Wednesday, May 18
Equip: You will need DIRT books and writing utensils.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Engage:
- In Search of Shakespeare part two
Evaluate: Viewing questions
Materials:
Materials:
Tuesday, May 17
Equip: You will need DIRT books and writing utensils.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Engage:
- In Search of Shakespeare part two
Evaluate: Viewing questions
Materials:
Materials:
Monday, May 16
Equip: You will need DIRT books and writing utensils.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Establish: I will be able to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Engage:
Evaluate: Viewing questions
Materials:
Materials:
Friday, May 13
Equip: You will need DIRT books, writing utensils and RRJs.
Establish: I will be able to recall details from the text in order to answer questions.
Establish: I will be able to recall details from the text in order to answer questions.
Engage:
- Romeo and Juliet Test
Evaluate: Romeo and Juliet Test
Materials:
Materials:
Thursday, May 12
Equip: You will need DIRT books and RRJs.
Establish: I will be able to recall details from the text in order to answer questions.
Establish: I will be able to recall details from the text in order to answer questions.
Engage:
- DIRT
- RRJ
- Review Game!
Evaluate: RRJ
Materials:
Materials:
Wednesday, May 11
Equip: You will need DIRT books, pen, paper.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- RRJ
- Real Life Romeo and Juliet
Evaluate: RRJ and R&J in Real Life Questions
Materials:
RRJ3: Keeping in mind that the article we read was from 1994 (and the events took place 12 years before that), do you think something like this could still happen today? A more modern Romeo and Juliet? Why or why not?
Materials:
RRJ3: Keeping in mind that the article we read was from 1994 (and the events took place 12 years before that), do you think something like this could still happen today? A more modern Romeo and Juliet? Why or why not?
Tuesday, May 10
Equip: You will need DIRT books, pen, paper.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- RRJ
- Act V
- Real Life Romeo and Juliet
Evaluate: RRJ and R&J in Real Life Questions
Materials:
RRJ2: Do you think that Shakespeare still has relevance? Do you think he is still making impressions on people? Why or why not?
Materials:
RRJ2: Do you think that Shakespeare still has relevance? Do you think he is still making impressions on people? Why or why not?
Monday, May 9
Equip: You will need DIRT books, pen, paper.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act V
Evaluate: RRJ
Materials:
RRJ1: Respond to the following quote: It is better to have loved and lost than to have never loved at all. Is this true? Write your thoughts and opinions. 3 sentences.
Materials:
RRJ1: Respond to the following quote: It is better to have loved and lost than to have never loved at all. Is this true? Write your thoughts and opinions. 3 sentences.
Thursday, May 5
Equip: You will need DIRT books, pens, paper, and Acts 1-4
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Engage:
- DIRT
- Body Bio Project
Evaluate: Body bio
Materials:
Materials:
body_biography_project_grading_rubric__2___2_.docx | |
File Size: | 122 kb |
File Type: | docx |
Wednesday, May 4
Equip: You will need DIRT books, pens, paper, and Acts 1-4
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Engage:
- DIRT
- Body Bio Project
Evaluate: Body bio
Materials:
Materials:
body_biography_project_grading_rubric__2_.docx | |
File Size: | 122 kb |
File Type: | docx |
Tuesday, May 3
Equip: You will need paper, Act IV, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- ACT IV
Evaluate: RRJ
Materials:
RRJ 2: Free Write. Share your thoughts, opinions, feelings on the play so far. You need at least 4 sentences.
Materials:
RRJ 2: Free Write. Share your thoughts, opinions, feelings on the play so far. You need at least 4 sentences.
Monday, May 2
Equip: You will need paper, Act IV, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- ACT IV
Evaluate: RRJ
Materials:
RRJ 1: Pick any section of 10 lines from the text and update it to modern text lingo.
Materials:
RRJ 1: Pick any section of 10 lines from the text and update it to modern text lingo.
Friday, April 29
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- ACT IV
Evaluate: RRJ
Materials:
RRJ 3: A Eulogy is a speech or piece of writing that praises someone or something highly, typically someone who has just died: "his good friend delivered a brief eulogy." Think about someone close to you that you have lost. This person does not have to be dead, though they can be. It could be a lost relationship or friendship. Write a eulogy to this person letting them know how you feel. Write what you feel.
Materials:
RRJ 3: A Eulogy is a speech or piece of writing that praises someone or something highly, typically someone who has just died: "his good friend delivered a brief eulogy." Think about someone close to you that you have lost. This person does not have to be dead, though they can be. It could be a lost relationship or friendship. Write a eulogy to this person letting them know how you feel. Write what you feel.
Thursday, April 28
Equip: You will need pens, DIRT, and Acts I, II, and III
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Engage:
- DIRT (15 minutes)
- Character and Theme worksheet (will be collected at the end of the hour)
Evaluate: Character and theme worksheet
Materials:
Materials:
1_-_romeo_and_juliet_themes__characters_events.doc | |
File Size: | 775 kb |
File Type: | doc |
Wednesday, April 27
Equip: You will need pens, RRJs, DIRT, Act III and Act III discussion Qs.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Engage:
- DIRT
- RRJ
- ACT III Groups
- Character Connections
Evaluate: RRJ
Materials:
RRJ2: Rash or hasty decisions are starting to play a role in the outcome of events in the play. Choose two characters and explain how their rash actions in Act 3 have resulted in problems for Romeo and/or Juliet. Provide examples of other actions they could have taken.
Materials:
RRJ2: Rash or hasty decisions are starting to play a role in the outcome of events in the play. Choose two characters and explain how their rash actions in Act 3 have resulted in problems for Romeo and/or Juliet. Provide examples of other actions they could have taken.
