Read chapter 5-8 of TKAM -- we discussed more of the 4 themes of TKAM: Fear of the Unknown, Understanding others (walking in their shoes), good vs. bad character, growing up and maturing.
We went over new vocabulary words: perpetual, waning, prowess, malignant
Took a quiz on TKAM ch. 5-8
Tues-Fri, November 10-13, 2009
Read chapter 4 of TKAM -- we discussed the 4 themes of TKAM: Fear of the Unknown, Understanding others (walking in their shoes), good vs. bad character, growing up and maturing.
Wednesday was Veteran's Day
Thurs-Fri was The Sandlot, taking notes on the 4 themes that are also found in this film
Monday, November 9, 2009
Bellwork - Review the vocabulary words: contentious, contempt, amiable, onslaught, tranquility, persevere. We reviewed the hand motions for the words, then wrote some who/what/why questions about the chapter based on those vocabulary words.
We read chapter 3 of To Kill a Mockingbird, then split into zones. Small group wrote more info about the Cunninghams, and added info for the Ewells, based on Burris Ewell. We discussed why the author would want to contrast these two families, to show that poverty did not make the man -- one cannot judge a person based on money, but rather based on character.
Friday - quiz on chapters 3-4
Thurs-Fri, November 5-6, 2009
Bellwork Thurs - journal about the "bad kid" you knew in one of your classes.
Bellwork Fri - Copy and rate the vocabulary words: contentious, contempt, amiable, onslaught, tranquility, persevere. Go over examples of the words, create sentences using the words
Both days -- everyone got caught up in finishing chapter 2 and filling in character chart info for Calpurnia, the Cunninghams, etc.; different groups had time in the reading zone and in the computer zone.
Friday - quiz on chapters 1-2
Wednesday, November 4, 2009
Bellwork: Write about your memories of elementary school -- people, teachers, recess, class time, etc. Share out.
Read and finish most of chapter 2, Scout's first day at school -- note in particular Walter Cunningham.
Some students worked on finishing Who Am I portfolios, some worked on computer -- Read 180 program.
Monday-Tuesday, November 2-3, 2009
Bellwork: Write about your childhood legends and neighborhood weirdos. Bellwork Tuesday - write about the people who don't fit in at VHS. How are they treated? What do people think of them?
We finished reading chapter 1 of To Kill a Mockingbird.
Students worked on the character chart, analyzing the narrator Scout, her brother Jem, her father Atticus, their friend Dill, their cook Calpurnia, their neighbor Boo (Arthur) Radley, and their town, Maycomb.
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Thursday-Friday, October 29-30, 2009
Students finished their Mamie Till Bradley letters
Bellwork: Write about your childhood fun (games, pretend, activities)
Students worked on Read 180 software and took Scholastic Reading Counts quizzes
Students read To Kill a Mockingbird, the first few pages of the book, looking for info on the narrator, her family, and her town.
Students worked on the character chart, analyzing the narrator Scout, her brother Jem, and her father Atticus.
Wednesday, October 28, 2009
Who Am I portfolios presented
Bellwork: Write about your family history -- your parents, grandparents, great grandparents
Students worked on Read 180 software and took Scholastic Reading Counts quizzes
Students read To Kill a Mockingbird, the first few pages of the book, looking for info on the narrator, her family, and her town.
Tuesday, October 27, 2009
Who Am I portfolios presented
In-class writing assignment -- friendly letter from Mamie Till Bradley to student's choice? -- finished most of the body portion about the problem, causes, and solutions.
Students worked on Read 180 software and took Scholastic Reading Counts quizzes
Students are to bring To Kill a Mockingbird books tomorrow
Monday, October 26, 2009
Review Quiz
In-class writing assignment -- friendly letter from Mamie Till Bradley to student's choice? -- finished salutation/purpose and began the body portion about the problem
Students worked on Read 180 software and took Scholastic Reading Counts quizzes
We continued to work on the Mamie Till-Bradley friendly letter -- started the date, greeting and salutation/purpose of the letter
On Friday, students presented their Who Am I projects, and the class wrote suggestions/positive feedback/something they learned
Wednesday, October 21, 2009
Bellwork: what you KNOW about writing a friendly letter, and what you NEED to know about writing the letter for the specific assignment you will have to do. Share.
