BJECTIVE: By
the end of class, students will review main themes and plot points of
The Lady Or The Tiger, identify key elements of fiction to include in a
summary, draft summaries of short fiction, and begin to conceptualize an
ending to an ambiguous story.
DO NOW: Do we live in a just society? Why or why not? What kind of society should we live in?
DIRECT INSTRUCTION:
Lady or the Tiger test review.
TAKE NOTES! This is what you need to know for tomorrow’s test. Ask any questions you have!
GUIDED PRACTICE:
Complete summarizing sheet (on the back of the sheet from yesterday)
INDEPENDENT PRACTICE:
Write
a summary (4-6 sentences, including key information: who, what, where,
when, and why) on The Lady Or The Tiger. Be sure to include ONLY key
information. The summary should not be longer than 4-6 sentences.
Turn in your summaries.
When you have finished, take a Lady Or The Tiger ending, and begin working on your ending to the story.
You will decide whether the Lady or the Tiger comes out of the door.
Describe
the event, the young man’s reaction to the event, the crowd’s reaction
to the event, the princess’ reaction, and the king’s reaction.
Be sure to use the vocabulary on the instructions.
These should be at least 2 paragraphs:
First paragraph - What happens when he opens the door.
Second paragraph - The reactions of those who are watching.
EXIT PASS:
What will come out of the door in your sequel? Why did you choose this? What do you think this says about your personality?
Thursday, February 28, 2013
Wednesday, February 27, 2013
Wednesday, Feb 27, Lady or the tiger
Objective: By the end of class, students will analyze character traits, reenact a
system of justice and evaluate its fairness, read short fiction, and
demonstrate comprehension of vocabulary and reading.
DO NOW
What emotion is stronger when considering taking action - jealousy or love?
Direct Instruction
Review ambiguity, situational irony, and verbal irony. These should be in your notebooks! Notebook check on Friday.
Discuss Character traits of the king and his daughter. Make predictions.
Internal Conflict / External conflict:
As a class, Use graphic organizer and identify the internal conflicts so far of the KING and his daughter.
Guided Practice:
Trial activity.
Does the punishment fit the crime?
Read conclusion of Lady or the Tiger
As we read, fill in character trait sheets from yesterday’s class. These should be complete by the end of class today.
Guided
Identify new character traits of daughter and king.
Finishing character trait sheets, complete Lady or the Tiger vocabulary and comprehension sheet.
EXIT PASS: What do you think was behind the door? What brought you to that conclusion? Why do you think the daughter made this choice?
DO NOW
What emotion is stronger when considering taking action - jealousy or love?
Direct Instruction
Review ambiguity, situational irony, and verbal irony. These should be in your notebooks! Notebook check on Friday.
Discuss Character traits of the king and his daughter. Make predictions.
Internal Conflict / External conflict:
As a class, Use graphic organizer and identify the internal conflicts so far of the KING and his daughter.
Guided Practice:
Trial activity.
Does the punishment fit the crime?
Read conclusion of Lady or the Tiger
As we read, fill in character trait sheets from yesterday’s class. These should be complete by the end of class today.
Guided
Identify new character traits of daughter and king.
Finishing character trait sheets, complete Lady or the Tiger vocabulary and comprehension sheet.
EXIT PASS: What do you think was behind the door? What brought you to that conclusion? Why do you think the daughter made this choice?
Tuesday, February 26, 2013
February 26, Tuesday - Lady or the Tiger
Objective: By the end of class, students will learn new vocabulary, learn new literary terms and how to recognize them, and make predictions based on character traits / behaviors.
DO NOW
Vocabulary handout
Direct Instruction
Review some vocabulary on slideshare here
AMBIGUITY - A quality that allows something to be interpreted inn several different ways.
SITUATIONAL IRONY - The opposite of what you expect to happen, happens
VERBAL IRONY - sarcasm - what you say is the opposite of what you mean
Your Favorite movie with an ambiguous ending?
Read together page 297 - 301
listen instead??