Tuesday, April 26
Equip: You will need pens, paper, DIRT, Act III and Act III discussion Qs.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Engage:
- DIRT
- RRJ
- ACT III Groups
Evaluate: RRJ
Materials:
RRJ2:
Materials:
RRJ2:
act_iii.docx | |
File Size: | 14 kb |
File Type: | docx |
Monday, April 25
Equip: You will need pens, paper, DIRT and Act III.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Establish: I will be able to analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Engage:
- DIRT
- RRJ
- ACT III Groups
Evaluate: RRJ
Materials:
RRJ1 - How are people banished/shunned today? What does it mean to be banished/shunned? How do you feel if or when you are banished/shunned? Have you ever banished/shunned someone? Why?
Materials:
RRJ1 - How are people banished/shunned today? What does it mean to be banished/shunned? How do you feel if or when you are banished/shunned? Have you ever banished/shunned someone? Why?
act_iii.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, April 21
Equip: You will need RRJs, DIRT books, a piece of paper, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ3
- ACT III, Scene I
- Discussion Questions
Evaluate: RRJ and Discussion Questions
Materials:
RRJ3: Does knowing the ending of the play make a difference in how you are reading/interpreting the play? Why or why not? 2 sentences.
Materials:
RRJ3: Does knowing the ending of the play make a difference in how you are reading/interpreting the play? Why or why not? 2 sentences.
ACT II, Scene I Discussion Questions
- What words, phrases, or lines stand out to you? Why?
- What is going on in the scene (what is the main action)?
- Is there conflict in the scene? If so, what is it?
- What issues (teen or other wise) stick out to you?
- How does the written scene compare to the film version?
- There is a shift in mood/tone in the play from "lovey-dovey" to dark and violent. Talk about this shift. What causes this shift?
Wednesday, April 20
AZ Merit Testing
Tuesday, April 19
Equip: You need a pen, a piece of paper, DIRT books and RRJs.
Establish: I will be able to compare Shakespearean Sonnets to modern song lyrics in order to explore different views of love. Both will be compared with Romeo and Juliet.
Establish: I will be able to compare Shakespearean Sonnets to modern song lyrics in order to explore different views of love. Both will be compared with Romeo and Juliet.
Engage:
- DIRT
- RRJ
- Song Lyrics to Sonnets
- Mix Tape
Evaluate: RRJ, discussion questions, mix tape
Materials:
RRJ2: Does love at first sight exist? Why or why not? Write 3 sentences. I encourage you to reference the text, but doing so is not required.
Materials:
RRJ2: Does love at first sight exist? Why or why not? Write 3 sentences. I encourage you to reference the text, but doing so is not required.
sonnets_to_song_lyrics_and_mix_tape_project.docx | |
File Size: | 21 kb |
File Type: | docx |
Monday, April 18
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- Finish Jigsaw activities
- RRJ
- Act Two
Evaluate: RRJ
Materials:
RRJ1:
Materials:
RRJ1:
Friday, April 16
Equip: You will need RRJs, DIRT books, and a writing utensil.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Engage:
- DIRT
- RRJ
- Teen Decision Making
Evaluate: Jigsaw
Materials:
RRJ5: Tell me about a time you had to make a tough decision, an easy decision, the wrong decision, etc. What happened? What were the consequences?
teen_decision_making_jigsaw__2_.docx | |
File Size: | 16 kb |
File Type: | docx |
Thursday, April 14
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act Two
Evaluate: RRJ
Materials:
RRJ4: Tell me how your got your opinion(s) on love. Was it Disney or fairy tales? Did you fall in love and get hurt? TV or media? Parents or grandparents? Write three sentences.
Materials:
RRJ4: Tell me how your got your opinion(s) on love. Was it Disney or fairy tales? Did you fall in love and get hurt? TV or media? Parents or grandparents? Write three sentences.
Wednesday, April 13
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act Two
Evaluate: RRJ
Materials:
RRJ2: Tell
Materials:
RRJ2: Tell
Tuesday, April 12
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act Two
Evaluate: RRJ
Materials:
RRJ2: Tell me your opinion on love. Is it a feeling? Is it real? Can a teenager truly be in love? I encourage you to reference the text, but doing so is not a requirement.
Materials:
RRJ2: Tell me your opinion on love. Is it a feeling? Is it real? Can a teenager truly be in love? I encourage you to reference the text, but doing so is not a requirement.
Monday, April 11
Equip: You will need two pieces of paper, DIRT books, a pen or pencil.
Establish: I will be able to identify, label, and paraphrase a Shakespearean Sonnet.
Establish: I will be able to identify, label, and paraphrase a Shakespearean Sonnet.
Engage:
- DIRT
- RRJ 1
- Paraphrasing Sonnet 18
- Sonnets in Act One
- Acting out Romeo and Juliet's first meeting
Evaluate: RRJ and paraphrasing sonnet
Materials:
Materials:
RRJ 1:
Sonnets–whether Italian or English–often pertain to the themes and motifs found in Petrarch’s poetry. These Petrarchan conventions include:
Do you see any of these conventions in Romeo and Juliet's first meeting? |
Sonnet 18
Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed, And every fair from fair sometime declines, By chance, or nature's changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wand'rest in his shade, When in eternal lines to time thou grow'st, So long as men can breathe or eyes can see, So long lives this, and this gives life to thee. |
OOOOH Baby I think I shall compare you to a summer day
But, you know, you're prettier and even better, even calm
Because sometimes it gets windy and the buds on the trees get shaken off
And sometimes summer doesn't last very long
Sometimes it's too hot
And everything gorgeous loses its looks
By getting hit by a truck Or just because everyone and everything gets old and ugly and shabby
BUT (and here's the turn) you're going to keep your looks for ever
Your beauty will last for ever
I'm going to make sure that you never lose your good looks
And that nasty old Death can never brag about owning you
Because I shall write this poem about you
As long as men can breathe (are you breathing?)