Friendly Letter Template and Example handouts – read through the handout, and notice that the example letter from Mahatma Gandhi is basically what you have to do, but instead of a letter from Gandhi, it will be from Mamie Till-Bradley-Mobley. If students were totally done with the Who Am I project, they could start a rough draft of their letter during the project zone. They did not yet have to create the bibliography, but we will work on that on Thursday.
Group Connor started at the Reading Zone, Group Starburst at the project zone, and group 2 at the computer zone. James, Eduardo, and Nick all needed to complete their SRI test. Students spent about 20 minutes in each zone – computer group moves to reading next, reading group moves to the tables for projects next, and project group moves to the computers next, until all groups have been in all zones.
Students also had the option of taking their Scholastic Reading Counts tests on the Read 180 books they have finished, and have that option any time they are in the computer zone.
Tuesday, October 20, 2009
In 512, pairs brainstormed possible recipients of the letter from Till's mother, and wrote 3 facts that she would likely include in the letter. Ideas of recipients were: Debra Pickett, Uncle Moses Wright, Martin Luther King Jr., Rosa Parks, Milam and Bryant, a jury member or the judge, Oprah
We then split up into groups, students finishing the SRI test, some students reading silently, some working on the Who Am I project, and some doing Read 180 software.
Monday, October 19, 2009
We went to room 512 and read "Emmett Till Honored," an article interviewing Mamie Till Bradley -- we marked anything new that we didn't know before
Some students took the SRI reading assessment test. Others read silently while others worked on their Who Am I Portfolio -- Full project is due Friday 10/22
We went to room 512 and some students took the SRI reading assessment test. Others read silently while others worked on their Who Am I Portfolio -- Full project is due Friday 10/22
Wednesday-Thursday, October 14-15, 2009
We read "Killer's Confession," the Look Magazine interview with Bryant and Milam -- we talked about bias and how it was achieved -- we marked anything in the text that made Bryant and Milam look better than what we thought, and anything that made them look worse than what we thought
Who Am I Portfolio -- need to show rough completion of most of the project Friday. Full project is due Friday 10/22
Small group: sequence of events in the storyline, using the article, and writing using sentence starters and transitional words
Homework: midterm – Thursday; Friday In-class assemssment Mamie Till letter, persuasive ; Who Am I Portfolio -- need to show rough completion of most of the project Friday. Full project is due next Friday
Monday, October 12, 2009
Bellwork: Pretend you did something your parents told you NOT to do… like having a party while they were gone or something else they wouldn’t approve of. Pretend you are telling them the truth, but slant it to make yourself look good. Share out
How did you achieve your parents' favor in your bellwork story ? What techniques did you use? Highlighting favorable facts, downplaying and "sugar-coating" unfavorable facts, shifting responsibility onto others or them and using guilt
Reading: "Emmett Till" Wikipedia article. looking for something new you didn’t know and marking it.
Go over the most important vocabulary in the article - 1 term per paragraph: lynching, acquitted, stutter, exhumed, gouged, sharecroppers, transpired
Bias – define. Write definition (slanted or diagonal -- in literature means that a person presents information from his/her own point of view, not totally accurately, perhaps): predisposition, preconception, predilection, partiality, proclivity; bent, leaning. Bias,prejudice mean a strong inclination of the mind or a preconceived opinion about something or someone. A bias may be favorable or unfavorable: bias in favor of or against an idea. Prejudice implies a preformed judgment even more unreasoning than bias, and usually implies an unfavorable opinion: prejudice against a race. 9. predispose, bend, incline, dispose.
Small group: sequence of events in the storyline, using the article, and writing using sentence starters and transitional words
We wrote down the subjects we need to review for the midterm
We wrote a paragraph of the problem and solution of the Emmett Till movie
We wrote midterm review questions in the margin of our notes and summaries on the bottom, then asked the questions in small group to review for the midterm
On Friday, we put in order and presented in front of the class our persuasive essay topics, reasons, and evidence. We turned our papers in.
In small group, we finished reviewing for the midterm
As a whole group reward, students debated on the abortion issue, taking strict turns to speak
Tuesday-Wednesday, October 6-7, 2009
We had a substitute teacher these two days
Tuesday, students picked out a Read 180 book they had read, wrote 3 facts and 2 persuasive opinions about the book, and an address to the opposition
Students worked on identifying the persuasion techniques used by Zaroff and Rainsford in "The MOst Dangerous Game" -- they completed a handout -- they re-read portions of the conversation between the characters at dinner when Rainsford first learns that Zaroff hunts people.