Use character trait graphic organizers to determine traits of the king and his daughter. Be sure to include the page numbers where you found the traits. Remember traits can be determined by action, words and what other people say about you and/or how they treat you.
Based on the characters of the King and daughter, make a prediction about what is going to happen to the daughter's "boyfriend."
LOT handout - vocabulary and comprehensive questions.
Review and share answers.
exit Pass
Do you think there is any fairness to the king's system of justice why or why not?
DO NOW
Vocabulary handout
Direct Instruction
Review some vocabulary on slideshare here
AMBIGUITY - A quality that allows something to be interpreted inn several different ways.
SITUATIONAL IRONY - The opposite of what you expect to happen, happens
VERBAL IRONY - sarcasm - what you say is the opposite of what you mean
Your Favorite movie with an ambiguous ending?
Read together page 297 - 301
listen instead??
Use character trait graphic organizers to determine traits of the king and his daughter. Be sure to include the page numbers where you found the traits. Remember traits can be determined by action, words and what other people say about you and/or how they treat you.
Based on the characters of the King and daughter, make a prediction about what is going to happen to the daughter's "boyfriend."
LOT handout - vocabulary and comprehensive questions.
Review and share answers.
exit Pass
Do you think there is any fairness to the king's system of justice why or why not?
Tuesday, Feb 26, Lady or the Tiger
Objective: by the end of class, students will learn new vocabulary, literary devices - Ambiguity and Irony - and make predictions bsed on character traits.
Direct Instruction
Review some vocabulary on slideshare here
AMBIGUITY - A quality that allows something to be interpreted inn several different ways.
Your Favorite movie with an ambiguous ending?
Read together pages 297 - 300.
Direct Instruction
Review some vocabulary on slideshare here
AMBIGUITY - A quality that allows something to be interpreted inn several different ways.
Your Favorite movie with an ambiguous ending?
Read together pages 297 - 300.
Friday, February 22, 2013
Monday, February 25th, Justice Systems
Objective: By the end of class, students will learn and define new vocabulary words, explore different types of law and justice systems, make inferences, and determine the motivation of characters.
DO NOW: In your notebooks, copy down the first five words and definitions from the vocabulary on p. 297.
DIRECT INSTRUCTION:
DISCUSS DIFFERENT TYPES OF GOVERNMENTS AND THEIR JUSTICE SYSTEMS
EXAMPLE :
SOUTH AFRICA = DEMOCRACY BUT THERE IS NO TRIAL BY JURY. Innocence or guilt is determined by a triumverate (a group of three government judges)
pistorius background
pistorius trial
GUIDED
Follow directives on Powerpoint to answer questions.
View slideshow on different justice systems. Take notes.
GUIDED PRACTICE:
During and after viewing the slideshow, take notes on the different forms of governments and justice systems.
INDEPENDENT PRACTICE:
Using your notes, and you r experiences, answer the following questons. You may hand write these or use NEOs.
1. Why do countries and civilizations create systems of justice?
2. What is the American justice system?
3. Are there ways it could be improved upon?
4. Examine the following situations and decide how you would determine justice.
a. You are in class and your backpack suddenly is gone. You think you know who took it but cannot prove it. What do you do to get justice?
b. Your boyfriend or girlfriend cheated on you with your best friend. What would determine justice in this case?
c. Your sibling tattled on you and now you are grounded.
5. SUMMARIZE a justice system of your choice. Remember to include all of the key information about the system of justice (Who, What, Where, Why, When, and How).
EXIT PASS:
Can any justice system be perfect? Explain why or why not. If yes, do you think it always will be perfect? If no, could there ever be a perfect system?
DO NOW: In your notebooks, copy down the first five words and definitions from the vocabulary on p. 297.
DIRECT INSTRUCTION:
DISCUSS DIFFERENT TYPES OF GOVERNMENTS AND THEIR JUSTICE SYSTEMS
EXAMPLE :
SOUTH AFRICA = DEMOCRACY BUT THERE IS NO TRIAL BY JURY. Innocence or guilt is determined by a triumverate (a group of three government judges)
pistorius background
pistorius trial
GUIDED
Follow directives on Powerpoint to answer questions.
