5/11 English 2 Agenda

Read Chapter 11

  1. Write a summary of what happens at Castle Rock including what happens to Piggy, to Ralph, and to the conch.
  2. What problem does Ralph and Piggy experience at the beginning of the chapter? What are three steps they take to solve this problem? Include information from chapter 11 in your answer.
  3. What is the author’s purpose for attacking Piggy? Provide one detail from chapter 11 in your answer.
  4. Cliffhanger! I want you to write down evidence of what is happening now that helps to foreshadow what you think will happen in the concluding chapter.  Include evidence from chapter 11 AND your predictions that stem from this evidence.

5/11 English 1 & 9RCP Agenda

Sneeze 5/11/18 (7 minutes, half page)

Describe a time where you finally got something you wanted and that was very special, but once you got it, it wasn’t what you expected it to be

OR

Describe one of your most embarrassing moments.  Now, after time has passed, have your feelings changed about this moment? How?

_______________________________

Go over the figurative language worksheet

______________________________

Read:
“A Rice Sandwich”

“Chanclas”

“Hips”

“The First Job”

Choose THREE quotes from any of today’s reading and write them down.  You will then connect those chosen quotes to your life in three sentence responses, for each quote.

What you do not complete is homework to be checked Monday.

 

 

 

 

 

5/10 Drama Agenda

20 minutes to finish up telephone project for tomorrow

http://www.nyee.edu/patient-care/otolaryngology/voice-swallowing/therapy/vocal-warm-ups

Divide 12 warm-ups into four groups.  Rotate students through them.

5/8-5/9 Drama Agendas

THE SITUATION

Within a particular time/place there are different languages.

We speak differently for different occasions.

(tone and vocabulary change)

Hallway vs. classroom

THE ROLES

It also depends on your role and purpose in the action.

We speak differently depending on our role.

Student – asking a question

Teacher – lecturing on a concept

THE RELATIONSHIPS

It also depends by how the characters feel about each other.

We speak differently depending on how we feel about the person we’re talking to.

Teenager hates older cousin

Teenager loves older sister

Telephone Conversations Voice Project

5/9

Work on Project

 

 

5/8-5/9 English 2 Agendas

5/8

QUIZ!

Nature vs. Nurture. The nature versus nurture debate is about the relative influence of an individual’s innate attributes as opposed to the experiences from the environment one is brought up in, in determining individual differences in physical and behavioral traits.

So you should be looking for evidence of the way someone was raised OR how them being out in nature has made them revert to their innate form.

Structure for a compare/contrast paragraph was handed out.  Students first attempt at such a paragraph.

5/9

Get your notebooks from the front of the room.

Open to a blank page.

Title it:

5/9/18 Sample Compare and Contrast Paragraph

Write along with students:

Jack and Ralph have many similarities and differences.  First, Jack and Ralph are the same because both want to be leaders.  For instance, Jack and Ralph argue over who is to be in charge and so both form their own tribes.  Additionally, they both are respected by the other children on the island.  The respect the other children have for the two leaders is evident because the other children hang on their every word and do as they say.

  1. Topic Sentence
    1. Similar
      1. Inference from text (a leader)
        1. Evidence that this inference is true (gets food)
      2. Inference from text
        1. Evidence
      3. Different
        1. Inference
          1. Evidence
        2. Inference
          1. Evidence

What I will check tomorrow:

Did you read chapter 10?  Is there ONE NOTE per PAGE for chapter 10.

5/8-5/9 English 1 & 9RCP Agendas

5/8

Figurative language worksheet with definitions!  Both sides.  Seven terms total.

alliteration; allusion; metaphor; personification; onomatopoeia; simile; symbolism; synesthesia

Read: “Marin,” “Those who Don’t,” and “There was an Old Woman…”

5/9

Pass back figurative language worksheets.  Have students work on them for another ten minutes.

Write figurative language terms in notebooks with definitions.  Fold a page in half with terms on the left and definitions on the right.

Sneeze 5/9/18

Recount an incident where you were scared or shared your fears with others.  Include their reactions to your fears.

Vocabulary 5/9/18

Doughty; Velvety; Cavern; Canteen; Anemic; Authority; Cue

Read:

“Alicia Who Sees Mice”

“Darius and the Clouds”

“And Some More”

“The Family of Little Feet”

Choose one to chart in your notebook.

4/30-5/4; 5/7 English 9RCP Agendas

4/30

“Caged Bird” illustrate one frame per stanza.

5/1
Read vignette “House on Mango Street” and teach the students how to use the vignette analytical chart.  Model and ask them for help filling it in.

Period 4  WEDNESDAY

Read “Hairs” through “Cathy Queen of Cats”

Answer questions (at the front of the room)

Homework OR Extra time at the end of class:

Choose ONE of the vignettes, and fill out the chart using the vignette in your notebook.

Period 4 THURSDAY

  1. Write in notebooks:

Sneeze 5/2/18 – ten minutes

Write what you know about your name.  What does it mean?  How was it chosen? How do you feel about it?  What similes and metaphors would you use to describe your feelings about it?

VOCAB: Lopsided, Scrambling, Pleated, Dangle

You may read in groups, but for these particular questions, I need INDIVIDUAL answers for each student in NOTEBOOKS.

  1. Read: “Our Good Day”

Answer:
1. Describe a good day with your friends?
2. Why do you think simple toys, like bicycles and kites, are still popular in an age of cell phones and video games?

  1. Read: “Laughter”

Answer:
1. Which family member are you most like physically?  How?  Which family member are you most like in personality?  How?
2.  Do you feel like you often make friends with people who feel like you do?  Why or why not?  Give a few examples to support your answer.

Period 4  FRIDAY

Sneeze 5/3/18: Has someone else ever shown prejudice against you due to age, race, ethnicity, religious background, or something else?  What did the person do or say?  How did you react?

Language focus Sequence and Sentence Structure Worksheets

Students may work in pairs or alone.  ONE set of worksheets per pair, not two.  Staple and turn in at the end of class.
Period 4 Monday

Read: “Gil’s Furniture Bought & Sold,” “Meme Ortiz,” and “Louie, His Cousin & His Other Cousin”

Choose ONE of the vignettes that you relate the most to.  I would now like you to write one paragraph describing what you believe happened before the vignette started, and one concluding paragraph wrapping up and ending the story where it left off.

4/30-5/4; 5/7 English 2 Agendas

4/30

“Caged Bird” frame storyboard.

5/1

Copy essay questions and chart.  Read chapter 6 and answer chapter 6 questions.

Period 2 and 3 WEDNESDAY

Get out journals:

Sneeze 5/2/18 – 6 minutes

Write down these questions, skipping five lines in between each:

  1. The author makes reference to the past and to the future in this chapter.   Which character is thinking about these things?
  2. What, in particular, does he remember in the past?  How does it make him feel?
  3. What, in particular, does he think about in the future?  Who else is part of this conversation?

 

Have them get into their “Survival Groups.”  Read chapter 7, with focus on these questions, answering them along them way in their notebooks.

Twenty minutes left in class: Have students get into pairs, NOT threes or fours.  They may work alone or in pairs.  ONE “Battling Boys” close reading PER GROUP.

English 2 THURSDAY

  • Sneeze 5/3/18 – write in notebooks for 5 minutes
    What is bravery? Given the events of chapter 7, which character is most brave (Ralph/Piggy/Simon/Jack)? Prove your point.
  • Read Chapter 8 in Survival Groups…if groups are not on task, then write down their names and I will take off “life points.” – Students may BORROW the half sheet questions and share them. The next class will need them, so make sure they are returned.

 

Periods 2 and 3 FRIDAY

Read the paper titled BEELZEBUB out loud to the entire class.  This article is meant to help them understand chapter 8 and the title of the novel.

Hand out Lord of The Flies storyboard, one per person.  Follow directions on the sheet.  They may use my colored pencils, etc. (in the basket at the front of the room).  It is expected that they will put everything back neatly.  Appearances COUNT towards the grade, as do all presentations and work in life.  If you can’t draw well, I get it…but it should appear as though you tried your best and interpreted the text correctly.  If I cannot tell what you are trying to communicate, I will not grade it.

5/7 Monday

Read Chapter 9

Complete Venn Diagram on Jack and Ralph.  Have 5 points for each section with corresponding page numbers.

4/30-5/4; 5/7 English 1 Agendas

Monday 4/30

Read “Caged Bird” and draw one frame per stanza illustrating that frame.

5/1

Read:  “Hairs” – Two Minutes

Answer: (6 minutes)

  • Describe each of the characters by his or her hair.
  • How does the narrator feel about her mother? Find evidence to support your stance.

 

Read: “Boys and Girls” – Two Minutes

Answer: (8 minutes)

  • According to the narrator, can boys be friends with girls? What experience has the narrator had to back up this position?
  • How does the narrator feel about her sister?
  • What does the narrator wish for, and why does she want one?

Read: “My Name” – Four Minutes

Answer: (8 minutes)

  • What is the narrators name and what does it mean?
  • Who is she named after? What is that woman like?
  • What is a woman’s role in Mexican society, according to the narrator?

Read: “Cathy Queen of Cats” – Four Minutes

Answer: (8 minutes)

  • Who is Cathy, and why is she the Queen of Cats?
  • Why does Cathy’s family have to move soon?
  • How do you think Esperanza feels about their reason for moving?

Choose one vignette and analyze it using the vignette chart we learned in class.

Period 1 Wednesday

  • Write in notebooks:

Sneeze 5/2/18 – ten minutes

Write what you know about your name.  What does it mean?  How was it chosen? How do you feel about it?  What similes and metaphors would you use to describe your feelings about it?

  • Have them look up using their phone or dictionaries, these four words, and then discuss the meaning of each word with them. – 8 minutes

Lopsided; Scrambling; Pleated; Dangle

You may read in groups, but for these particular questions, I need INDIVIDUAL answers for each student in NOTEBOOKS.

  • Read: “Our Good Day” – 15 minutes

Answer:
1. Describe a good day with your friends.\

2. Why do you think simple toys, like bicycles and kites, are still popular in an age of cell phones and video games?

  • Read: “Laughter” – 15 minutes

Answer:

1. Which family member are you most like physically?  How?  Which family member are you most like in personality?  How?

2.  Do you feel like you often make friends with people who feel like you do? Why or why not?  Give a few examples to support your answer.

Period 1 THURSDAY

  • Write in notebooks:
    Sneeze 5/3/18 Ten Minutes: Has someone else ever shown prejudice against you due to age, race, ethnicity, religious background, or something else? What did the person do or say?  How did you react?
  • Language focus Sequence and Sentence Structure Worksheets – 3 Pages, self explanatory

Students may work in pairs or alone.  ONE set of worksheets per pair, not two.  Staple and turn in at the end of class.

Period 1 FRIDAY

Sneeze 5/4 – 7 minutes

Write about a time that you risked your safety for a competition or to have more fun.  Would you do it again?  Half of a page.

QUESTIONS UP FRONT
Read in groups through page 26 in HOMS and one answer sheet per group.

Choose ONE of the vignettes that you relate the most to.  I would now like you to write one paragraph describing what you believe happened before the vignette started, and one concluding paragraph wrapping up and ending the story where it left off.

Period 1 Monday 5/7

Review assignments from last week.  Allow to re-do/complete.