Wednesday, students wrote 5-10 things they know about Martin Luther King Jr., the Civil Rights movement, and the injustices African Americans faced in the US.
Then students watched the documentary "The True Story of Emmett Till" taking Cornell notes on the movie -- the previewing questions went on the left side of the notes. The questions were given to them on a handout, a half-sheet. They took character notes on Till, and problem-solution related notes on the film in general.
Monday 10/5/09
Analysis of fiction
“The Most Dangerous Game” ; continue analysis of fiction
Small group : Persuasion review questions
-- look at General Zaroff's persuasive dialogue with Rainsford as he tries to support his opinion as to why he hunts men.
Are there logical appeals? the reasons (LOGOS)
Are there emotional appeals? (PATHOS)
Who is most credible? Why? (fair? Full of good will? Intelligent?) Who is least credible? Why? (ETHOS)
Do any characters address the opposition?
Homework : Keep researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. final draft due Fri 2.
“The Most Dangerous Game” (12) (analysis chart), 2nd draft – completed due Fri 25
Continued Reading "The Most Dangerous Game"
Persuasion outline and paragraph format – Share and finish our own outline -- Time to write rough draft in small group
Posters due. Project group work on Who Am I project.
Homework: Keep researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. 1st draft – thesis and filled in outline… due Wed; 2nd draft – completed due Fri 2; final draft due Fri 7.
Thursday 9/24/09
Started Reading "The Most Dangerous Game"
Persuasion outline and paragraph format – outline the model essay together, then make our own outline -- focus on conclusion and FPOT today (Final Profound Observation on the Topic)
Posters due at end of class today, to present soon
Homework: Keep researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. 1st draft – thesis and filled in outline… due Wed; 2nd draft – completed due Fri 2; final draft due Fri 7. Persuasion poster due at the end of class TODAY.
Wednesday 9/23/09
Philosophical chairs
Persuasion outline and paragraph format – outline the model essay together, then make our own outline
Posters due soon, to present soon
Homework: Keep researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. 1st draft – thesis and filled in outline… due Wed; 2nd draft – completed due Fri 25; final draft due Fri 2. Persuasion poster due at the end of class TODAY.
Tuesday 9/22/09
Bellwork - Take a moment to write down as many things as you can think of that are unfair about being a 14-year-old and a freshman. (eg. Things you’re not allowed to do, things you are forced to do, ways you are treated, etc.). Is there anything you can do about any of these?
“from An Indian’s Views of Indian Affairs” (446) Read Chief Joseph’s speech
What is the topic and opinion?
What were his logical appeals? the reasons (LOGOS)
What were his emotional appeals? What made you mad, sad, sympathetic, guilty, etc. (PATHOS)
Did he seem fair? Full of good will? Intelligent? How do you know? (ETHOS)
Did he address the opposition?
Did his conclusion provide closure? What did he include?
Persuasion outline and paragraph format . Look at the student model on pp. 480-481. We will fill in the outline of the essay on our chart, adding notes to each part. Then we will make our own outline on the back. In your green book at home, see pp. 334-338 <-- write this down! Here we will look at the gold book, pp. 478-483
Homework : Keep researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. 1st draft – thesis and filled in outline… due Wed; 2nd draft – completed due Fri 25; final draft due Fri 2. Persuasion poster due at the end of class TuesdayWednesday.
Small group: Persuasion outline and paragraph format – outline the model essay together, then make our own outline
Project Group - finish persuasion posters by end of class TuesdayWednesday.
Reading Group - 4 weeks to finish a book and take a test (AR or Scholastic Reading Counts)
Monday 9/21/09
Bellwork: How do you think you did in all your classes on the progress report? How do you think you did in this class? Write your answers and then explain why – give reasons for your answers. How do you feel about your progress? Are you achieving your goals? Explain. What can you do better?
Some assignments that were missed by some of you in this grade report …Library orientation, Student fact sheet, Course orientation receipt, Friday quizzes
Research proof due today
Small group: Persuasion outline and paragraph format – outline the model essay together, then make our own outline
Project Group - finish persuasion posters by end of class Tuesday
Reading Group - 4 weeks to finish a book and take a test
Small group Persuasion outline and paragraph format – outline the model essay together, then make our own outline in small group
Homework : Start researching your topic – ask for opinions, check the internet, check out a book on the topic, look at SIRS. Some proof of research will be due this Monday, 9/21. 1st draft – thesis and filled in outline… due Wed 9/23; 2nd draft – completed due Fri 25; final draft due Fri 2
Thursday 9/17/09
In your green book at home, see pp. 334-338. Here we will look at the gold book, pp. 478-483. Persuasion outline and paragraph format. Look at the student model on pp. 480-481. We read it and discussed its use of logical reasoning, addressing the opposition, emotional appeal, and structure of intro, body and conclusion.
