose 10 points.

Tuesday, September 13, Dangerous Game, Essay Writing

Objective: Students will read and comprehend short fiction, identify character traits and make predictions. By the end of class, students will also develop the opening paragraph and first paragraph of an autobiographical essay.

DO NOW

Vocabulary - write a sentnece for 5 of the ten words in your notebooks.

1. Make predictions about Rainsford.

2. Continue to read - pages 8-11.

3. List character traits for General Zaroff. Use Venn Diagram to compare to Rainsford.

4. Essay writing. Take out opening paragraphs. Let me check them! Continue to write essay according to directions.

5. REVIEW for test tomorrow. Vocabulary , literary terms, plot structure.

HW - Study for test!.

Monday, September 12, Vocabulary, Dangerous Game

Objective: By the end of class, students will learn new vocabualry, be introduced to short fiction developing a plot structure for the story. Students will also be introdcued to the formatting of an autobiographical essay.

DO NOW

Page 25 - holt text - vocabulary practice ...Using prefixes to understand the meaning of new vocabulary words.

1. Review predictions made regarding what story is about.

2. Read pages 6 - bottom of 7 of Dangerous Game.

Be able to identify foreshadowing elements. There are examples on every page - 6, 7, 8.

Be able to identify setting.

Be able to list at least ten character traits of rainsford.

Begin a plot structure listing the setting, and three major events so far.

3. Identify foreshadowing.

4. Identify character traits for Rainsford.

5. Create beginning of plot structure for Dangerous Game.

6. Introduction to essay writing. Review sample and write thesis statements.



7. Exit pass.

HW

Develop at least the first two paragrapghs of essay.

Friday, September 9, Reinforce literary terms, develop plot structure and make predictions

Objective: Today, students will practice applying literary terms and learn how to make predictions and learn how to make a plot structure and be introduced to new vocabulary

DO NOW

Literary term handout

1. Review some ideas from handout.

2. Plot Structure.

3. Copy all ten vocabulary words and definitions on page 4 into notebooks.

4. Introduction to new vocabulary - make predictions on meaning.

4. Making Predictions - A Dangerous Game

What kinds of games are there? List them.

Why can some of them be dangerous?

What do you think Dangerous Game is about. Write a clear, concise 5 -7 sentence paragraph explaining.

5. Exit pass

HW - You will have a test on Wednesday - how to identify literary terms in literture - give examples - and properly use There, their and they're and develop a plot structure and vocabulary.

Thursday, September 8, Creative Writing and introduction to PLOT

Objective: By the end of class, students will demonstrate ability to use new grammar rules by using them effectively in creative writing exercises. Students will also be introduced to new terms used in plot structure.

DO NOW

1. On a seperate piece of paper to be turned in, write one sentance each for "there, their and they're."

2. PLOT structure. Read together in text book - pages 2-3. Write definitions in notebooks for the following terms and try to give an example for each. You can use page 2-3 or the glossary in the purple section starting on page 1019:

a. Plot

b.Internal Conflict

c. External Conflict

d. Flashforward

e. Flashback

f. Setting

g. Climax

f. resolution

g. Foreshadowing

4. Creative writing prompts. Do both sides. Be creative. Check your grammar and use your best vocabulary. Peer edit prior to submitting.

5. Exit pass

HW Complete writing exercise.

Wednesday, September 7, Grammar and "I Am" poem

Objective: By the end of class, students will demonstrate understanding of the difference between they're, their and there. They will also use creative thinking to develop and illustrate "I AM' poem.

DO NOW

1. Grammar handout.

2. Review grammar rules. Students to copy into notes.

3. Handout and review directions for I AM poem.

4. Write, edit and illustrate I AM poem.

5. Exit pass.

Tuesday, September 6, WELCOME!

Objective: By the end of class, students will complete necessary information sheets, review the course expectations and practice grammar skills.

DO NOW

1. So far today, what was the BEST thing that happened and the WORST? Use details and descriptive adjectives in your 3-5 sentence paragraph.

2. Complete student information sheets and index cards.

3. Review course requirements and extra credit policies.

4. "Edit the paragraph" handout. Peer edit.

HW - Come prepared with al necessary materials