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Goals: 1. To use academic discussion to analyze how a novel characterizes its protagonists and main characters
Opener: none Handouts in Class: none Terms and Vocabulary: clarifying questions, active listening Work Assigned and Collected: 1. We conducted a text-based discussion, using evidence, on the following question:
Homework:
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Goals: 1. To use discussion, annotation, and a graphic organizer to keep track of how a novel characterizes its protagonists, antagonists and main characters.
Opener: Read or re-read the first 1-2 pages of the novel. For your opener, explain what we have learned about the characters so far, using details from the book to explain how you know these things. Handouts in Class: none Terms and Vocabulary: protagonist, antagonist, to characterize Work Assigned and Collected: 1. We began a character chart for chapter 1; this should be part of your chapter 1 reading notes in your notebook (along with your study guide notes). Homework:
Goals: 1. To use pre-reading and previewing techniques to guide how we approach a text
Opener: NO OPENER: Check out Lord of the Flies Handouts in Class: Lord of the Flies Study (Reading) Guide; Lord of the Flies Vocabulary Terms and Vocabulary: none Work Assigned and Collected: 1. We checked out the new novel 2. We went over the homework and reviewed how to do the reading notes 3. You made the first section of your reading notes, in which you made some predictions about the text. This comes before chapter 1 in your reading notes. 4. I collected the class contracts/reflections (the last page of the syllabus) Homework:
Goals: 1. To revise a piece of writing so it has excellent spelling, grammar, and clarity; 2. To use online technologies to create and submit documents
Opener: NO OPENER SHEET
Handouts in Class: none Terms and Vocabulary: to revise Work Assigned and Collected: 1. You signed up for turnitin.com and submitted a short assignment as a test 2. You worked on typing and revising your paragraphs. The format requirements for the paragraphs are as follows:
Homework:
Goals: 1. To use an effective expository structure, as well as well-chosen evidence, to write a paragraph explaining the theme of a short story
Opener: You do not need to meet the word count for today’s opener.
Handouts in Class: none Terms and Vocabulary: to develop (an idea) Work Assigned and Collected: 1. We completed an opener (see above) 2. You began typing up the drafts of your paragraphs. Homework:
Goals: 1. To use an effective expository structure, as well as well-chosen evidence, to write a paragraph explaining the theme of a short story
Opener: Re-read your brainstorm from Monday, and look over your notes about theme from Tuesday. Write a second brainstorm in which you try to develop the theme you chose from the paper into a theme that is complex enough for a paragraph, and explain what kinds of messages “The Veldt” has about this idea. Handouts in Class: none Terms and Vocabulary: to develop (an idea) Work Assigned and Collected: 1. We completed an opener (see above) 2. We watched a short video on how to embed quotes. It is on the front page of this website. 3. You began writing the drafts of your theme paragraphs for "The Veldt." They need to be in your notebooks that I will check, and need to be titled “The Veldt Theme Paragraph 8/22.” Theme Paragraphs: How do I write my thesis?There are many ways to write a meaningful, elegant thesis. You may, but do not have to, use one of the sentence frames below. Remember that each blank should be a long phrase, not just a single word.
Homework:
Goals: 1. To review the concept of theme, and connect it to a piece of literature
Opener: Take an “Expository Paragraph Outline” and SKIM it. For your opener, imagine something you might argue for to a parent or guardian (giving you a ride, giving you money, letting you out of babysitting duties, etc.). Try to persuasively write a paragraph making your argument, using at least three examples or details to support your point. If you can, end it with a concluding sentence that explains why the action you wish them to take matters in the long run. Handouts in Class: Expository Paragraph Outline (handout); Syllabus Terms and Vocabulary: thesis, evidence Work Assigned and Collected: 1. We reviewed my requirements for SSR reading 2. We went over how to use the outline 3. We looked at the syllabus together -- I will take questions on it later, after you have read it at home. Homework:
Goals: 1. To review the concept of theme, and connect it to a piece of literature
Opener: Take a new opener sheet, and remember to use dark blue or black PEN. Read the themes on the back of the study guide for “The Veldt,” and choose 1-2 of them. Brainstorm what these ideas might mean, and some ways “The Veldt” might comment on them. Additionally, you can continue brainstorming some ways other stories might have similar ideas in them, like you did Friday, but I want you to focus on these themes. Handouts in Class: Study Guide and Vocabulary for "The Veldt" Terms and Vocabulary: explicit, implicit, implied, universal Work Assigned and Collected: 1. You completed a written opener (see instructions above) 2. You took notes on the concept of theme; the .ppt can be found on the "Reading and Writing Handouts" page (under English 10). Homework:
Goals: 1. To build independent and academic reading skills by slowly transitioning from supported to unsupported reading, 2. To use annotation and questioning to engage with a text and discover important points for analysis.
Opener: Fiction Free-write! Make connections between “The Veldt” and other texts you’ve encountered. By “texts,” I mean stories, novels, TV shows, movies, graphic novels, songs, video games, or anything else that asks you to engage with language and a story. Explain how it’s similar and how it’s different. Handouts in Class: Study Guide and Vocabulary for "The Veldt" Terms and Vocabulary: see study guide Work Assigned and Collected: 1. You completed a written opener (see instructions above) 2. We continued annotating and making inferences about "The Veldt" Homework:
Goals: 1. To become familiar with vital information for the year
Opener: None Handouts in Class: none (see Monday) Terms and Vocabulary: Mrs. Goswami and Mrs. Sehtia are the new vice principals, and Mrs. Strickland is the new principal! Work Assigned and Collected: 1. We went to the class meeting in the theater Homework:
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January 2019
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