View slideshow on different justice systems. Take notes.
GUIDED PRACTICE:
During and after viewing the slideshow, take notes on the different forms of governments and justice systems.
INDEPENDENT PRACTICE:
Using your notes, and you r experiences, answer the following questons. You may hand write these or use NEOs.
1. Why do countries and civilizations create systems of justice?
2. What is the American justice system?
3. Are there ways it could be improved upon?
4. Examine the following situations and decide how you would determine justice.
a. You are in class and your backpack suddenly is gone. You think you know who took it but cannot prove it. What do you do to get justice?
b. Your boyfriend or girlfriend cheated on you with your best friend. What would determine justice in this case?
c. Your sibling tattled on you and now you are grounded.
5. SUMMARIZE a justice system of your choice. Remember to include all of the key information about the system of justice (Who, What, Where, Why, When, and How).
EXIT PASS:
Can any justice system be perfect? Explain why or why not. If yes, do you think it always will be perfect? If no, could there ever be a perfect system?
Thursday, February 21, 2013
thursday, Feb 21, Animal Intelligence essay
Objective: By the end of class, students will complete a four paragraph essay analyzing and synthesizing information from non-fiction (news articles and videos) and fiction.
DO NOW
Transition worksheet
Direct Instruction
Review guidelines and rubric for essay.
Guided / Independent
Use neo to write four paragraph essay.
When complete, finish open-minded portraits.
Exit Pass
Has your opinion on humans treatment of animals changed since the beginning of this unit?
DO NOW
Transition worksheet
Direct Instruction
Review guidelines and rubric for essay.
Guided / Independent
Use neo to write four paragraph essay.
When complete, finish open-minded portraits.
Exit Pass
Has your opinion on humans treatment of animals changed since the beginning of this unit?
Tuesday, February 19, 2013
Wednesday, Feb. 19, Can Animals Think?
Objective: By the end of class, SWBAT read, interpret and analyze NY times articles about animal intelligence.
DO NOW
Is man really the most intelligent animal? What are possible negative effects of technology on human communication?
Direct Instruction
What is an ANECDOTE ?
Can Animals Think - pages - HOLT text
Read each short article / anecdote that demonstrates animal intelligence.
Guided / Independent
Write a summary of the article on a neo. Write 4-5 sentences and include WHO, WHAT, WHERE, WHY AND HOW. Remember quotes are NOT included in summaries. Do not give too much detail. No more than 4-5 sentences.
Complete Open -Mind Portraits to be displayed.
Exit Pass
DO NOW
Is man really the most intelligent animal? What are possible negative effects of technology on human communication?
Direct Instruction
What is an ANECDOTE ?
2.
a short, obscure historical or biographical account.
Good essays are often begun with a short, interesting anecdote to hook the reader's attention.
Can Animals Think - pages - HOLT text
Read each short article / anecdote that demonstrates animal intelligence.
Guided / Independent
Write a summary of the article on a neo. Write 4-5 sentences and include WHO, WHAT, WHERE, WHY AND HOW. Remember quotes are NOT included in summaries. Do not give too much detail. No more than 4-5 sentences.
Complete Open -Mind Portraits to be displayed.
Exit Pass
Tuesday, Feb 19, Dangerous Game Test
Objective: By the end of class, students will be assessed for comprehension on The Most Dangerous Game, analyze text, view film clips, and make real life connections to non-fiction text.
DO NOW:
Is hunting for sport acceptable? Why or why not? If no, when is it acceptable?
DIRECT INSTRUCTION:
Quick review of Dangerous Game before test.
The Most Dangerous Game assessment
GUIDED PRACTICE:
KWL Chart on Animal Intelligence
View film clips on animal intelligence.
Do these animals show signs of human-like intelligence?
Why or why not?