In small group we reviewed subjects and verbs (and persuasive fallacies, emotional appeals):
You/ can believe this book. ACTION (circular reasoning)
Brunettes/ are smarter than blondes. LINKING (hasty generalization)
I / do not agree with Democrats because my family doesn't. ACTION(bandwagon)
Republicans/ are just rich, white men! LINKING (attacking the person)
Jennifer Love Hewitt / uses Proactiv, so you should. ACTION (testimonial)
She / is a cold-hearted backstabber. LINKING (loaded words)
I / ’m just a freshman like you. LINKING (plain folks)
Proactiv / worked for me. ACTION
Asians / are smart. LINKING (hasty generalization)
Aristotle / wrote about ethos, pathos, and logos. ACTION
With a partner in the small group… write 3 creative sentences with a subject and an action verb . write 3 creative sentences with a subject and a linking (or being) verb. Be prepared to share.
Review for quiz: What is a subject? What parts of speech can a subject be? N/P What is a verb? What are the two types of verbs? A/L What are the linking verbs? A I A W W B B B When these words are paired with action verbs, they aren’t linking, but H__________ verbs. Action or linking? I made a cake. Action or linking? The cake was burnt. Action or linking? I am not a chef.
Wednesday 9/16/09
Subjects and verbs – the general rules, model, group practice, pair practice and presentation. Subjects are nouns and prounouns that do the action of the sentence. Verbs are the action or the state of being, or the helping words to the action words. The linking verbs are: am is are was were be being been. A linking verb can be replaced with an equal sign easily.
For one group, we did this: In your green book at home, see pp. 334-338
Here we will look at the gold book, pp. 478-483
Let’s read the student model on pp. 480-481. Look for the use of logical reasons, addressing the opposition, emotional appeal, and structure (intro, body, conclusion).
Write 3-5 possible topics. Put a star by the topic you find most interesting. Write a thesis for the topic (thesis = topic + opinion). For example, if my topic were freshman off campus privilege, my thesis could be: Freshmen should receive the privilege of going off campus at lunch time.
Who is your audience? You will be sending this essay in a letter form. Who needs to read it? Government, school administrators? teachers? parents? the student body?
Homework: Start researching your topic – ask your friends and family their opinion, look up information on the internet, go to the library and check out a book on the topic. Some proof of research will be due this Friday, 9/18. Full 2nd draft – due Fri 9/25
Tuesday 9/15/09
Bellwork: copy purple portions: Many English words have connotations ( feelings and associations) in addition to their denotations ( dictionary meanings). Connotations stir people’s feelings in a positive or negative way. Example: Mrs. Margrave is firm. (vs.) Mrs. Margrave is strict.
Fill in the spaces on this chart with loaded words, either positive or negative
POSITIVE
NEGATIVE
Slender
Stubborn
Cheap
Timid
In your green book at home, see pp. 334-338
Here we will look at the gold book, pp. 478-483
Let’s read the student model on pp. 480-481. Look for the use of logical reasons, addressing the opposition, emotional appeal, and structure (intro, body, conclusion).
Write 3-5 possible topics. Put a star by the topic you find most interesting. Write a thesis for the topic (thesis = topic + opinion). For example, if my topic were freshman off campus privilege, my thesis could be: Freshmen should receive the privilege of going off campus at lunch time.
Who is your audience? You will be sending this essay in a letter form. Who needs to read it? Government, school administrators? teachers? parents? the student body?
Monday 9/14/09
Bellwork: Describe an argument you had recently – who was involved? What were you arguing over? Who won? How? At least 7 sentences
Review the elements of persuasion, fallacy, emotional appeal, and the types of writing
Rotations
Reading group – bookshelves looking good!
Small group – need notes, quiz, pen,
Today’s small group lesson: the persuasive essay prewriting
Project group – persuasion mini-project: Art supply basket, a magazine, a piece of large paper. Still a lot of talking… also in silent reading zone.
