English III Agenda 8/26-27 - PowerPoint Presentation

Slide1

English III Agenda 8/26-27

Ice breaker – Partner interviews.

First-day letter – Heading should include your first and last name, the class title and period and the date.

Homework: First day letter due 9/2.Slide2

Partner Interview Notes

Partner’s name

Nickname

Place of birth

Where else partner has lived

Favorite subject

Possible careers

Favorite kind of music/artist

What partner likes to do for fun

How friends would describe partner

Find 3 things you have in commonSlide3

English III Agenda 8/28 – 8/29

Syllabus/Expectations

Ice Breaker

Study skills inventory and computer log-in

Homework: First-day letter due 9/2-9/3

Supplies due 9/2.Slide4

Declaration of Independence Quote

“We hold these truths to be self-evident: that all men are created equal, that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights, governments are instituted among men; deriving their just powers from the consent of the governed…”Slide5

English III Agenda 9/2-3

Warm-up: Take an index card from the table by the door, and write your name on the unlined side. Give the card to a partner. Ask your partner what one dream they have for their life is. Write the answer on the lined side. Do this for both partners.

Turn in “Opening Day Letter.” Make sure the heading has your full name, the class you are in, the class period and the date.

American Dream rotations and discussion

Gallery walk

Write a well-organized paragraph explaining what your own American dream looks like. Your paragraph should address your economic, personal and political lives.

Homework: Parent surveySlide6

American Dream Parent/Adult Questions

What does the American Dream mean to you?

What dreams do you have for yourself and your children economically? What jobs and education do want for them and for yourself? What do you want them to be able to buy or own?

What dreams do you have for you’re your family life and for your children’s family life. What kinds of relationships and recreational activities do you want for yourself and for them?

Which of these dreams do you feel like you have fulfilled or will fulfill? Which seem out of reach? What makes your dreams harder or easier to attain?Slide7

American Dream/

Dilemna

Questions

American Dream: Economics (What does the American dream look like in terms of jobs, possessions, careers, education)?

American Dream: Personal (What does the American dream look like in terms of family, friendship and recreation)?

American Dream: Political (What rights, freedoms and responsibilities should Americans have as citizens of their countries and communities? How should Americans feel as community members)?

American Dilemma: Economics (What do your lives look like in terms of jobs, possessions, careers, education)?

American Dilemma: Personal (What do your lives look like in terms of family, friendship and recreation)?

American Dilemma: Political (What rights, freedoms and responsibilities do you feel you currently have as citizens of your countries and communities? How do you feel as community members)?Slide8

English III Agenda 9/4

Goals: You will analyze, summarize and draw conclusions about expository text. Our discussion will give you context to do this.

SAT warm-up

American Dream gallery walk – put stars next to statements you agree with. Choose at least 3. Write down one you strongly agree with.

Discuss parent information and gallery walk/Turn in

Read and discuss American Dream articles

http://www.npr.org/2012/06/30/155596354/buried-in-debt-young-people-find-dreams-elusive

What conclusions can we draw about what makes it hard for some people to reach their American dreams?

Exit Ticket: Write a paragraph summarizing either “Buried in Debt” or “Here’s What You Need to Know.”Slide9

Warm-up 9/4

Write the correct answer to this SAT-style question in your journal. Please write out the correct sentence.

Scenes from the everyday lives of African Americans, which are realistically depicted in the paintings of Henry

Ossawa

Tanner.

Answer Choices

(A) Scenes from the everyday lives of African Americans, which are realistically depicted in the paintings of Henry

Ossawa

Tanner.

(B) Scenes from the everyday lives of African Americans being realistically depicted in the paintings of Henry

Ossawa

Tanner.

(C) The paintings of Henry

Ossawa

Tanner realistically depict scenes from the everyday lives of African Americans.

(D) Henry

Ossawa

Tanner, in his realistic paintings, depicting scenes from the everyday lives of African Americans.

(E) Henry

Ossawa

Tanner, whose paintings realistically depict scenes from the everyday lives of African Americans.Slide10

SAT Warm-Up 9/8 – 9/9

Write the sentence with the pair of words that makes sense filled in. Use a dictionary as necessary.

Because King Philip's desire to make Spain the dominant power in sixteenth-century Europe ran counter to Queen Elizabeth's insistence on autonomy for England, ------- was -------.

(A) reconciliation . . assured

(B) warfare . . avoidable

(C) ruination . . impossible

(D) conflict . . inevitable

(E) diplomacy . . simpleSlide11

English III Agenda 9/8 – 9/9

Goals: Learn critical reading and annotation strategies to increase reading comprehension.

SAT warm-up

Critical reading strategies

Ppoint

“Learning to Read and Write” by Frederick Douglass

Exit ticket: Write a RACE-style short answer to the following question: Why was learning to read and write so important to Douglass?

Restate

Answer

Cite

ExplainSlide12

English III Agenda 9/10 – 9/11

Connect to Background Knowledge, note taking skills, learn reading strategies, summarization

SAT Warm-up

Frederick Douglass Background

Finish Annotating DouglassSlide13

SAT Warm-Up of the Day 9/10-11

Writing > Improving Sentences

Part or all of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.  

With the 1977 publication of

Song of Solomon

, Toni Morrison

both received popular and

critical acclaim.

Answer Choices

(A) both received popular and

(B) both received popular and also

(C) received popular, along with

(D) received popular as well as

(E) received both popular and alsoSlide14

Short Answer Questions: Answer 1 Using the RACECE Format

Based upon the articles about Frederick Douglass and Malcolm X, what shared passionate desire did each of them have to support them in achieving their American Dreams of equality? How did each of them achieve their desires?

Discuss the similarities and differences between the way that Frederick Douglass and Malcolm X pursued their desires for reading and writing.

Discuss the similarities between the labels that Frederick Douglass and Malcolm X used to describe their oppressors.

Compare the covert tactics that both Frederick Douglass and Malcolm X used to educate themselves.Slide15

Example:Compare

how Malcolm X and Frederick Douglass were educated.  Are these acceptable ways to be educated in today's society?

Both Frederick Douglass and Malcolm X took the initiative to educate themselves within bonds of captivity. Frederick Douglass was forbidden from reading and writing by his mistress, but persuaded neighborhood boys to give him “the valuable bread of knowledge of reading.” Once he was able to read, Douglass learned about abolitionism and the logical arguments against slavery. Malcolm X took the opportunity of his imprisonment to give himself a more rigorous education than he would have received from a university. He writes, “Prison enabled me to study far more intensively than I would have if my life had gone differently and I had attended college.” Both men valued education highly and pursued it actively because they saw it as a route to liberation, whereas, may people who are formally educated in schools today have less drive to learn.Slide16

English III Agenda 9/12

Warm-up : If there were no formal education available, what would you learn and why? What steps would you take to educate yourself?

Frederick Douglass/Malcolm X Crossover Questions: Choose 1 and write a draft.