As long as men can see (are you looking at this poem?)
Then this poem lives, and it gives life and memory to your beauty.
But, you know, you're prettier and even better, even calm
Because sometimes it gets windy and the buds on the trees get shaken off
And sometimes summer doesn't last very long
Sometimes it's too hot
And everything gorgeous loses its looks
By getting hit by a truck Or just because everyone and everything gets old and ugly and shabby
BUT (and here's the turn) you're going to keep your looks for ever
Your beauty will last for ever
I'm going to make sure that you never lose your good looks
And that nasty old Death can never brag about owning you
Because I shall write this poem about you
As long as men can breathe (are you breathing?)
As long as men can see (are you looking at this poem?)
Then this poem lives, and it gives life and memory to your beauty.
Friday, April 8
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act One
Evaluate: RRJ
Materials:
RRJ4: Free write on Romeo and Juliet. Thoughts, predictions, analysis, commentary.
Materials:
RRJ4: Free write on Romeo and Juliet. Thoughts, predictions, analysis, commentary.
Thursday, April 7
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act One
Evaluate: RRJ
Materials:
RRJ1: What character do you connect with most? Why? 3 Sentences
Materials:
RRJ1: What character do you connect with most? Why? 3 Sentences
Wednesday, April 6
Equip: You will need RRJs, DIRT books, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT
- RRJ
- Act One
Evaluate: RRJ, Updated R&J
Materials:
RRJ1: After reading a little bit of the actual play, what difficulties do you foresee? What can be done to help or prevent these difficulties? Do you think you will enjoy this play?
Materials:
RRJ1: After reading a little bit of the actual play, what difficulties do you foresee? What can be done to help or prevent these difficulties? Do you think you will enjoy this play?
Characters needed for today:
- Romeo
- Benvolio
- Old Capulet
- Paris
- Servant
- Lady Capulet
- Nurse
- Juliet
Tuesday, April 5
Equip: You will need a piece of paper for RRJ, homework, a pen or pencil and a highlighter.
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Establish: I will be able determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Engage:
- DIRT or finish updating R&J
- RRJ
- Act One
Evaluate: RRJ, Updated R&J
Materials:
RRJ1: What did you find more difficult yesterday, Elizabethan to Modern or Modern to Elizabethan? Why? What would have helped your translations? Write 4 sentences.
Materials:
RRJ1: What did you find more difficult yesterday, Elizabethan to Modern or Modern to Elizabethan? Why? What would have helped your translations? Write 4 sentences.
Roles needed for today:
|
|
Monday, April 4
Engage: I will be able to analyze the author's use of language in the passage in order to determine meaning.
I will be able to construct sentences using Elizabethan and Modern English for the purpose of understanding the author's intent.
Equip: You will need a pen and DIRT books.
I will be able to construct sentences using Elizabethan and Modern English for the purpose of understanding the author's intent.
Equip: You will need a pen and DIRT books.
Engage:
- DIRT
- Silent Conversation
- Shakespeare's English
- Troublesome and odd words
- Insults
- Updated R&J
Evaluate: Updated R&J, Index Cards
Materials:
Materials:
|
|
Friday, April 1
Equip: You will need DIRT books, LICE charts, a writing utensil and a piece of paper.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Engage:
- DIRT
- LICE
- Reading Response Journals
- Romeo + Juliet
Evaluate: Reading Response Journal
Materials:
RRJ4: What questions do you have now that you've seen the play?
Materials:
RRJ4: What questions do you have now that you've seen the play?
Thursday, March 31
Equip: You will need DIRT books, LICE charts, a writing utensil and a piece of paper.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Engage:
- DIRT
- LICE
- Reading Response Journals
- Romeo + Juliet
Evaluate: Reading Response Journal
Materials:
RRJ3: Is the film becoming easier to follow? Are you getting grasp on the language?
Materials:
RRJ3: Is the film becoming easier to follow? Are you getting grasp on the language?
Wednesday, March 30
Equip: You will need DIRT books, LICE charts, a writing utensil and a piece of paper.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Engage:
- DIRT
- LICE
- Reading Response Journals
- Romeo + Juliet
Evaluate: Reading Response Journal
Materials:
RRJ2: What teen issues do you see in the film? Write at least 4 complete sentences.
Materials:
RRJ2: What teen issues do you see in the film? Write at least 4 complete sentences.
Tuesday, March 29
Equip: You will need DIRT books, LICE charts, a writing utensil and a piece of paper.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Establish: I will be able to analyze a film as a "living text" and make connections between the themes in the film and issues discussed yesterday.
Engage:
- DIRT
- LICE
- Reading Response Journals
- Romeo + Juliet
Evaluate: Reading Response Journal
Materials:
Materials:
Monday, March 28
Equip: You will need DIRT books, LICE charts, and a writing utensil.
Establish: I will be able to make connections to the unity theme of passion and its price and to Shakespeare's themes in Romeo and Juliet.
Establish: I will be able to make connections to the unity theme of passion and its price and to Shakespeare's themes in Romeo and Juliet.
Engage:
- DIRT and LICE
- Chalk Talks
- Discussion
- Reading Response Journal
- Shakespeare's English
Evaluate: Chalk Talk participation
Materials:
Materials:
Tuesday, March 22
Equip: You will need DIRT books, a writing utensil, highlighter, and a piece of paper.
Establish: I will be able to analyze how an author draws on and transforms source material in a specific work.
Establish: I will be able to analyze how an author draws on and transforms source material in a specific work.
Engage:
- Review rules and procedures
- DIRT and LICE
- "The Passionate Shepherd to His Love" and "The Nymph's Reply"
Evaluate: Analysis Questions
Materials: Pg 6
Materials: Pg 6
passionate_shepherd_to_his_love_and_the_nymphs_reply.pdf | |
File Size: | 2781 kb |
File Type: |
Monday, March 21
Equip: You will need DIRT books, a writing utensil, highlighter, and newspaper projects.