Review the elements of persuasion, fallacy, emotional appeal, and the types of writing
Quiz of the Week
Rotations – Connor’s group - small group, Emily’s group -- who am I
Reading group – bookshelves looking good!
Small group – need notes, quiz, pen, Attentiveness has been better!
Today’s small group lesson: the persuasive essay prewriting (will be continued on Monday)
Project group – persuasion mini-project: Art supply basket, a magazine, a piece of large paper. Still a lot of talking… also in silent reading zone.
Thursday 9/10/09
Bellwork:
The 1st purpose of writing is Exposition, to inform. Write down a piece of factual information on your paper (about yourself or about anything)
2nd purpose is Description – sensing it. Write a description of something from your morning – include sound, smell, taste, sight, tactile imagery.
3rd is Narration, telling what happens. Write three sentences about what happened in your morning.
4th is Persuasion, influencing. Write a strong opinion you have today and one reason why we should all agree with you.
Review the elements of persuasion, fallacy, emotional appeal, and the types of writing
Finish the group presentations of their commercial
We will be writing our first paper as a persuasion paper. You will be thinking of a topic that you want others to believe or do something about. It may be a controversial topic that you know others have different opinions about, like school rules, abortion, gay marriage, the drinking age, the driving age, etc. Be thinking about what topic you would like to write about as we learn about the REAL way to persuade people.
What are some other possible topics?
Aristotle's Elements of Persuasion:
Logos – reasonable evidence catered to a particular audience – mind (Facts, logical reasoning, expert testimony, statistics, addressing the other side, relating to your audience – choosing the reasons, proof, and method of presentation to best convince them.
Pathos – the emotional part of the appeal – emotions (Arousing the passions within the audience to move them to act (out of anger, pity, justice, guilt, responsibility, loyalty, etc.) Honorific and pejorative language (suasive language), language designed to sway the audience in favor of or against a subject. Honorific language heaps praise on its subject and treats the subject with respect. Pejorative language disparages the subject, ridiculing and downplaying the significance of the subject. )
Ethos – the credibility (believability) of the speaker – will (Credibility of the speaker –virtue, good will, and intelligence )
You will have sections of the president’s speech from Tuesday that you will analyze
Logos: Example Quote, explain
Pathos: example quote, explain
Ethos: example quote, explain
ONE PAPER FOR GROUP – BE READY TO SHARE
Wednesday 9/9/09
The president encouraged you to set unique goals for yourself and to work hard to achieve them. Write about some of your goals for the school year and what work you will have to do to achieve them.
Yesterday we learned about the 4 purposes of the writer. They are:
Ex____________, which doesn’t take S_______s and is meant to INFORM (like a D____________)
D_____________, which is meant to help us S____________ it (like a M______)
N_____________, which is what H____________ in order of the events (like a S________)
P_____________, which is meant to influence P_________ (like a commercial or political speech)
What does fallacy mean?
What were the fallacies that we learned?
A______________ the Person
C_______________ Reasoning
False C____________ and E______________
Hasty G___________________
Examples – can you correctly identify them? 1) Money makes people arrogant. 2) Of course you will defend women drivers – you are one! 3) Blondes have more fun. 4) I am not a liar.
PERSUASION: the speaker's goal is to cause you to believe something or do something.
Persuasion -- a claim or thesis or warrant -- support of logic & reasoning, facts and details, emotional appeal
P. 453 gold book – Finish up with emotional appeal: Loaded words, anecdote, bandwagon, testimonial, plain folks
Infomercial: we will divide into 6 or 7 groups. Your group will be given 1 fallacy and 1 emotional appeal technique to use in your infomercial
You must choose an item in the room to “sell” on an infomercial you will create. Every person in the group must have an active speaking role in the infomercial – it should be at least 2-3 minutes long. You will be given 15 minutes to plan. Use your fallacies a lot, in different ways.
Tuesday 9/8/09
Bellwork: What do you think Pres. Obama will say to you today? What would you say if you were pres.? What is persuasion? How do you use persuasion in your life?
Author's Purpose – We read about 3 of the 4 purposes that shape writing: exposition, description, and narration.
Pres. Obama's Speech - we watched the speech on TV and took notes on key words, phrases and ideas, then we debriefed the speech, identifying the ideas that were important or resonating.