Trade with a peer and go through peer revision steps.

Revise one and turn it in for a test grade.

YOUR FINAL DRAFT, FIRST DRAFT AND PEER EDIT ARE DUE AT THE END OF CLASS!Slide17

Peer Revision

With four different colored markers/highlighters, highlight and label the restatement, answer, citation, and explanation portions of your partner’s short answer.

Look at your partner’s answer. Does it accurately respond to the question? If not, explain why it doesn’t.

Look at your partner’s citations. Do they effectively support the answer? Are they the best quotes your partner could have chosen? If not, explain why.

Look at your partner’s explanations. Do they explain how the citations support the answer? If not, how should they be changed?

Look at how your partner introduces quotes. Do they flow smoothly into his or her sentences. Note places that are awkward.

Does the paragraph end in a satisfying way that ties both texts together. If not, what does the author need to add?Slide18

9/15 English II

Warm-up : If there were no formal education available, what would you learn and why? What steps would you take to educate yourself?

Malcolm X PowerPoint

and film

Read Malcolm XSlide19

9/16 English III Agenda

Goal: Learn about Inductive and Deductive Logic

Warm-up

Induction and deduction sort

Declaration of Independence and deduction

“I Will Fight No More Forever” and induction

Your own declaration of independenceSlide20

Warm-up: Choose the word or set of words that, when inserted in the sentence, 

best

 fits the meaning of the sentence as a whole.  Write the sentence correctly in your journal.

Dahntay’s

 ------- over winning the prestigious prize was ------- only by the fact that his father was unable to attend the ceremony.

(A) incredulity . . misconstrued

(B) ebullience . . tempered

(C) bashfulness . . extended

(D) satisfaction . . confirmed

(E) relief . . conveyedSlide21

SAT Warm-Up 9/18-19

Happy Talk-Like-a-Pirate Day!

Writing > Improving Sentences

Part or all of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.  

Like

 machinery was integral to the development of industrial capitalism, so the rapid transfer of information is the force driving modern business.

(A) Like

(B) Given that

(C) Since

(D) Just as

(E) AlthoughSlide22

English III Agenda 9/18

Goals: Learn about induction and deduction, close reading

SAT Warm-up

“I Will Fight No More Forever”

I Will

No More Forever writing

“I Will Fight No More Forever” Questions 1-11 on page 554.Slide23

English III Agenda 9/19

Goal: Learn about Inductive and Deductive Logic

Warm-up

Induction and deduction sort

Declaration of Independence and deduction

“I Will Fight No More Forever” and induction

Your own declaration of independence

HAPPY INTERNATIONAL TALK LIKE A PIRATE DAY!Slide24

English III Agenda 9/22-23

Goal: Learn to make a persuasive argument using deduction and induction

SAT Warm-Up

I Will Fight No More Forever” and induction

Questions 1-11 on page 554

Introduce Philosophy of Life Essay: What is a philosophy of life? How do you form one?

Find a quote that represents your philosophy of life. Go to one of these websites and hunt until you find something that fits you.

http://www.brainyquote.com/quotes/topics/topic_life.html

http://www.wisdomquotes.com/topics/life/

http://www.searchquotes.com/search/Song_Lyrics_About_Life/

Share your philosophy.

Do graphic organizer about your quote.

For next time: Bring poster board and images/photos to make your philosophy of life poster.Slide25

SAT Question of the Day 9/22-23

Choose the word or set of words that, when inserted in the sentence, 

best

 fits the meaning of the sentence as a whole. 

The senator chose to incur dislike rather than ------- her principles to win favor with the public.

(A) gratify

(B) endorse

(C) accuse

(D) compromise

(E) advertiseSlide26

SAT Question of the Day 9/25 – 9/26

The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. 

(A)

When

 people gave up the hunter-gatherer way of life and began to cultivate the soil and grow their food, they often (B)

became less mobile

, built more substantial residences, and (C)

they developed

 (D)

more effective means

 of storage. 

(A)  

(B)  

(C)  

(D)  

(E)  No errorSlide27

English III Agenda 9/25

Goal: Use inductive and deductive reasoning to create a persuasive essay

Introduce Philosophy of Life Essay: What is a philosophy of life? How do you form one?

Find a quote that represents your philosophy of life. Go to one of these websites and hunt until you find something that fits you.

http://www.brainyquote.com/quotes/topics/topic_life.html

http://www.wisdomquotes.com/topics/life/

http://www.searchquotes.com/search/Song_Lyrics_About_Life/

Share your philosophy.

Do graphic organizer about your quote.Slide28

What is a philosophy of life?

Induction/Deduction

Abstract/ConcreteSlide29

English III Agenda 9/26

Goal: Draft a persuasive essay using induction and deduction

SAT Warm-up

Persuasive essay drafting

Grammar ninjaSlide30

SAT Warm-up 9/26 - 29

Critical Reading > Sentence Completions

Choose the word or set of words that, when inserted in the sentence, 

best

 fits the meaning of the sentence as a whole. 

Mr.

Warmington

considered himself a connoisseur of fine wines, claiming he could -------variations in taste and quality among any range of vintages he was served.

(A) purvey

(B) discern

(C) efface

(D) mollify

(E) debateSlide31

STAAR Style Prompt

Persuasive Prompt

Read the following quotation.

What I like about cities is that everything is

king-size, the beauty and the ugliness.

—Joseph Brodsky

Although large cities are exciting places to live, small towns have their own special

characteristics. Think carefully about this idea.

Write an essay stating your position on whether it is better to live in a large city or in a small

town.

Be sure to —

• state your position clearly

• use appropriate organization

• provide specific support for your argument

• choose your words carefully

• edit your writing for grammar, mechanics, and spellingSlide32

Persuasive Essay Drafting: Look at your graphic organizer.

Is there anything unclear? Clarify it.

Look at your body paragraphs on the organizer. Which is least clear? Cross it out.Slide33

Your Prompt

Write an essay that uses inductive and deductive reasoning to persuade others that your philosophy of life is correct.

Your prompt: = Your quote

+

There are many different ideas about how people should live their lives. Write an essay that persuades others why one of your ideas is correct.Slide34

Paragraph 1

Introduce your topic using your quote. You might start out “According to

“

or “

wrote that….

Thesis: What is the main idea you are going to prove in your essay? This should a lot like your paraphrase of your quote.

Example: Facing difficulties in life helps us develop as human beings because pain is what spurs us to grow.Slide35

Paragraphs 2-3

Write the topic sentence of this paragraph. For example:

As a special education teacher, I saw my students grow when they reacted to learning differences by enhancing their skills in other areas.

Give

specific

anecdotes (stories) and details to support your topic sentence. Your body paragraph should have at least 5 sentences. Each one should add new detail.

Your last sentence should explain how your example/reasoning proves your point.Slide36

Paragraph 4 - Conclusion

Paraphrase (state in other words) your thesis.