Establish: I will be able to analyze how an author draws on and transforms source material in a specific work.
Establish: I will be able to analyze how an author draws on and transforms source material in a specific work.
Engage:
- Review rules and procedures
- DIRT and LICE
- "The Passionate Shepherd to His Love" and "The Nymph's Reply"
Evaluate: Discussion Questions
Materials:
Materials:
the_passionate_shepherd_to_his_love.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, March 8
Equip: You will need DIRT books and Newspaper Project materials.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Engage:
- DIRT
- Final Projects (Due Thursday!)
Evaluate: Final Projects
Materials:
Materials:
Monday, March 7
Equip: You will need your chain slips, a pen, Swallowing Stones, and a piece of paper.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Engage:
- DIRT
- Final Projects (Due Thursday!)
Evaluate: Final Projects
Materials:
Materials:
Friday, March 4
Equip: You will need your chain slips, a pen, Swallowing Stones, and a piece of paper.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Engage:
- DIRT
- Final Projects (Due Thursday!)
Evaluate: Final Projects
Materials:
Materials:
Thursday, March 3
Equip: You will need your chain slips, a pen, Swallowing Stones, and a piece of paper.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Establish: I will be able to write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I will be able to draw evidence from literary or informational texts to support analysis, reflection, and research.
Engage:
- DIRT
- Finish Chain of Events
- Final Projects
Evaluate: Final Projects (Due Next Thursday!)
Materials:
Materials:
newspaper_project.docx | |
File Size: | 15 kb |
File Type: | docx |
Wednesday, March 2
Equip: You will need DIRT books, LICE charts, Swallowing Stones, and a writing utensil.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
Engage:
- DIRT
- Chain of Events
Evaluate: Chain of Events
Tuesday, March 1
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
- DIRT
- Vocab Words: Definitions
- Read Swallowing Stones Chapters 23 & 24
Evaluate: Vocab
Materials:
Vocab List:
Materials:
Vocab List:
- Fiasco - a complete and ignominious failure
- Harping - to dwell on persistently or tediously in speaking or writing
- Operative - effective or efficacious
- Impersonal - lacking human emotion or warmth
- Sympathetic - characterized by, proceeding from, exhibiting, or feeling sympathy; sympathizing; compassionate
- Incessant - continuing without interruption; ceaseless; unending
- Consciously - to be aware of one's own existence, sensations, thoughts, surroundings, etc
- Conscience - the inner sense of what is right or wrong in one's conduct or motives, impelling one toward right action
Monday, February 29
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Vocab List:
Materials:
Vocab List:
- Fiasco
- Harping
- Operative
- Impersonal
- Sympathetic
- Incessant
- Consciously
- Conscience
Friday, February 26
Equip: You will need DIRT books, LICE charts, a writing utensil, and a piece of paper.
Establish: I will be able to analyze seminal US documents of historical and literary value, including how they address related themes and concepts.
Establish: I will be able to analyze seminal US documents of historical and literary value, including how they address related themes and concepts.
Engage:
|
Expectations:
|
Evaluate: Vocab Quiz
Materials:
Materials:
Thursday, February 25
Equip: You will need DIRT books, LICE charts, Vocab sheets, a piece of paper and a highlighter.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Engage:
|
Expectations:
|
Evaluate: Test
Materials:
Materials:
Wednesday, February 24
Equip: You will need DIRT books, pens, Swallowing Stones, and double entry journal sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Engage:
|
Expectations:
|
Evaluate: Double entry journal sheet
Materials:
Materials:
double-entry-journal-swallowing-stones__6_.doc | |
File Size: | 30 kb |
File Type: | doc |
Tuesday, February 23
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Vocab List:
Materials:
Vocab List:
- Maneuvered - an act or instance of changing the direction of a moving ship, vehicle, etc., as required.
- Dismay - to break down the courage of completely, as by sudden danger or trouble; dishearten thoroughly; daunt.
- Contaminate - to make impure or unsuitable by contact or mixture with something unclean, bad, etc.
- Desperation - the state of being desperate or of having the recklessness of despair.
- Solemn - grave, sober, or mirthless, as a person, the face, speech, tone, or mood.
- Laboriously - requiring much work, exertion, or perseverance.
- Conspiracy - an evil, unlawful, treacherous, or surreptitious plan formulated in secret by two or more persons; plot.
- Invariably - not changing or capable of being changed; static or constant.
Monday, February 22
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Vocab List:
Materials:
Vocab List:
- Maneuvered
- Dismay
- Contaminate
- Desperation
- Solemn
- Laboriously
- Conspiracy
- Invariably
Friday, February 19
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Establish: I will be able to determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Engage:
|
Expectations:
|
Evaluate: Theme posters (due at the end of the hour)
Materials:
Materials:
Thursday, February 18
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Establish: I will be able to determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Engage:
|
Expectations:
|
Evaluate: Theme posters
Materials:
Materials:
Wednesday, February 17
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Reading
Materials:
Materials:
Tuesday, February 16
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Materials:
swallowing_stones_vocab.doc | |
File Size: | 91 kb |
File Type: | doc |
Friday, February 12
Equip: You will need DIRT books, LICE charts, Vocab sheets, a piece of paper and a highlighter.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Engage:
|
Expectations:
|
Evaluate: As you watch the video, dot point the main issues of bullying and any solutions.