Persuasion -- we read about persuasion and persuasive fallacies: False Cause and Effect, Circular Reasoning, Attacking the Person, and Hasty Generalization
Bellwork : If you were going to make a full length movie of “Harrison Bergeron,” what would the setting of this futuristic world look like? What key props would you include? How would the characters dress? Which actors would you cast for the roles?
Viewing notes:
Plot – how is it different
Cast – how did actors help you understand the story better?
Costumes – why were these costumes chosen for this film?
Setting – describe the setting. How did it affect your opinion of the story?
Finish “Harrison Bergeron,” pg. 136
Review the vocabulary with sentence starters. (1) The types of hindrances the ballerinas had were… (2) If a woman had a luminous ____, she would have to hide it by…
React to the selection with a think-pair-share opinion question. Would you have joined Harrison’s cause knowing you might be punished? What IS good about removing competition? What is bad about it? Does this story have anything to say to us today? What figures from real life have tried to save a people from repression the way Harrison does? What connection can you find between the moth in the poem to “Harrison Bergeron”?
Review the vocabulary with sentence starters. (1) The government put handicaps on… (2) The H-G men were vigilant about…
React to the selection with a think-pair-share opinion questions: Is Harrison an appealing character? How would you feel if the government handicapped you? Does our society push too hard for equality? What are some examples of where we’ve pushed “equality” too far?
Wednesday 8/26/09
Bellwork: Page 132. Look at the title and photos (and captions) on the pages…132-142. With a partner, come up with what, how, and why questions about this article
ROTATIONS
Read together in small group
Name the “Big Idea” of the article
Cover the main vocabulary words – about 1-2 per page of reading
React to the selection with an opinion question
Tuesday 8/25/09
Bellwork: vocabulary – copy and rate the following words: Vigilant, Handicap, Luminous, Symmetry, Consternation, Cower, Synchronize, Hobble
Rotations – start off where you left off yesterday
Small group – don’t need your textbook, but you do need your bellwork paper
Today’s small group lesson: using the vocabulary words
Project group – only take ONE worksheet at a time!
Bellwork: Summarize the discussion from yesterday in 2 or more sentences. What was the best thing you observed? What was frustrating? or, What should be done differently next time? What was the most interesting idea or question of one of your classmates?
Review for quiz
Quiz,
Overview the R180 rotating groups. (SSR, Small Group, Independent Who Am I work),
Book pass
Silent reading,
Putting together portfolio -- adding notes and work, decorating the outside?
(Monday: pretest, assign Who Am I)
Thursday 8.20.09
Bellwork: conflict? Write about times when you've been in conflict. What do you think about conflict? Could you have solved your conflicts differently than you did?
Review - genre, 5 elements of short stories, The Interlopers, procedures – taking notes, pair presentation, vocab, 3 levels of questions
Chart out the last 2 stories – Interlopers together, Sniper as small group (do it Cornell note-taking style)
Write 3 levels of questions for the quiz tomorrow
IntroduceSocratic Seminar concept -- print off norms and list of possible comments
Socratic Seminar -- each person shares their question and the group discusses each question
HOMEWORK: Quiz over the week: Friday; Skills pretest (for Monday),
Wednesday 8. 19. 09
Bellwork: Soldier scenario
Review - genre, 5 elements of short stories, The Interlopers, procedures – taking notes, pair presentation
How to present new information: Northern Ireland/Irish Civil War, reading strategies: predict, connect, question, challenge, visualize, summarize
“The Sniper” brainstorm questions to ask the characters, Role play
Portfolio: Speaking/Listening/Viewing Record
Assign pair presentation, time w/ book to choose titles (2 nonfiction, 2 fiction)
Tuesday 8. 18. 09
Bellwork about wolves.
Presentation model: genre, short story elements.
Notetaking - 2 column format
The Interlopers:
Disputes – brainstorm occasions where people may fight at school.What about in life in general? What causes disputes and hateful feuds?
Role play a dispute and a few groups to act theirs out.
Philosophical chairs – Valencia is a place full of racial hostility and fights – Agree/disagree.
LITERATURE : To Kill a Mockingbird; Short Stories (The Most Dangerous Game, The Sniper, The Necklace, and more...) Nonfiction: Survivors/Nonfiction - biography and autobiography Expository & Reflective writing (Read 180…), Persuasion (Misspelling, ?), and technical (memo, ad, etc.)(Juanes, Bethany Hamilton, Beyond Brave, (Homeboy to the Rescue)