Say how people should act if you’ve convinced them that your philosophy of life is right?Slide37

English III Agenda 9/30-10/1

Multiple choice test. No warm-up today.

Please do not write on the tests or related handouts – they are class sets.

Make sure you are associating the correct handout with the relevant set of questions.

Feel free to take a pencil, but please return it.



A couple of question issues

Q21 – No right answer: Choose B

Q27 1012=2012Slide38

English III Agenda 10/3

SAT Question of the day

Make-up day

Finish essay if necessary

Finish test if necessary

Finish any missing work

For extra credit

: Write a 1-2 page literacy autobiography in which you tell the story of your own relationship with reading and writing: include favorite books that were read to you, learning to read and write, favorite things you’ve read and writing, good and bad experiences

When you are done with work for my class, get a computer and play Grammar Ninja

Expectations: Everyone will be working during the class time. You may use phones to play Grammar Ninja.Slide39

SAT Question of the Day 10/3

Choose the word or set of words that, when inserted in the sentence, 

best

 fits the meaning of the sentence as a whole. 

Scientists have discovered that our sense of smell is surprisingly ------- , capable of distinguishing thousands of chemical odors.

(A) rigid

(B) inert

(C) erratic

(D) keen

(E) innateSlide40

English III Agenda

Objective: To analyze what we know and what we need to learn.

Go over exam results/data sheet

PSAT Prep

The Great Debaters film

– write down as many inductive and deductive arguments as you can.Slide41

SAT Question of the Day

Part or all of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.  

Archaeological evidence shows that Viking ships were lighter, slimmer, and faster than 

that in England

.

(A) that in England

(B) they had in England

(C) they had been in England

(D) those used by the English

(E) that of the EnglishSlide42

SAT Question of the Day

The following sentence contains either a single error or no error at all. If the sentence contains an error, select the one underlined part that must be changed to make the sentence correct. If the sentence contains no error, select choice E. 

Wynton

Marsalis (A)

emerged as

 one of the great trumpeters (B)

of

 the late twentieth century, (C)

winning

Grammy awards for both his jazz (D)

and even

 classical works. (E)

No error

(A)  

(B)  

(C)  

(D)  

(E)  Slide43

English III Agenda 10/14/14

Objective: Analyze argumentative strategies, learn academic vocabulary

Warm-up: Obama speech; review ethos, pathos, logos and the rhetorical triangle

https://docs.google.com/a/roundrockisd.org/document/d/1S0MzlWDlY2kskqUPs8Qd6XUC9KIR23akUUZVeZhA4H4/edit

2. Rhetorical Device Vocabulary and

Webquest

: parallelism, understatement, overstatement, repetition, hyperbole, rhetorical questions, metaphor, simile, irony, analogy, antithesis. Complete rhetorical device worksheet with examples from speeches.Slide44

3

rd

Period Seating Chart

You may sit anywhere at your assigned table.

Table 1: Elizabeth,

Tasia

,

Yessenia

, Jared, Justin

Table 2:

Lisette

,

Josue

,

Aylin

, Destiny

Table 3:

Aliyah

H., Alicia, Emily

Table 4:

Aliyah

D., Abel,

Kyndall

, Gabriella

Table 5:

Brittinee

,

Anthonie

,

Jazmine

, Jose, Ashley

Table 6: Lindsay,

Davion

,

Joely

,

Emani

, HannahSlide45

5

th

Period Seating Chart

You may sit anywhere at your assigned table.

Table 1: Aldo,

Uriel

, Michael, Sonia

Table 2: Irma, Daniel,

Karly

,

Makayla

Table 3: Jesse, David C., Danielle, Samantha

Table 4:

Jaron

, Faye, David G.,

Akirah

, Jessica

Table 5: Sara, Daniela, Alexander, Marcus

Table 6: Kyle, Vanessa, Jose, CJSlide46

English III Warm-Up 10/17

We will do vocabulary and sentence structure warm-ups each class. There will be vocabulary quizzes every time we complete 10 words.

SAT Vocabulary: Write the definitions of the following words, use then in a sentence, and create a symbol for them:

Finite (

adj

): limited, not permanent

Magnanimous (

adj

): generous, good hearted, forgivingSlide47

What do you notice about this sentence?

His room smelled of cooked grease, Lysol, and age.

Maya Angelou,

I Know Why the Caged Bird SingSlide48

Invitation to Imitate

smells of

,

, and

(Place) (at least 3 things)

.Slide49

English III Agenda 10/17

Goals: Analyze how authors and speakers use rhetorical strategies to construct arguments.

Introduce new vocabulary warm-up.

Introduce new language warm-up

Analyze rhetorical techniques in “

Braveheart

,” and “Patton” speeches.

Analyze rhetorical techniques and organizational pattern in “Bathing Suit” article.Slide50

English III Agenda 10/20 - 21

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them:

Parsimonious (

adj

): thrifty, frugal, economical

Exult (v): To celebrate, to rejoice, to gloat

Sentence structure

Analyzing argument – finish swimsuit article questions

Analyzing organizational patterns

Malala

speech – reading strategies

For Thursday/Friday – Quiz over rhetorical terms and ethos, pathos, logosSlide51

Sentence Structure

Combine these three sentences:

I have hair the color of carrots in an apricot glaze.

My skin is fair and clear where it isn’t freckled.

My eyes are like summer storms.

You may omit or add words and punctuation so long as you don’t change the meaning of the sentence.Slide52

Write a sentence with this structure.

I have

noun

adjective phrase

,

noun

adjective phrase

, and

noun

adjective phrase. Slide53

Sexism: Bathing Suit Issues

1. Who is the author? What is the message/purpose? Who is the audience?

2. What organizational patterns does the author use to structure the text, and how does that influence the reader? Cause and effect, problem and solution, chronological order. Graphic Organizer

3. What appeals do you see to ethos, pathos and logos?Slide54

Sexism: Bathing Suit Issues

4. What is the tone of this article? Serious, humorous, factual, angry, direct, sad, light, enraged, persuasive

, etc

5. What rhetorical devices (repetition, parallelism, hyperbole, etc) does the author use  - how did that help the author achieve his/her purpose in the text?

6. What are examples of inductive and deductive reasoning are there, and how did the reasoning support the conclusions in the text?Slide55

Malala

Speech Annotation Instructions

Number each paragraph

Chunk paragraphs 1-2, 3-4, 5, 6-7, 8-9, 10-11, 12-15

Circle key terms

Underline claims

Left margin - What is the author saying?

Right margin - What is the author doing?Slide56

English III Agenda 10/22-23

Goal: Understand and analyze argumentative structure and rhetorical appeals and techniques.

We will be playing a

Kahoot

game today. If you do not have a smart phone, get a computer and boot up while we are doing the warm-up.