Materials:
Materials:
Thursday, February 11
Equip: You will need DIRT books, LICE charts, Swallowing Stones, and a writing utensil.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: Chain of Events
Materials:
Materials:
Wednesday, February 10
Equip: You will need DIRT books, pens, Swallowing Stones, and double entry journal sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Engage:
|
Expectations:
|
Evaluate: Double entry journal sheet
Materials:
Materials:
Tuesday, February 9
Equip: You will need DIRT books, pens, vocab sheets and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Materials:
Monday, February 8
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Vocab
Materials:
Materials:
Friday, February 5
Equip: You will need DIRT books, LICE charts, Vocab sheets, a piece of paper and a highlighter.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Engage:
|
Expectations:
|
Evaluate: Vocab Quiz
Materials:
Materials:
Thursday, February 4
Equip:You will need DIRT books, LICE charts, a writing utensil, and short stories.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: Swallowing Stones Test
Materials: Please see Ms. Holcomb to make up this test.
Materials: Please see Ms. Holcomb to make up this test.
Wednesday, February 3
Equip: You will need DIRT books, pens, Swallowing Stones, and double entry journal sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Engage:
|
Expectations:
|
Evaluate: Double entry journal sheet
Materials:
Materials:
double-entry-journal-swallowing-stones.doc | |
File Size: | 28 kb |
File Type: | doc |
Tuesday, February 2
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
|
Evaluate: Reading participation
Materials:
Materials:
Monday, February 1
Equip: You will need DIRT books, pens, Swallowing Stones, and body bio sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze how complex characters develop over
the course of a text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze how complex characters develop over
the course of a text.
Engage:
|
Expectations:
|
Evaluate: Body bio (due today)
Materials:
Materials:
Thursday, January 28
Equip: You will need DIRT books, pens, Swallowing Stones, and vocab sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze how complex characters develop over
the course of a text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze how complex characters develop over
the course of a text.
Engage:
|
Expectations:
|
Evaluate: Body bio
Materials:
Materials:
Wednesday, January 27
Equip: You will need DIRT books, pens, Swallowing Stones, and double entry journal sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
I will be able to analyze the progression of characters throughout a novel.
Engage:
4th Hour:
5th Hour:
|
Expectations:
|
Evaluate: Body bio
Materials:
Materials:
body_biography_project_grading_rubric.docx | |
File Size: | 122 kb |
File Type: | docx |
Tuesday, January 26
Equip: You will need DIRT books, pens, Swallowing Stones, and vocab sheets.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Establish: I will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Engage:
|
Expectations:
|
Evaluate: Double entry journal sheet
Materials:
Materials:
double-entry-journal-swallowing-stones.doc | |
File Size: | 28 kb |
File Type: | doc |
Monday, January 25
Equip: You will need DIRT books, pens, and Swallowing Stones
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Establish: I will be able to determine the meaning of words and phrases as they are used in the text.
Engage:
|
Expectations:
When the bell rings, you will have all of your materials gathered and be in your seat reading! |
Evaluate: Vocab sheet
Materials:
Materials:
swallowing_stones_vocab.doc | |
File Size: | 91 kb |
File Type: | doc |
Friday, January 22
Equip: You will need DIRT books, LICE charts, Vocab sheets, a piece of paper and a highlighter.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient, identify fast statements, and fallacious reasoning.
|
Expectations:
|
Evaluate: Text-text, Text-self, Text-world connection chart (drawn on paper)
Materials:
Materials:
Tuesday, January 19
Equip: You will need DIRT books, LICE charts, a writing utensil, and a piece of paper.
Establish: I will be able to determine the meaning of words and phrases as they are used in a texts, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Establish: I will be able to determine the meaning of words and phrases as they are used in a texts, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Engage:
|
Expectations:
When the bell rings, you will have ALL necessary materials and be seated and reading. |
Evaluate: Weekly vocab sheet.
Materials:
Materials:
Friday, January 15
Equip:You will need DIRT books, LICE charts, a writing utensil, and short stories.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: SIFT organizer, Article and venn diagrams
Materials:
Materials:
lax_gun_bills.pdf | |
File Size: | 998 kb |
File Type: |
sen_recall.pdf | |
File Size: | 1091 kb |
File Type: |
prez_on_guns.pdf | |
File Size: | 851 kb |
File Type: |
Thursday, January 14
Equip:You will need DIRT books, LICE charts, a writing utensil, and short stories from yesterday.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: SIFT organizer
Materials:
Materials:
siftyourliterature.pdf | |
File Size: | 92 kb |
File Type: |
Wednesday, January 13
Equip:You will need DIRT books, LICE charts
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: Reading
Materials:
Materials:
war-game.pdf | |
File Size: | 116 kb |
File Type: |
Tuesday, January 12
Equip: You will need DIRT books, LICE charts, and a writing utensil.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Establish: I will be able to delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Engage:
|
Expectations:
|
Evaluate: Analysis sheet
Materials:
Materials:
cartoon_analysis_worksheet__1_.pdf | |
File Size: | 202 kb |
File Type: |
Monday, January 11
Equip: You will need DIRT books, LICE charts, a writing utensil, and a piece of paper.
Establish: I will be able to analyze seminal US documents of historical and literary value, including how they address related themes and concepts.
Establish: I will be able to analyze seminal US documents of historical and literary value, including how they address related themes and concepts.
Engage:
|
Expectations:
|
Evaluate: Silent round table and free write.
Materials:
Free write prompt:
The Second Amendment of the United States Constitution reads, "A well-regulated Militia being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed." What does this mean to you? What are the benefits and draw backs to strictly obeying the Second Amendment right to bear arms? If the amendment is not strictly obeyed, who should be prohibited from buying guns?
Materials:
Free write prompt:
The Second Amendment of the United States Constitution reads, "A well-regulated Militia being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed." What does this mean to you? What are the benefits and draw backs to strictly obeying the Second Amendment right to bear arms? If the amendment is not strictly obeyed, who should be prohibited from buying guns?