Add to L section of KWL chart
INDEPENDENT PRACTICE:
When you receive a laptop, choose an animal to research and answer the following questions:
1. How does this animal communicate with others' of its kind?
2. Is it warm-blooded or cold-blooded?
3. How long does this animal care for its young before the young are on their own?
4. Does this animal live in a family or 'PACK"?
5. Where does this animal live? What part of the world?
6. What does this animal eat? Is it an omnivore or carnivore?
7. How does this animal obtain food?
8. Do you beleive this animal has feelings? Why or why not? Give an example that demonstrates either.
9. Would you consider this animal intelligent? Why or why not? Give an example for either.
10. Is this animal endangered?
EXIT PASS:
If you could be any animal, what would you choose? Why?
DO NOW:
Is hunting for sport acceptable? Why or why not? If no, when is it acceptable?
DIRECT INSTRUCTION:
Quick review of Dangerous Game before test.
The Most Dangerous Game assessment
GUIDED PRACTICE:
KWL Chart on Animal Intelligence
View film clips on animal intelligence.
Do these animals show signs of human-like intelligence?
Why or why not?
Add to L section of KWL chart
INDEPENDENT PRACTICE:
When you receive a laptop, choose an animal to research and answer the following questions:
1. How does this animal communicate with others' of its kind?
2. Is it warm-blooded or cold-blooded?
3. How long does this animal care for its young before the young are on their own?
4. Does this animal live in a family or 'PACK"?
5. Where does this animal live? What part of the world?
6. What does this animal eat? Is it an omnivore or carnivore?
7. How does this animal obtain food?
8. Do you beleive this animal has feelings? Why or why not? Give an example that demonstrates either.
9. Would you consider this animal intelligent? Why or why not? Give an example for either.
10. Is this animal endangered?
EXIT PASS:
If you could be any animal, what would you choose? Why?
Thursday, February 14, 2013
Friday, February 15, Dangerous Game Asessment / Open -Mind Portraits
Objective: By the end of class, students will be assessed on Most Dangerous Game and complete open -minded portraits.
DO NOW
Quick review and Q &A on the Most Dangerous Game - test will be Tuesday - 14 multiple choice questions and recreate the plot structure.
DIRECT Instruction
Open -Minded Portraits -
) Using the blank head we give you, trace the same head onto another piece of blank paper.
2) Choose either Rainsford or Zaroff, and using your character trait Venn Diagram, write as many character traits of that character inside the traced head.
3) Then, place the original head on top of the traits, and draw the outer appearance of your character based on descriptions in the book and other character traits.
4) Once you have drawn, use crayons to color everything in. Also, draw an upper body for your portrait.
5) When you are done coloring, use a piece of tape to tape your appearance over the character traits at the top, so you can flip the face up and down to reveal the traits. (See example provided)
Independent
On laptop use powerpoint to create two slides:
1. Write a summary (who, what, when why,where) of the Most Dangerous Game. Summary should be at least 4-5 sentences / one paragraph.
2. Create a collage of 4-6 pictures that depict and reflect the events in the story.
Exit Pass
Please send the power point to me at karenreina1@gmail.com OR if you have a google account, then simply use GOOGLE DRIVE and share with me.
DO NOW
Quick review and Q &A on the Most Dangerous Game - test will be Tuesday - 14 multiple choice questions and recreate the plot structure.
DIRECT Instruction
Open -Minded Portraits -
) Using the blank head we give you, trace the same head onto another piece of blank paper.
2) Choose either Rainsford or Zaroff, and using your character trait Venn Diagram, write as many character traits of that character inside the traced head.
3) Then, place the original head on top of the traits, and draw the outer appearance of your character based on descriptions in the book and other character traits.
4) Once you have drawn, use crayons to color everything in. Also, draw an upper body for your portrait.
5) When you are done coloring, use a piece of tape to tape your appearance over the character traits at the top, so you can flip the face up and down to reveal the traits. (See example provided)
Independent
On laptop use powerpoint to create two slides:
1. Write a summary (who, what, when why,where) of the Most Dangerous Game. Summary should be at least 4-5 sentences / one paragraph.
2. Create a collage of 4-6 pictures that depict and reflect the events in the story.
Exit Pass
Please send the power point to me at karenreina1@gmail.com OR if you have a google account, then simply use GOOGLE DRIVE and share with me.
Wednesday, February 13, 2013
Thursday, February 14, The Most Dangerous Game
Objective: By the end of class, students will be able to read / interpret short fiction, make predictions and determine character traits through description, discussion and action.
DO NOW
Use transitional words to make the two short sentences into one sentence.
1. He was very big. He was not that strong.
2. She took the red one. She already had the black and blue ones.
Direct Instruction
Finish The Mot Dangerous Game - pages - 20-23
Guided Practice
Complete Plot Structure - What is the climax of the story? What is the resolution?
Independent Practice
Open-Minded Portraits
1) Using the blank head we give you, trace the same head onto another piece of blank paper.
2) Choose either Rainsford or Zaroff, and using your character trait Venn Diagram, write as many character traits of that character inside the traced head.
3) Then, place the original head on top of the traits, and draw the outer appearance of your character based on descriptions in the book and other character traits.
4) Once you have drawn, use crayons to color everything in. Also, draw an upper body for your portrait.
5) When you are done coloring, use a piece of tape to tape your appearance over the character traits at the top, so you can flip the face up and down to reveal the traits. (See example provided)
EXIT SLIP:
If you were Rainsford, would you have made the same choice at the end? Why or why not? Has he become savage?
HW - Use the edits we provided plus the transitional worksheet to revise your compare / contrast essays that we returned to you today comparing Rainsford and Zaroff.
DO NOW
Use transitional words to make the two short sentences into one sentence.
1. He was very big. He was not that strong.
2. She took the red one. She already had the black and blue ones.
Direct Instruction
Finish The Mot Dangerous Game - pages - 20-23
Guided Practice
Complete Plot Structure - What is the climax of the story? What is the resolution?
Independent Practice
Open-Minded Portraits
1) Using the blank head we give you, trace the same head onto another piece of blank paper.
2) Choose either Rainsford or Zaroff, and using your character trait Venn Diagram, write as many character traits of that character inside the traced head.
3) Then, place the original head on top of the traits, and draw the outer appearance of your character based on descriptions in the book and other character traits.
4) Once you have drawn, use crayons to color everything in. Also, draw an upper body for your portrait.
5) When you are done coloring, use a piece of tape to tape your appearance over the character traits at the top, so you can flip the face up and down to reveal the traits. (See example provided)
EXIT SLIP:
If you were Rainsford, would you have made the same choice at the end? Why or why not? Has he become savage?
HW - Use the edits we provided plus the transitional worksheet to revise your compare / contrast essays that we returned to you today comparing Rainsford and Zaroff.
Wednesday, February 13, The Most Dangerous Game
Objective: By the end of class, students will practice new vocabulary, read and interpret short fiction and practice new grammar skills.
DO NOW
Complete vocabulary handout. Prepare for vocabulary quiz on Friday.
Direct Instruction
Review answers to yesterday's CRQ's.
Read DG - 17-19. Identify foreshadowing, make predictions, add character traits and add to plot structure.
Guided / Independent
Transitional worksheets - complete worksheets. Tomorrow, you will need to add transitional words into compare / contrast character trait essays that were written on Monday.
Exit Pass
Why does Zaroff pretend he doesn't see Rainsford in the tree?
HW - if you did not complete a compare /contrast essay, finish tonight.
DO NOW
Complete vocabulary handout. Prepare for vocabulary quiz on Friday.
Direct Instruction
Review answers to yesterday's CRQ's.
Read DG - 17-19. Identify foreshadowing, make predictions, add character traits and add to plot structure.
Guided / Independent
Transitional worksheets - complete worksheets. Tomorrow, you will need to add transitional words into compare / contrast character trait essays that were written on Monday.
Exit Pass
Why does Zaroff pretend he doesn't see Rainsford in the tree?
HW - if you did not complete a compare /contrast essay, finish tonight.
Tuesday, February 12, 2013
Tuesday, February 12, The Most Dangerous Game
OBJECTIVE: By the end of class, students will read and interpret literature, make predictions, analyze plot structure, practice written transitions, and demonstrate comprehension.