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them:

Affiliate (v): to partner with, to associate with

Truculent (

adj

): aggressive, confrontational

Sentence structure

Kahoot

: Ethos/Pathos/Logos Review

Malala

video and

SOAPStoneSlide57

Invitation to Imitate

I have hair the color of carrots in apricot glaze, skin fair and clear where it isn’t freckled, and eyes like summer storms.

I have

,

(noun) (adjective phrase)

, and

(noun) (adjective phrase)

,

.

(noun) (adjective phrase)Slide58

English III Agenda 10/27 - 28

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them:

Dearth (n)scarcity, shortage, deficiency

Exuberant(

adj

): enthusiastic, cheerful, excited

Affluenza

clip

http://www.cnn.com/2013/12/11/us/texas-teen-dwi-wreck/index.html

Affluenza

article

SOAPStone

analysis

Short answer: Why does the author believe that Couch was given a relatively light sentence?

For next time: Rhetoric study guide = 10 pts on test/testSlide59

What do you notice about this sentence?

A single empty chair waited for

Rowanne

, and a thought whispered from the back of Hector’s mind, but it was drowned out by the sounds of scraping shifting chairs. – Lynne Rae Perkins,

Criss

CrossSlide60

How can we

uncombine

this sentence?

A single empty chair waited for

Rowanne

, and a thought whispered from the back of Hector’s mind, but it was drowned out by the sounds of scraping shifting chairs.Slide61

RACE short answer: Why does the author believe that Couch was given a relatively short sentence?

Restate key words from the question

Answer the question

Cite a quote from the text

Explain how your quote supports your answerSlide62

Example: What did Dr. Miller mean when he characterized Ethan Couch as a victim of “

affluenza

.”

When Dr. Miller characterized Ethan Couch as a victim of “

affluenza

,” he meant that Couch had not developed normally because he had been too privileged to experience boundaries and consequences. Miller said that Couch had been allowed “’freedoms no young person should have’” when his parents refused to link “behavior and consequences” and allowed him to continue driving at 15 even when he was found “in a parked pick-up with a passed out, undressed, 14-year old girl.” Because this “

affluenza

”

made Couch

feel that he was above punishment, Miller claimed that

it prevented

Couch from learning to control

his behavior.Slide63

English III Agenda 10/31 – 11/3

Warm Up: Vocabulary

Quiz

Rhetoric Test – Please write your answers to questions 1-14 on a separate piece of paper and use the

SOAPStone

chart to answer questions 15-20.

Please note: Questions 11-20 must be answered in complete sentences and must have quotes to support your answers. If you do not do this I will deduct 50% from each answer. Tone is the author’s attitude toward the subject, not the author’s message.

Tone words might include: passionate, serious, ironic, disapproving, enthusiastic, concerned, angry, delighted, worried, amused, humorous, reasonable, truculent, exuberant, dismissive, sympathetic, forceful, critical, etc.

Tone words should be or function as adjectives.Slide64

English III Agenda 11/4

Warm Up – Vocabulary Quiz

Begin Social Action Research Project

Complete Social Action Topics InventorySlide65

English III Agenda 11/5

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them: Multifarious (

adj

): diverse, varied, many sided; Ambivalent (

adj

) indecisive, unsure, having mixed feelings

Social Issues Project Preview

Complete social action inventory

Journal check FridaySlide66

English III Agenda 11/6

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them: Multifarious (

adj

): diverse, varied, many sided; Ambivalent (

adj

) indecisive, unsure, having mixed feelings

Complex sentences

Journal check Monday

Develop research question

Database sourcesSlide67

What do you notice about this sentence?

If there were an Olympic contest for talking, Shelly Stalls would sweep the event. (Flipped)

When summer comes to the North Woods, time slows down. (A Northern Light)Slide68

Invitation to Imitate

If there were an Olympic contest for

,

would sweep the event.Slide69

AAAWUBBIS: Subordinating Conjunctions. To make a complete sentence, the need to be attached to a sentence with a comma and an independent clause. Complex sentence= Opening dependent clause + independent clause.

Although

After

As

When

Until

Because

Before

If

SinceSlide70

English III Agenda 11/10

Please be sure to put the date at the tops of your warm-ups!

You may sit where you like, but please choose somewhere you can work.

SAT Vocabulary Warm-Up: Use the following words in a sentence and create symbols that represent them:

Placid (adj.) peaceful, easygoing, calm

Contrite (adj.) remorseful, apologetic, regretful

STAAR letters

Journal Check

BenchmarkSlide71

English III Agenda 11/13

CBA’s

If you are preparing to re-take the STAAR, please go to the lecture hall.

When you are done with the benchmark, please work on your research packet. Be sure to turn the packet back in before you leave.Slide72

English III Agenda 11/20

Warm-Up: A woman comes home with a bag of groceries, gets the mail, and walks into the house. On the way to the kitchen, she goes through the living room and looks at her husband, who had blown his brains out. She then continues to the kitchen, puts away the groceries, and makes dinner.

If you went to STAAR review last week, go to the library to do your CBA

Watch

Dead Poet’s Society

and answer questions.

Finish questions and work on researchSlide73

English III Warm-Up 11/21

Chicken

One who sees corn and is glad

Happily eating the worm

unaware of her fate.

Every fool will be buried in the cheek.

The foolish chicken has many relatives:

oil is her uncle on the mother’s side

pepper and onion are her aunts on the father’s side

pounded yam is her in-law.

If she does not see her friend salt for a day

she does not sleep peacefully. (anon from Yoruba)

Answer the following question using RACE on a separate sheet of paper:

What is ironic about this poem?Slide74

English III Agenda 12/1

Poetry warm-up

Research for social issues assignment

Due at the end of class:

Citations for three sources (use

easybib

or citation machine). You do not have to use a book source.

Full page of research notes. Make sure you write down quotes you can use in your letter and that it is clear to you which information comes from which source. Only take notes that will help you answer your research question. Slide75

In a Station of the Metro

The apparition of these faces in the crowd; 

Petals on a wet, black bough. – Ezra Pound

Write your own poem that is only 2 lines

Line 1 = a statement of something you see every day

Line 2 = a comparison to something you can see, taste, touch, smell, or hear

Pumpkin flash of cat’s tail and drain pipe;

A hunter twangs his bow

at rustling

under loam.Slide76

Two Liners

Parallel lines have so much in common;

It’s a shame they’ll never meet.

My wife accused me of being immature

I told her to get out of my fort.

What do you call a dog with two legs?

It doesn’t matter; it’s not going to come.

Women only call me ugly until they find out how much money I make.

Then they call me poor

and ugly.Slide77

English III Agenda 12/6-12/8

Warm-Up: Idiot Letters

Persuasive letter samples – Letter format

MLA Style

Complete the Tasks Below and Begin Writing Your Letter. Completed and revised letters will be due at the end of next class! Expectations: All students will be engaged in planning or writing their letters throughout class.

Do audience analysis

Write thesis and check with me

Write graphic organizer

Audience analysis, thesis and graphic organizer are due at the end of class.

Staple graphic organizer to the back of your packet and letter.Slide78

MLA In-Text Citations – You must cite at least 2 sources in your letter.

If you know the author: (author P#) at the end of the sentence. Ex: Human beings have been described as "symbol-using animals" (Burke 3).

If you you’ve already mentioned the author’s name in the sentence – “According to Burke” you just need the page # (3)

If there is no author, use an abbreviated form of the title. Ex: We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change . . ." ("Impact of Global Warming" 6).

Use this site as a resource: https://owl.english.purdue.edu/owl/resource/747/1/Slide79

Works Cited Page

You should document all sources that you’ve cited in your letter. Put the entries from your citation page in alphabetical order. Your page should look like this.

Works Cited

Allen, R.L. The American Farm Book; or

Compend

of American Agriculture; Being a Practical Treatise on Soils, Manures, Draining, Irrigation, Grasses, Grain,

Roots, Fruits, Cotton, Tobacco, Sugar Cane, Rice, and Every Staple Product of

the United States with the Best Methods of Planting, Cultivating, and Preparation for Market. New York: Saxton, 1849. Print.

Baker, Gladys L., Wayne D. Rasmussen, Vivian Wiser, and Jane M. Porter. Century of

Service: The First 100 Years of the United States Department of Agriculture.

[Federal Government], 1996. Print.

Danhof

, Clarence H. Change in Agriculture: The Northern United States, 1820-1870. Cambridge: Harvard UP, 1969. Print.Slide80

English III Agenda 12/12

Work Day

Due at the end of class:

Draft of Persuasive Letter with in text citations and works cited

Graphic Organizer

Completed Packet Materials

Submit all materials stapled to packet.

Expectations: All students will be focused on completing work throughout class. Please use me as a resource to help you with your work. Citation samples, letter samples and resources, and graphic organizers are at the front.

Please talk to me if you are considering exempting the final.

If you are done with your letter and would like to revise your CBA short answers, please let me know.Slide81

Final Terms

Allusion

Tone

RACECE

Pro

ConSlide82

Study Day 12/15

Brief final review

1. Finish persuasive letter and any missing work in packet. Do not forget to leave your packet with the letter and graphic organizer stapled to it with me. If I do not have your packet and letter to grade, you are likely to fail. I am missing packets from

Tasia

,

Aliyah

H.,

Josue

and Abel.

Revise short answer questions from CBA

Good luck on your exams! Ours is at 9:05 on Tuesday.Slide83

Final Day

After you finish the final, you may work on anything left in your packet, your letters, or on revising your short answers.

All outstanding work is due!

Have a wonderful break!

People from whom I have packets but no letters: Daniela, Kyle

, Sonia

If you took your packet home, your name may not be up here – I still need your paper today.Slide84

English III 1/6 – 1/7

Looking forward/looking back

Agenda for this 6 Weeks

Analyzing drama in a historical context: “The Crucible”

https://www.youtube.com/watch?v=wbkUXUVRbHE

https://www.youtube.com/watch?v=iUIAxTxrnCc

Writing the SAT persuasive essay

SAT Prep: Continued SAT vocabulary and grammar

Benchmark analysis

Salem Witch Trials video

and questionsSlide85

Where in the world did you go?Slide86

Sample SAT Prompt

Think carefully about the issue presented in the following excerpt and the assignment below.

Many persons believe that to move up the ladder of success and achievement, they must forget the past, repress it, and relinquish it. But others have just the opposite view. They see old memories as a chance to reckon with the past and integrate past and present.

Adapted from Sara Lawrence-Lightfoot, I've Known Rivers: Lives of Loss and Liberation

Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Slide87

Sample SAT Prompt

Think carefully about the issue presented in the following excerpt and the assignment below.

The education people receive does not occur primarily in school. Young people are formed by their experiences with parents, teachers, peers, and even strangers on the street, and by the sports teams they play for, the shopping malls they frequent, the songs they hear, and the shows they watch. Schools, while certainly important, constitute only a relatively small part of education.

~ Adapted from:

Mihaly

Csikszentmihalyi

, "Education for the Twenty-First Century"

Is education primarily the result of influences other than school? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Slide88

3

rd

Period English III Expectations

The teacher should treat students with encouragement, be respectful of opinions, have creative projects, and remove distractions

Students should treat each other respectfully by participating appropriately and being encouraging.

Students should respect our expectations, treating the teacher kindly, respect different beliefs and divide group work fairly. Slide89

English III Agenda 1/8

Sign up for the SAT’s. If you can’t remember your account name or password, use the relevant button. If that doesn’t work, use your cell phone to call

1-866-756-7346

SPHS

CollegeBoard

School Code for registration.  It is 446037

Vocabulary Warm-Up: Copy the words and definitions and write a sentence using each word.

Clemency (n): mercy, forgiveness, leniency

Laud (v) to praise, to commend, to extol

Who/Whom

http://theoatmeal.com/comics/who_vs_whomSlide90

Who/Whom Practice

1. Meryl

Streep

, who/whom won a Best Actress Oscar for the third time this year, is one of my favorite stars.

2. Sandra, who/whom used to babysit my sister and me, invited us to her wedding.

3. I hope the police catch the kid who/whom stole my bike!

4. My cousin

Samir

, who/whom I’ve never met, is coming to visit next week.

5. I don’t know who/whom made this lasagna, but it is delicious!

6. Violet is the girl I was telling you about—the one who/whom broke her ankle during practice.Slide91

Assigned Tables

Table 1:

Josue

,

Aliyah

H.

Emani

,

Anthonie

,

Joely

Table 2: Brianna,

Lisette

,

Kyndall

,

Yessenia

, Hannah

Table 3:

Brittinee

, Jose, Alicia,

Tasia

,

Jazmine

Table 4: Gabriella,

Aliya

D.,

Aylin

, Elizabeth, Ashley

Table 5: Destiny, Justin, Abel, Emily, Jared, Lindsay

Get a computer and boot up as some of these take a long time to load. Slide92

English III Agenda 1/12/15

Get a computer and boot up as some of them take a long time to load. You may sit where you wish, but please make sure there are at least 4 people at each table.

Vocabulary Warm-Up: Copy the words and definitions and write a sentence using each word.

Clemency (n): mercy, forgiveness, leniency

Laud (v) to praise, to commend, to extol

Who/Whom

http://theoatmeal.com/comics/who_vs_whom

Crucible

Webquest

Goal: Understand how literature influences and reflects its social and historical contextSlide93

Who/Whom Practice

1. Meryl

Streep

, who/whom won a Best Actress Oscar for the third time this year, is one of my favorite stars.

2. Sandra, who/whom used to babysit my sister and me, invited us to her wedding.

3. I hope the police catch the kid who/whom stole my bike!

4. My cousin

Samir

, who/whom I’ve never met, is coming to visit next week.

5. I don’t know who/whom made this lasagna, but it is delicious!

6. Violet is the girl I was telling you about—the one who/whom broke her ankle during practice.Slide94

Crucible

Webquest

https://www.blendspace.com/lessons/AoZMib1JlIhMtw/lesson-6-the-crucible-webquest

Goal: Understand how literature influences and reflects its social and historical context. Gather information from primary source documents. Develop presentation skills.

Due: After lunch next class

Procedure:

Divide the work with your group.

Create a Google presentation slideshow that members of your group can work on simultaneously.

Teach your classmates about your topic.

Grading

25 % Effectively teaches classmates about subject

25% Clearly uses all sources provided

25% Answers all questions posed about topic

25% Effectively uses visual and oral components of presentation.

For Puritan group: “Sinners in the Hands of an Angry God” is on Page 97 of your textbook.

To find

webquest

: crucible

blendspace

webquest

Slide95

Crucible Blendspace

webquestSlide96

Agenda 1/14 – 1/15

Goal: Understand how literature influences and reflects its social and historical context. Gather information from primary source documents. Develop presentation skills.

Get a computer and boot up.

Vocabulary Warm-up – Copy the following definitions and use the words in a sentence

Blithe (adj.) carefree, unconcerned

Vitriolic (adj.) cruel, hateful, angry

Finish Crucible

Webquest

– Crucible

Blendspace

Webquest

Present

WebquestsSlide97

English III Agenda 1/16 – 1/20

Objectives: Understand theme in drama. Use reading strategies: making predictions

1. Copy the definitions for the following vocabulary words and use the words in a sentence:

Obfuscate (v) : to deceive, conceal, complicate

Altruistic (

adj

): generous, humane

2. Grammar focus: apostrophes

3.

Improv

practice

4.

Improv

Theme Charts

5. Begin

The Crucible

Theme: The author’s message. Can be stated “Sometimes in life….”Slide98

How are apostrophes being used below?

“

Spelda

touseled

her son’s thick, black hair.”

Paul Stewart and Chris Riddle,

The Edge Chronicles: Beyond the Deep Woods

“Matilda’s wonderfully subtle mind was already at work devising yet another suitable punishment for a poisonous parent.

Roald

Dahl,

Matilda

“Harold’s eyes were glued to the floor. He couldn’t look.”

Dav

Pilkey

,

Captain Underpants and the Preposterous Plight of the Potty PeopleSlide99

English III Agenda 1/21/2015

1. Copy the definitions for the following vocabulary words and use the words in a sentence:

Placate (v): to pacify, to satisfy, to sooth

Deride (v): to ridicule, to mock, to criticize

2. Apostrophes: Rules and worksheet

3. Begin reading

The Crucible

, p. 1037Slide100

Apostrophes: Contractions and Possession – What Rules Can We Infer?

Its terrible to be burned as a witch just because your cats ill tempered.

When the court was in session, its rules were absolute even if they

werent

rational.

Goody Browns specter haunted Abigail and now Abigail cant stop throwing up on

Marys

shoes.

The girls poppets were found to have pins pushed through their hands and eyes.

Jamie’s report card had all As and Bs, but her brothers grades were all 75s or lower.Slide101

Apostrophe Rules

http://theoatmeal.com/comics/apostropheSlide102

The girls

poppets

were found to have pins pushed through their hands and eyes.

Jamie’s report card had all As and Bs, but her brothers grades were all 75s or lower.Slide103

English III Agenda 1/23-26

1. Copy the definitions for the following vocabulary words and use the words in a sentence:

Precocious (

adj

): gifted

Antithesis (n): contrast, a direct opposite

2. Finish Crucible

Webquest

presentations

3. Finish reading Act I of the Crucible

4. Finish Act I questions

Next class: Act I Quiz/

Vocab

QuizSlide104

Vocabulary for Quiz

Clemency (n): mercy, forgiveness, leniency

Laud (v): to praise, to commend, to extol

Blithe (

adj

): carefree, unconcerned,

Vitriolic (

adj

): cruel, hateful, angry

Obfuscate (v): to deceive, conceal, complicate,

Altruistic (

adj

): generous, humane

Placate (v): to pacify, to satisfy, to soothe

Deride (v): to ridicule, to mock, to criticize

Precocious (

adj

): gifted, clever beyond years

Antithesis (n): contrast, a direct oppositeSlide105

English III 1/28

Vocabulary Quiz

Finish Act 1 of

The Crucible

Finish Act 1 Questions

Character Chart

For next time: Act I QuizSlide106

English III Agenda 1/29

Vocabulary Quiz

Counselor/Schedule meeting in lecture hall at 1:30Slide107

English III Agenda 1/30 – 2/2

1.Write down the definitions of the following words and use them in a sentence:

Brandish (verb): to wield, to wave around, to show off

Callow (adjective): inexperienced, naïve, immature

3. Watch Act 1

4. Intro SAT EssaySlide108

Choices Directors Make

Sequence of events – is it the same as the events in the play? Why do you think it is arranged this way?

Sets and costumes – How did the director choose to create the setting? Was it what you pictured?

Casting and acting choices – Would you have chosen the same actors? Did they portray the characters in the way you expected? What character traits were emphasized: Abigail, Proctor, Reverend Parris, Hale?

Themes – What themes did the director emphasize in this scene?Slide109

English III Agenda 2/3/15

1.Write down the definitions of the following words and use them in a sentence:

Chagrin (noun): a feeling of disappointment, annoyance, shame or displeasure

Depreciate (verb): to decline, to reduce in value

2. Return work, discuss

3. Finish watching Act 1, discuss director’s choices

4. Grade multiple choice section of quiz

5. Intro SAT EssaySlide110

English III Agenda 2/4/15

1.Write down the definitions of the following words and use them in a sentence:

Chagrin (noun): a feeling of disappointment, annoyance, shame or displeasure

Depreciate (verb): to decline, to reduce in value

2. Score SAT essays.

3. Begin reading Act II in

The Crucible.

Friday: Plan SAT Essay/Crucible.

Tuesday: Write SAT Essay.Slide111

Sat Scoring Instructions

The essays below are actual student samples of an SAT persuasive prompt.  They have already been graded (not by me) and awarded a score from 1 (lowest) to 6 (highest).  There is one essay for each score, 1-6, for a total of 6 essays.  Your task is to read each essay and predict what score it received.  You must also write two or three sentences which explains why you gave it the score you did.  Your sentences should explain to what extent the essay displays elements of effective persuasive writing:   a clear thesis, appropriate evidence, insightful development of ideas, persuasive/rhetorical techniques, organization, and writing ability.

You may work with up to 2 other students to analyze the essays. Please make sure you explain your reasons in complete sentences.

We gave Essay B a score of

because…Slide112

English II Agenda 2/5/15

Counselor/registration presentation in the lecture hall

Score SAT essaysSlide113

English III Agenda 2/9-10

Write down the definitions of the following words and use them in a sentence:

Diatribe (noun): a verbal attack, a criticism, a rant

Emancipate: (to liberate, to release)

Brainstorm for SAT essays

Plan SAT essays

Write SAT essaysSlide114

English III Agenda 2/11

Write down the definitions of the following words and use them in a sentence:

Epitome (noun): a typical or perfect example

Fallacious (adjective): deceptive, misleading, faulty

Return Act 1 quizzes and discuss

Finish planning SAT Essays

Write SAT Essays

The Crucible

Act II

I will be here Friday. You may turn

in choice sheets then.Slide115

Eng. III Agenda 2/13

Make-up work

“Goodnight and Good Luck”

https://www.surveymonkey.com/s/2015highschoolclimateSlide116

English III Agenda 2/17

Benchmark: Multiple Choice Section

Please be sure to write your name on

your booklet

.Slide117

English III Agenda 2/19

Return SAT Essays

Good examples

CBA Essay

Finish CBA multiple choice

Separate your essay from the rest of the test and make sure you have your name and class period on

your essay.Slide118

SAT Essay Hints

Be sure to give a clear thesis

Make sure your examples support your thesis.

Give specific details in your examples. Only choose examples for which you know lots of details.

Don’t restate the thesis in the exact same words in your conclusion – paraphrase and explain implications.

Make sure your statements make sense – logic.Slide119

Eng. III Agenda 2/23

College Forward

Write the definitions of the following words and use the words in a sentence:

Garrulous (

adj

): talkative, chatty

Gratuitous (

adj

):

unecessary

, uncalled for, excessive

Review Act II of

The Crucible

Finish reading Act II

Geometric Character ActivitySlide120

SAT Practice

https://sat.collegeboard.org/practice/sat-practice-questions

SAT Practice in your email

If you did not complete benchmark essay (SAT Essay) please do so now.Slide121

English III Agenda 2/26

Write the definitions of the following words and use the words in a sentence:

Garrulous (

adj

): talkative, chatty

Gratuitous (

adj

):

unecessary

, uncalled for, excessive

Narrative Writings

“Crucible”

character activitySlide122

Write about your knowledge and experience with money and how it has affected you or others you know. You may use your knowledge of current events, America’s wealth gap, and information from books or classroom discussions in your writing.Slide123

People use vacation time or holidays to escape from work or school. Write about a vacation or holiday that you remember from the past.Slide124

English III Agenda 3/3/15

Vocabulary review – quiz next time

Finish geometric character activity

Act II

Crucible

quizSlide125

English III Agenda 3/4

SAT vocabulary quiz

Act II questions – finish reading if necessary

Geometric character analysisSlide126

English III 3/6 Agenda

SAT

vocab

quiz

Read Act III in

The Crucible

Act

III questionsSlide127

English III Agenda 3/6

Vocabulary warm-up

Harbinger (n): a sign, an omen, an indication of something to come

Idiosyncrasy (n) a strange habit or quirk

Act II

Crucible

Quiz

Watch Act II

Character relationships activitySlide128

English III Agenda 3/9-10/15

Vocabulary warm-up

Harbinger (n): a sign, an omen, an indication of something to come

Idiosyncrasy (n) a strange habit or quirk

Analysis sheets from CBA

Corrections and revisions

Begin Act III of

The CrucibleSlide129

English III Agenda

Write down the definitions of the following words and use them in a sentence:

Immutable (

adj

): undeniable, indisputable

Incandescent (

adj

): radiant, happy

Discuss quote – all or nothing situations

Finish Act III of

The Crucible

Finish Act III questionsSlide130

Danforth

“But you must understand, sir, that a person is either with this court or he must be counted against it, there be no road between. This is a sharp time, now, a precise time – we live no longer in the dusky afternoon when evil mixed itself with good and befuddled the world. Now by God’s grace, the shining sun is up, and them that fear not light will surely praise it.” (1088)

What does this mean?

What are some other historical or personal times you can think of when this attitude has been popular?

Is it ever right?

What happens to people who question?Slide131

English III Agenda 3/12

Write down the definitions of the following words and use them in a sentence:

Immutable (

adj

): undeniable, indisputable

Incandescent (

adj

): radiant, happy

Discuss CBA Essays

Begin reading Act III of

The CrucibleSlide132

English III Agenda 3/13

Write down the following words and use them in a sentence:

Jovial (adj.): cheerful, joyful, happy

Endemic (adj.): widespread, occurring frequently, indigenous, native

Finish Act III questions

Watch Act IIISlide133

English III Agenda 3/23

Write down the following words and use them in a sentence:

Jovial (adj.): cheerful, joyful, happy

Endemic (adj.): widespread, occurring frequently, indigenous, native

Finish reading Act III

Act III QuestionsSlide134

English III Agenda 3/24 – 3/25

Objectives: Understand character motivation, analyze drama in its social and historical context.

Write down the following words and use them in a sentence:

Malevolent (adj.): malicious, wicked, evil

Obliterate (v.): to destroy, to eradicate

Finish

The Crucible

Act 4 questionsSlide135

English III Agenda 3/26

Objectives: Analyze and make inferences about characters in drama, use quotes to support assertions about the text.

Obsolete (adj.): Useless, old fashioned

Persevere (v): to carry on, to persist without giving up

Discuss Act IV Questions

Body BiographySlide136

English III

Objectives: Analyze and make inferences about characters in drama, use quotes to support assertions about the text.

Kahoot.it

Vocabulary and terms review

Body Biographies

Next time: Common AssessmentSlide137

Vocabulary Review

Harbinger (n): a sign, an omen, an indication of something to come

Idiosyncrasy (n): a strange habit or quirk

Immutable (

adj

): undeniable, indisputable

Incandescent (

adj

): radiant, luminous

Jovial (

adj

): cheerful, joyful, happy

Endemic (

adj

): widespread, occurring frequently, indigenous

Malevolent (

adj

): malicious, wicked, evil

Obliterate (v): to destroy, to eradicate

Obsolete (

adj

): useless, old-fashioned,

Persevere (v): to carry on, to persist without giving upSlide138

English III Agenda 4/6

Warm-up – Vocabulary Quiz

Book interviews and book talks

Finish common assessment if necessarySlide139

Lit Circle Selections

To Kill a Mockingbird

, 1960,

lexile

870

The Great Gatsby

1925,

lexile

1070

One Flew Over the Cuckoo’s Nest

, 1962,

lexile

1110

The Secret Lives of Bees

, 2001,

lexile

840

The Joy Luck Club

, 1995,

lexile

930

Slaughterhouse 5

, 1969,

lexile

850

The Princess Bride,

1973,

lexile

870Slide140

English III Agenda 4/7/15

Quick

Vocab

Review

Common Assessment

If time – Vocabulary

KahootSlide141

English III Agenda

Before Lunch: Make-up Time

If you were not here last, class, please sit at the front table to do book interviews. These will allow you to select novels for literature circles.

If you missed or did not complete the common assessment, you will complete it today:

Justin

Emani

Gabriella

Abel

After Lunch: Literary Terms

Kahoot

, Literary Terms Pre-TestSlide142

English III Agenda

Goals: Learn SAT vocabulary, effectively survey books and make predictions about literary elements

Warm-Up: Vocabulary

Kahoot

and Quiz

If you were not here last class, please see me immediately to get your common assessment.

Jordan, Daniela, Danielle, Samantha and

Makayla

If you do not do this by the end of the day tomorrow, you will receive an incomplete for this six weeks.

Book interviewsSlide143

English III Agenda 4/13/2015

Warm-up: Pronoun reference

Literary terms

Kahoot

Literary terms pre-test

Finish book interviews if you didn’t last time.

For next class: Bring your ID card to check your book out of

the librarySlide144

English III Agenda

Goals: Learn about eras of American literature and relate them to literary themes and styles.

Please sit with your book group. Ask if you don’t know who that is.

Warm up: Word wall: make and illustrate a definition for a literary term and hang it above the back board.

Finish book research roles and posters

American Novel History Timeline

http://www.pbs.org/wnet/americannovel/timeline/

Bring ID card next class to check out book. You may also buy your book or use an online copy (some are available free online) but you must have a copy you can use during class.Slide145

Book Groups

The Secret Life of Bees:

Aldo

,

Danielle, Heather, Akira,

Jaron

Slaughterhouse Five

David C., Vanessa, Jordan, Daniela

2. Irma, Daniel, Kyle,

One Flew Over the Cuckoo’s Nest

Marcus, Alex,

Karly

, David, Sonia

The Great Gatsby

Sam, Sara, CJ,

Fae

, Jesse

Michael, Jessica,

Makayla,

Uriel

, JoseSlide146

English III Agenda

Goals: Learn about eras of American literature and relate them to literary themes and styles.

Warm up: Word wall: make and illustrate a definition for a literary term and hang it above the back board.

Begin book research roles

American Novel History Timeline

http://www.pbs.org/wnet/americannovel/timeline/

Bring ID card next class to check out book. You may also buy your book or use an online copy (some are available free online) but you must have a copy you can use during class.Slide147

What can you tell about gender relations, cultural expectation, race?

https://www.youtube.com/watch?v=AWpsOqh8q0MSlide148

What can you tell about gender relations, beliefs, changes in culture, relations between different social groupsSlide149

English III Agenda

Library trip – checkout books. When we get back, get your folder and sit with your lit circle.

Discuss lit circle roles and expectations – You will finish books on May 14

th

, giving you 10 class days to read and discuss.

Make book schedule/Finish posters. Check book schedule with me and put your name on the part of the

webquest

you completed.

Discuss posters and historySlide150

Lit Circle Goals

Analyze the way in which theme is a comment on the human condition

Relate characters and story structures of classic and mythological literature to 20

th

and 21

st

century literature; analyze allusions

Analyze use and development of literary elements such as plot, character, point of view, figurative language, setting, etc.

Demonstrate familiarity with works from major literary periodsSlide151

Lit Circle Expectations

Each group member will come to class having read the required pages.

Group members will alternate roles. In a 5 person group, each member will take each role twice.

In a smaller group, one role (not discussion leader) may be omitted each day. Alternate the roles omitted.

Each student will complete his/her role every day.

Group will do discussion and self-evaluation sheets every day.

Students will leave completed work in the right hand side of the folder. Students will put their names on their role sheets.

About half of the class will be devoted to lit circles. Even if we spend a day on something else, you should keep up with your reading deadlines.

Work and information I’m giving you will be on the left side of your folder. Work for me to grade will be on your right.

If you miss a class, turn in your role sheet independentlySlide152

English III 4/17/15

Please sit with your lit circle.

Vocabulary: Literary Terms

Exposition: The beginning of a story that sets the tone, establishes setting, introduces the characters and gives important background information

Rising Action: Events that introduce the conflict and build toward the climax

Library visit

Complete historical

webquest

and postersSlide153

English III Agenda 4/20/2015

Vocabulary: Literary Terms

Exposition: The beginning of a story that sets the tone, establishes setting, introduces the characters and gives important background information

Rising Action: Events that introduce the conflict and build toward the climax

Reminder – names

Intro to resume’s

Finish timeline

Lit circlesSlide154

Why Write a Resume?

To inform employers of your educational qualifications and volunteer and work experience

To give people who will write you recommendations useful information

To apply for any professional position or internship

To take stock of the skills you’ve gained from your work and educationSlide155

Book Quiz

Without talking to your neighbors:

Name and describe the two most important events characters in your book so far.

List the three events you believe are most important in chronological order.

Write a sentence describing the setting of your book.Slide156

English III Agenda

Vocabulary:

Climax – The decisive turning point of the story

Falling action – In a plot structure, this usually shows the change in fortunes for the protagonist following the climax.

Book group goals, roles and expectations

Make book group schedules – Books should be finished by 5/15 which will give you 9 days to read.

Finish historical research and posters. Make sure your names are on your role sheets. Slide157

English III Agenda

Vocabulary: Literary Terms

Exposition: The beginning of a story that sets the tone, establishes setting, introduces the characters and gives important background information

Rising Action: Events that introduce the conflict and build toward the climax

Resume building, begin writing resume using the sample model, Word templates, Publisher templates, or the

ReadWriteThink

resume generator

http://www.readwritethink.org/files/resources/interactives/resume_generator/

Lit CirclesSlide158

Resume Basics

Resumes include:

Contact information

Career Objectives (Optional)

Education

Skills

Volunteer Work

Relevant Activities

Job Experience

References (May be on resume if room or on a separate sheet of paper).Slide159

Résumé Tips

Use a standard 12 point font.

Descriptions of experience should use active verbs.

Proofread – many employers will throw out a résumé if it has errors.

Elisa_spindler@roundrockisd.org

Slide160

Lit Circle Sheet Notes

If your group does an excellent job on their group meeting and reflection sheet, everyone in the group gets 10 points added to their individual sheet grade.

For the Bridge Builder role: write the event, circle the type of connection and explain the connection – this reminds me of at time when….; in history we learned….; In the movie “Frozen….”

If you are the illustrator, write a few sentences on the back of your sheet explaining your illustration.Slide161

English III Agenda 4/23

Resolution: The last stage of the plot arc when the conflict ends and the outcome of the action is clear

Protagonist: The main character, usually the hero

Finish historical posters

Book quiz

Discuss lit circle roles

Literature circlesSlide162

Book Quiz

Without talking to your neighbors:

Name and describe the two most important events characters in your book so far.

List the three events you believe are most important in chronological order.

Write a sentence describing the setting of your book.Slide163

Before you leave

In the right hand side of the folder, grouped together leave

Your completed schedules with names

Your completed role sheets with names

Your historical role sheets with names