Thursday, Janaury 7th
Equip:You will need DIRT books, LICE charts, a writing utensil, "The Road Not Taken" poems, and paper.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: Poem
Materials:
Using Robert Frost as an example, write you own poem. You must have four stanzas with five lines. You do not have to match rhyme scheme, but you should match tone. This is a poem about the _________ not ________. Have fun with it!
Materials:
Using Robert Frost as an example, write you own poem. You must have four stanzas with five lines. You do not have to match rhyme scheme, but you should match tone. This is a poem about the _________ not ________. Have fun with it!
Wednesday, January 6th
Equip:You will need DIRT books, LICE charts, a writing utensil, "The Road Not Taken" poems, and paper.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Establish: I will be able to analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Engage:
|
Expectations:
|
Evaluate: Poem
Materials:
Using Robert Frost as an example, write you own poem. You must have four stanzas with five lines. You do not have to match rhyme scheme, but you should match tone. This is a poem about the _________ not ________. Have fun with it!
Materials:
Using Robert Frost as an example, write you own poem. You must have four stanzas with five lines. You do not have to match rhyme scheme, but you should match tone. This is a poem about the _________ not ________. Have fun with it!
Tuesday, January 5th
Equip: You will need DIRT books, LICE charts, a writing utensil, "The Road Not Taken" poems, and highlighters.
Establish : I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish : I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate: Evaluation and analysis questions, exit tickets.
Materials:
Materials:
Monday, January 4th
Equip: You will need DIRT books, a writing utensil, highlighters.
Establish : I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish : I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate: LICE chart, The Road Not Taken
Materials:
Materials:
writers_effect_journal.docx | |
File Size: | 78 kb |
File Type: | docx |
Monday, December 14
Equip: You will need DIRT books, a writing utensil, and copies of Persepolis.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Midterm Part One
Materials:
Friday, December 11
Equip: You will need DIRT books.
Establish: I will be able to read for a selected purpose.
Establish: I will be able to read for a selected purpose.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- DIRT
Materials:
Thursday, December 10
Equip: You will need DIRT books, a writing utensil, and copies of Persepolis.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Dowry Analysis Sheets
Materials:
Wednesday, December 9
Equip: You will need DIRT books, copies of Persepolis, your timelines.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- KWHL
- Exit tickets
Materials:
Tuesday, December 8
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Timelines
Materials:
Monday, December 7
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Timelines
Materials:
Friday, December 4
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Vocab
Materials:
Thursday, December 3
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Vocab
Materials:
Wednesday, December 2
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Vocab
Materials:
Tuesday, December 1
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Vocab
Materials:
Monday, November 30
Equip: You will need DIRT books, Persepolis, a writing utensil, vocab sheets, and timelines.
Establish: I will be able to analyze various accounts of a subject told in different mediums (e.g. a person's life story in both print and multimedia), determining which details emphasized in each account.
Establish: I will be able to analyze various accounts of a subject told in different mediums (e.g. a person's life story in both print and multimedia), determining which details emphasized in each account.
Engage:
|
Expectations:
|
Friday, November 20
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Timeline
- Exit Slip
Materials:
Thursday, November 19
Equip: You will need DIRT books, copies of Persepolis, your timelines, and your vocab sheet.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a tent and analyze how an author uses rhetoric to advance that point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Exit Slip
Materials:
Wednesday, November 18
Equip: You will need DIRT books, copies of Persepolis, your timelines and a writing utensil.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Vocab
- Timeline
Materials:
Tuesday, November 17
Equip: You will need a writing utensil.
Establish: I will be able to read for a selected purpose.
Establish: I will be able to read for a selected purpose.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Dot points
- Summary
Materials:
Monday, November 16
Equip: You will need a writing utensil.
Establish: I will be able to select for a specific purpose.
Establish: I will be able to select for a specific purpose.
Engage:
|
Expectations:
|
Evaluate:
Materials: Please see Ms. Holcomb for copies of the articles.
- Dot points
Materials: Please see Ms. Holcomb for copies of the articles.
Friday, November 13
Equip: You will need DIRT books, copies of Persepolis and a writing utensil.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluation:
Materials:
- Timeline
- Exit Ticket
Materials:
persepolis_timeline_project.docx | |
File Size: | 13 kb |
File Type: | docx |
Thursday, November 12
Equip: You will need DIRT books, copies of Persepolis and a writing utensil.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
Establish: I will be able to determine and author's point of view or purpose in a text and analyze how an author uses rhetoric to advance point of view or purpose.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Time line
Materials:
Tuesday, November 10
Equip: You need a writing utensil, copies of Persepolis, Your DIRT books, your vocab sheet.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluation:
Materials:
- Exit Ticket
Materials:
Monday, November 9
Equip: You need a writing utensil, copies of Persepolis, Your DIRT books, your vocab sheet.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluation:
Materials:
- Discussion Questions
Materials:
Friday, November 6
Equip: You need a writing utensil, DIRT books, monologues, and tea party
assignment sheets.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
assignment sheets.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Dot Points
Materials:
happy_iranians.pdf | |
File Size: | 919 kb |
File Type: |
Thursday, November 5
Equip: You need a writing utensil, DIRT books, monologues, and tea party
assignment sheets.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
assignment sheets.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Engage:
|
Expectations:
|
Evaluate:
Materials: Please see Ms. Holcomb to make up this activity.
- Monologues
- Tea party worksheets
Materials: Please see Ms. Holcomb to make up this activity.