DO NOW:
Open Book Quiz
DIRECT INSTRUCTION:
Definitions:
SAVAGE - a member of people regarded as primitive and uncivilized
Civilized - polite and well mannered
Zaroff claims he is both of the above but Rainsford disagrees. Is this possible to be both civilized and savage? Why? How? What do you think of Zaroff?
Read pages 13 - 16 of "The Most Dangerous Game." Identify character traits and foreshadowing as you read.
GUIDED PRACTICE:
Update new events on plot structure graphic organizer. Where do you think we are in the plot? How can you tell?
INDEPENDENT PRACTICE:
Answer the following CRQs:
1) How does Zaroff attempt to justify the game he hunts? Is his reasoning good? Why or why not? (p. 13)
2) What about Rainsford does Zaroff feel would make him understand his position on hunting humans? p. 13
3) What is Zaroff's view of hunting animals vs. hunting humans?
4) What is Rainsford's view of hunting animals vs. hunting humans?
5) Summarize the rules of Zaroff's game (Summary includes: who, what, when, where, and why?) p. 16
6) Why do you think Zaroff is allowing Rainsford to stay in his chateau?
DO NOW:
Open Book Quiz
DIRECT INSTRUCTION:
Definitions:
SAVAGE - a member of people regarded as primitive and uncivilized
Civilized - polite and well mannered
Zaroff claims he is both of the above but Rainsford disagrees. Is this possible to be both civilized and savage? Why? How? What do you think of Zaroff?
Read pages 13 - 16 of "The Most Dangerous Game." Identify character traits and foreshadowing as you read.
GUIDED PRACTICE:
Update new events on plot structure graphic organizer. Where do you think we are in the plot? How can you tell?
INDEPENDENT PRACTICE:
Answer the following CRQs:
1) How does Zaroff attempt to justify the game he hunts? Is his reasoning good? Why or why not? (p. 13)
2) What about Rainsford does Zaroff feel would make him understand his position on hunting humans? p. 13
3) What is Zaroff's view of hunting animals vs. hunting humans?
4) What is Rainsford's view of hunting animals vs. hunting humans?
5) Summarize the rules of Zaroff's game (Summary includes: who, what, when, where, and why?) p. 16
6) Why do you think Zaroff is allowing Rainsford to stay in his chateau?
Monday, February 11, 2013
Monday, February 11, Dangerous Game
Objective: By the end of class, students will read and interpret short fiction, identify character traits, practice essay writing and new vocabulary.
DO NOW
Use definitions on page 4 of Holt text to answer the first 10 questions on the handout provided.
Direct Instruction
Review action to date by reviewing plot structure for The Most Dangerous Game.
Contniue reading pages 8-12. Make predictions.
Guided Practice
List character traits for Rainsford and Zaroff.
Independent
Complete Venn Diagram for Rainsford an Zaroff.
Then, using this information, Write 4 short paragraphs - 3-4 sentences each paragraph comparing Zaroff and Rainsford thus far.
Example: Opening paragraph should introduce the characters. Your thesis statement can be:
In "The Most Dangerous Game," the two main characters, Rainsford and Zaroff have many similarities and differences. .....
In this opening paragraph continue with perhaps how they met but no details about similarities or differences.
Next paragraph - tell me how they are similar
3rd Paragraph - tell me how they are different
Conclusion - make predictions of what may happen between them based on the information oyu have so far.
Exit Pass
What does Zaroff hunt on the island?
DO NOW
Use definitions on page 4 of Holt text to answer the first 10 questions on the handout provided.
Direct Instruction
Review action to date by reviewing plot structure for The Most Dangerous Game.
Contniue reading pages 8-12. Make predictions.
Guided Practice
List character traits for Rainsford and Zaroff.
Independent
Complete Venn Diagram for Rainsford an Zaroff.
Then, using this information, Write 4 short paragraphs - 3-4 sentences each paragraph comparing Zaroff and Rainsford thus far.
Example: Opening paragraph should introduce the characters. Your thesis statement can be:
In "The Most Dangerous Game," the two main characters, Rainsford and Zaroff have many similarities and differences. .....
In this opening paragraph continue with perhaps how they met but no details about similarities or differences.
Next paragraph - tell me how they are similar
3rd Paragraph - tell me how they are different
Conclusion - make predictions of what may happen between them based on the information oyu have so far.
Exit Pass
What does Zaroff hunt on the island?
Thursday, February 7, 2013
Friday, Feb 8 , The Most Dangerous Game
Objective: By the end of class, students will be demonstrate understanding of literary devices, begin short fiction, make predictions and real life connections.
DO NOW
Define and give a general example of each of the following parts of a plot structure:
1.Basic situation
2.Conflict
3.Climax
4. Resolution
5. Now recreate a general plot structure in the format that we have been practicing).
Direct Instruction
Read The Most Dangerous Game pages 5-8 - make predictions.
Guided
Begin plot structure by completing basic situation and two events (conflicts).
Independent
Double Journal Entries
Identify a minimum of five quotes that stand out to you and/or you identify with in some way. Write them on the left hand side of your double journal entry graphic organizer. On the right side, write down why this quote interests you, what it means to you and/or if it reminds you of something in your own life.
Exit Pass
What do you think happens next on the island?
-->
DO NOW
Define and give a general example of each of the following parts of a plot structure:
1.Basic situation
2.Conflict
3.Climax
4. Resolution
5. Now recreate a general plot structure in the format that we have been practicing).
Direct Instruction
Read The Most Dangerous Game pages 5-8 - make predictions.
Guided
Begin plot structure by completing basic situation and two events (conflicts).
Independent
Double Journal Entries
Identify a minimum of five quotes that stand out to you and/or you identify with in some way. Write them on the left hand side of your double journal entry graphic organizer. On the right side, write down why this quote interests you, what it means to you and/or if it reminds you of something in your own life.
Exit Pass
What do you think happens next on the island?
-->
Tuesday, February 5, 2013
Thursday, February 7, Most Dangerous Game
Objective: By the end of class, students will be able to read and interpret short fiction, practice grammar skills, identify parts of plot structure and apply elements from short story to it.
DO NOW
Use the first three of the vocabulary words from word bank on page 4 and write a sentence for each using context clues. Be sure to also write the definitions of each word into your notebook.
Direct Instruction
Hand back work from Tuesday.
Review some common writing mistakes from Tuesday.
a. Capitalize the word "I" and other proper nouns such as titles and names.
View Capitalization from Flocabulary.
b. Be careful not to use so many run on sentences. Read what you wrote and see how many times you use the word, "and." You may want to take a few out and start a new sentence.
Example - We went to the store and we went to the school and to the house and then we went to the party.
Complete run on sentence worksheet.
Review worksheet.
Review elements of plot structure from notes on Tuesday.
View Flocabulary on plot structure.
Guided / Independent
Read short version on own of Three Little igs and complete plot structure graphic organizer.
Choose ONE of the two story starters to write an original, creative story. Pay attention to grammar, run on sentences and capitalization. Also, make sure your story has a setting, characters, plot, climax and resolution.
Write all vocabulary words with definitions on page 4 into notebooks.
Exit Pass
Correct the grammar mistakes in the following sentence:
i went to the stor with him and we are hanging out and she come in and told us to leve but we said no so she got mad and she told his mom and than left and nevir didn't come again.
DO NOW
Use the first three of the vocabulary words from word bank on page 4 and write a sentence for each using context clues. Be sure to also write the definitions of each word into your notebook.
Direct Instruction
Hand back work from Tuesday.
Review some common writing mistakes from Tuesday.
a. Capitalize the word "I" and other proper nouns such as titles and names.
View Capitalization from Flocabulary.
b. Be careful not to use so many run on sentences. Read what you wrote and see how many times you use the word, "and." You may want to take a few out and start a new sentence.
Example - We went to the store and we went to the school and to the house and then we went to the party.
Complete run on sentence worksheet.
Review worksheet.
Review elements of plot structure from notes on Tuesday.
View Flocabulary on plot structure.
Guided / Independent
Read short version on own of Three Little igs and complete plot structure graphic organizer.
Choose ONE of the two story starters to write an original, creative story. Pay attention to grammar, run on sentences and capitalization. Also, make sure your story has a setting, characters, plot, climax and resolution.
Write all vocabulary words with definitions on page 4 into notebooks.
Exit Pass
Correct the grammar mistakes in the following sentence:
i went to the stor with him and we are hanging out and she come in and told us to leve but we said no so she got mad and she told his mom and than left and nevir didn't come again.
Monday, February 4, 2013
Tuesday, February 5th, Dangerous Game Introduction
Objective: By the end of class, students will be introduced to new literary elements, parts of a plot structure and new vocabulary in preparation for reading short fiction.
DO NOW:
Complete Student Information Sheets.
Direct Instruction:
Review classroom rules, requirements, and expectations.
Guided Practice:
Read pages 2-3 of Holt Text on plot, time, and sequence.
Take notes on reading.
slideshare - plot structure
WORDSPLASH on page 5 of Holt Text.
-Write down 5 nouns, 5 verbs, and 5 adjectives that describe page 5 in order to predict what this story will be about.
What kinds of GAMES are there?
Independent Practice:
1. In 5-7 sentences, predict what you think the Most Dangerous Game is going to be about.
2. In 5-7 sentences, what is the most dangerous "game" you have ever played? Describe the game. Why was it dangerous and what happened in the end. Would you do it again?
Create sentence strips for new literary terms and vocabulary from pages 2 and 3 in the text.
EXIT PASS:
What do you consider your greatest academic strength? Weakness? What do you expect (predict) your performance (grade) will be in this class? Why?
DO NOW:
Complete Student Information Sheets.
Direct Instruction:
Review classroom rules, requirements, and expectations.
Guided Practice:
Read pages 2-3 of Holt Text on plot, time, and sequence.
Take notes on reading.
slideshare - plot structure
WORDSPLASH on page 5 of Holt Text.
-Write down 5 nouns, 5 verbs, and 5 adjectives that describe page 5 in order to predict what this story will be about.
What kinds of GAMES are there?
Independent Practice:
1. In 5-7 sentences, predict what you think the Most Dangerous Game is going to be about.
2. In 5-7 sentences, what is the most dangerous "game" you have ever played? Describe the game. Why was it dangerous and what happened in the end. Would you do it again?
Create sentence strips for new literary terms and vocabulary from pages 2 and 3 in the text.
EXIT PASS:
What do you consider your greatest academic strength? Weakness? What do you expect (predict) your performance (grade) will be in this class? Why?
Friday, February 1, 2013
Monday, February 4th, Romeo and Juliet
Objective: By the end of class, students will be assessed on Romeo & Juliet (entire play) and complete their Romeo and Juliet journal projects.
DO NOW:
Review the answers from the anticipation guides you completed before we read Romeo and Juliet. Have any of your opinions changed? Do you still agree with everything you wrote? What's different now?
Direct Instruction:
Choose 50 of the 100 multiple choice questions regarding Romeo & Juliet. ONLY choose 50!
Guided Practice/Independent Practice:
COMPLETE ANY JOURNAL entries you have not completed. Or if you still need to complete your cover, do that as well. Journals should be completely FINISHED by the end of class today!
When everything is completed, use stapler to put your journals together with cover.
EXIT PASS:
Turn in journals.
What was your favorite thing we did this semester?
DO NOW:
Review the answers from the anticipation guides you completed before we read Romeo and Juliet. Have any of your opinions changed? Do you still agree with everything you wrote? What's different now?
Direct Instruction:
Choose 50 of the 100 multiple choice questions regarding Romeo & Juliet. ONLY choose 50!
Guided Practice/Independent Practice:
COMPLETE ANY JOURNAL entries you have not completed. Or if you still need to complete your cover, do that as well. Journals should be completely FINISHED by the end of class today!
When everything is completed, use stapler to put your journals together with cover.
EXIT PASS:
Turn in journals.
What was your favorite thing we did this semester?
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