Wednesday, November 4
Equip: You need a writing utensil, copies of Persepolis, Your DIRT books, your vocab sheet.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Establish: I will be able to analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Engage:
|
Expectations:
|
Evaluate:
Materials: Please see Ms. Holcomb for this assignment
- Monologues
Materials: Please see Ms. Holcomb for this assignment
Tuesday, November 3
Equip: You need a writing utensil, copies of Persepolis, Your DIRT books, your vocab sheet.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Study Guide
- Chalk Talk
Materials:
Monday, November 2
Equip: You need a writing utensil and your KWHL charts from Friday
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Think - pair - share
- Exit Ticket
Materials:
Wednesday, October 28 - Friday, October 30
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Tuesday, October 27
Mix It Up Day!
Monday, October 26
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Friday, October 23
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Wednesday, October 21
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Tuesday, October 20
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Monday, October 20
Equip: You will need a writing utensil.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Establish: I will be able conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Engage:
|
Expectations:
|
Friday, October 9
Equip: You will need a writing utensil, your graphic novel pages, and coloring equipment.
Establish: I will be able to articulate what is thought, felt and imagined.
I will be able to sequence facts, ideas, and opinions.
Establish: I will be able to articulate what is thought, felt and imagined.
I will be able to sequence facts, ideas, and opinions.
Engage:
|
Expectations:
|
Evaluate:
Materials:
- Secret Life of Walter Mitty Continuation
Materials:
Thursday, October 8
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to articulate what is thought, felt and imagined.
I will be able to sequence facts, ideas, and opinions.
Engage:
Evaluate:
Establish: I will be able to articulate what is thought, felt and imagined.
I will be able to sequence facts, ideas, and opinions.
Engage:
- DIRT
- Secret Life of Walter Mitty Continues
Evaluate:
- Graphic organizer
- Comic book
Wednesday, October 7
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Secret Life of Walter Mitty Quiz
Evaluate:
- Secret Life of Walter Mitty Quiz
Materials:
Tuesday, October 6
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Secret Life of Walter Mitty card game
Evaluate:
- Secret Life of Walter Mitty card game
Materials:
Monday, October 5
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Secret Life of Walter Mitty close reading (complete for homework)
Evaluate:
- Secret Life of Walter Mitty close reading
Materials:
Thursday, October 1
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Discussion Questions and comparison for J. Alfred Prufrock and "Building a Bridge to a Lonely Colleague"
Evaluate:
- Venn Diagram and Questions
Materials:
Tuesday, September 29
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- "The Love Song of J. Alfred Purfrock" by TS Eliot Jeopardy
Evaluate:
- Jeopardy
Materials:
Monday, September 28
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Review of Close Reading Strategies
- "The Love Song of J. Alfred Purfrock" by TS Eliot
Evaluate:
- Close Read in groups
Materials:
Friday, September 25
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Finalize presentations
- Presenting openings, evidence, and closings
Evaluate:
- Guilty or Innocent evidence sheet
- Opening and closing statements
Materials:
Thursday, September 24
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Guilty or Innocent? Taking a closer look at Brother's role in Doodle's death (will be presenting on Friday).
- Example closing statements
Evaluate:
- Guilty or Innocent evidence sheet
Materials:
Wednesday, September 23
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Guilty or Innocent? Taking a closer look at Brother's role in Doodle's death (will be presenting on Friday).
- Example opening statements
Evaluate:
- Guilty or Innocent evidence sheet
Materials:
opening_statements.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, September 22
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Guilty or Innocent? Taking a closer look at Brother's role in Doodle's death (will be presenting on Friday).
Evaluate:
- Guilty or Innocent evidence sheet
Materials:
Monday, September 21
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Continue close reading questions (will be due at the end of class)
- You do not need to complete the essay portion of the packet.
Evaluate:
- Close Reading Qs
Materials:
scarlet_ibis_packet__1_.pdf | |
File Size: | 56 kb |
File Type: |
Friday, September 18
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Collect Boggart Essays
- Continue close reading questions (will be due Monday)
Evaluate:
- Close Reading Qs
Materials:
Thursday, September 17
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Close Reading
- Close Reading Qs (will finish tomorrow)
- *Reminder: Boggart Essay Finals are due tomorrow along with the draft and the Boggart Charts.
Evaluate:
- Close Reading Qs
Materials:
Wednesday, September 16
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Close Reading
Evaluate:
- Close Reading
Materials:
Tuesday, September 15
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
I will be able to analyze how complex characters (e.g. those
multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot
or develop the theme.
Engage:
- DIRT
- Prereading questions
Evaluate:
- Prereading questions
Materials:
Monday, September 14
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- Boggart Essay Draft
- Sentence Scavenger Hunt
- Boggart Essay Final
Evaluate:
- Chart
- Questions
- Draft
Materials:
Friday, September 11
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- Review Analysis Questions
- Boggart Essay Draft
- Sentence Scavenger Hunt
Evaluate:
- Chart
- Questions
- Draft
Materials:
Thursday, September 10
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- Boggart Chart
- Analysis Questions
Evaluate:
- Chart
- Questions
Materials:
Wednesday, September 9
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- HP Excerpt
Evaluate:
- Posters
Materials:
Tuesday, September 8
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- HP KWL
- HP Reading
- Boggart Chart for Mrs. Weasley
Evaluate:
- Posters
Materials:
Friday, September 4
Equip: You will need a writing utensil, "Araby", your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- Finish "Araby" Posters
- Guessing Game
- Posters
Materials:
Thursday, September 3
Equip: You will need a writing utensil, "Araby", your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- "Araby" Comprehension Questions
- Posters
Evaluate:
- Posters
Materials:
Wednesday, September 2
Equip: You will need a writing utensil, "Araby", your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- "Araby" Comprehension Questions
Evaluate:
- Questions
Materials:
Wednesday, September 2
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- "Araby" Close Reading
- Vocabulary (review card formation)
Evaluate:
- Vocabulary
Materials:
Monday, August 31
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
Evaluate:
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Engage:
- DIRT
- "Araby" Close Reading
- Vocabulary
Evaluate:
- Vocabulary
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
araby_vocabulary.docx | |
File Size: | 15 kb |
File Type: | docx |
Friday, August 28
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
Evaluate:
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
- DIRT
- Charge of the Light Brigade analysis
- War Chart
Evaluate:
- Questions
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Thursday, August 27
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
Evaluate:
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
- DIRT
- Charge of the Light Brigade Close Read
- Double Bubble (compare and contrast "Undefeated" with "Charge of the Light Brigade")
Evaluate:
- Double Bubble
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Wednesday, August 26
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
Evaluate:
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
- DIRT
- London Times Article analysis
- War Chart
Evaluate:
- Questions
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Tuesday, August 25
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
Evaluate:
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
- DIRT
- War Chart
- "The sufferings of the British Army at the Camp Before Sebastopol"
Evaluate:
- Questions
Materials:
Please see Ms. Holcomb during office hours if you need additional help!
war_chart.docx | |
File Size: | 13 kb |
File Type: | docx |
Monday, August 24
Equip: You will need a writing utensil, your DIRT book, and your English binder with paper.
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
Evaluate:
Materials:
Image Questions:
Please see Ms. Holcomb during office hours if you need additional help!
Establish: I will be able to analyze how an author draws on and transforms source materials in a specific order.
Engage:
- DIRT
- The Fall of Sabastopoal/Capture of the Malakoff Tower
- Questions
- Crimean War.
Evaluate:
- Questions
Materials:
Image Questions:
- Begin by describing the image in one word.
- Add details.
- What can you see? Smell, hear, taste, touch?
- What do you think?
- What do you feel?
- What do you want to do?
- What do you think is happening here?
- Who do you think is involved?
- When and where do you think this even took place?
- What makes you think that?
- What attitude to the idea of Dulce et Decorum Est does this picture suggest?
- How is this attitude suggested?
Please see Ms. Holcomb during office hours if you need additional help!
Friday, August 21
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with your homework questions and the short story.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Character analysis
- Heritage Quilt
Evaluate:
- Character analysis
Materials:
Thursday, August 20
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with your homework questions and the short story.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Character Types
- Character Discussion
Evaluate:
- Close Read
Materials:
Wednesday, August 19
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder with your homework questions and the short story.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- "Everyday Use" Questions
- Character Types
- Character Discussion
Evaluate:
- Close Read
Materials:
Tuesday, August 18
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Review "Everyday Use" by Alice Walker
- Complete close reading
- Evidence charts
Evaluate:
- Close Read
Materials:
Monday, August 17
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Review of Close Reading Strategies
- "Everyday Use" by Alice Walker
Evaluate:
- Close Read
Materials:
Friday, August 14
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Review of Close Reading Strategies
- "Blackberry Picking" Close Read group activity
Evaluate:
- Close Read
Materials:
Thursday, August 12
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Review of Close Reading Strategies
- "The Rose that Grew from the Concrete"
- Close read of "Identity" by Julio Noboa Polanco
Evaluate:
- Close Read
Materials:
|
|
Wednesday, August 12
Equip: You will need a writing utensil, highlighters, your DIRT book, and your English binder.
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
Evaluate:
Materials:
Establish: I will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on tone and meaning.
Engage:
- DIRT
- Dr. Seuss Close Reading activity
Evaluate:
- Exit Ticket
Materials:
Tuesday, August 11
Equip: You will need a pen, English folder, paper, and your books.
Establish: I will be able to apply personal experiences in order to gain meaning in a text.
Engage:
Evaluate: Key Questions
Materials:
Key Questions:
Establish: I will be able to apply personal experiences in order to gain meaning in a text.
Engage:
- Review procedures and rules
- DIRT
- Multiple Intelligence Quiz
- Results
- Key questions
Evaluate: Key Questions
Materials:
Key Questions:
- How do we develop and sustain a sense of belonging in life?
- What roles to do other people play in helping us to define who we are?
- How does our collective culture influence who we are?
- Why is it important to have hero figures in our lives? How do these people help mold our sense of identity?
- What can change your sense of self?
Monday, August 10
Equip: You will need a pen, English folder, paper, and your books.
Establish: I will be able to apply personal experiences in order to gain meaning in a text.
Engage:
Evaluate: Key Questions
Materials:
Key Questions:
Establish: I will be able to apply personal experiences in order to gain meaning in a text.
Engage:
- Review procedures and rules
- DIRT
- Multiple Intelligence Quiz Results (homework)
- Key questions
Evaluate: Key Questions
Materials:
Key Questions:
- How do we develop ans sustain a sens of belonging in life?
- What roles to do other people play in helping us to define who we are?
- How does our collective culture influence who we are?
- Why is it important to have hero figures in our lives? How do these people help mold our sense of identity?
- What can change your sense of self?
Friday, August 7th
Equip: You will need a pen and a piece of notebook paper.
Establish: I will be able to identify the personal characteristics that make me unique.
Engage:
Evaluate: "I am" poems
Materials:
Establish: I will be able to identify the personal characteristics that make me unique.
Engage:
- Review procedures and rules
- "I am" poems
Evaluate: "I am" poems
Materials:
"I am" Poem Format
Poetry deals with the emotions, just as music. An autobiographical poem is personal—it reveals something about the person writing the poem. It does not have to rhyme. Below is a simple plan to write your own autobiographical poem. Just follow the steps and—before you know it—it’s done.
I AM Poem
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
I AM Poem
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Thursday, August 6th
Equip: You need a pen
Establish: I will be able to identify important aspects of the syllabus
Engage:
Evaluate: Scavenger speed dating
Materials:
Establish: I will be able to identify important aspects of the syllabus
Engage:
- House keeping
- Syllabus speed dating
- Rules and procedures
- Ice breaker
Evaluate: Scavenger speed dating
Materials: