April 16, 2014

11: Evaluate paragraph. Cite evidence to support conclusions. Students submitted their character charts that were part of their Gatsby Notes. Students then identified parts of the paragraph they completed last night as homework. They highlighted integrated evidence, numbered sentences of commentary, underlined concluding sentence, and circled transitions. Once they identified parts, they evaluated the paragraph based on what was included and neglected. Then the class read part of chapter 3 and started Gatsby Notes 4/16: Chapter 3 Questions. Students first discussed what they thought “verisimilitude” meant. I explained that it was the act/illusion of being real. This one of the focus points of the chapter and would be developed as they answered questions for chapter 3 found in Gatsby Questions Chapters 1-3. We read to the bell and students answered questions in groups.

Notebook Entry of the Day: Gatsby Chapter 3 Questions

HW: Finish chapter 3 and questions. There will be a quiz on Friday.

Period 3: Make supported claims. In pairs, students were given time to complete an Interpretive Page. Once time was up, students had to check for page references, highlight integrated evidence, number evidence used, number similarities between symbol and subject, and circle claim. The class then read part of chapter 11 and answered corresponding questions in groups. KR ?s 10-12.

Notebook Entry of the Day: Kite Runner Chapter 11 Questions

HW: Finish chapter 11 and complete questions. There will be a quiz on chapters 10-11 and the vocabulary on Friday.

Period 4-5: Cite evidence to support analysis. Students read chapter 10 of Kite Runner today in class. Students worked in groups to answer questions for chapter 10 (handout: KR ?s 10-12).

Notebook Entry of the Day: Kite Runner Chapter 10 Questions

April 15, 2014

11: Compose paragraph with evidence. Students took a quiz on Gatsby Chapter 2. Students then continued on their Gatsby Notes by adding an entry for 4/15: Vocab and Characterization. Students took time to determine the meaning of words for chapter 3. Students wrote down the sentence and definition of the following words: gaudy (40), permeate (40), innuendo (40), vehemently, sauntered, ascertain. Students then were given time to gather information for the character charts for Tom, Nick, Jordan and Myrtle. Here is the model for the character charts: Character Chart Daisy. Groups then decided to answer the following questions based on the character of the groups choice.

  • What is a particular character’s motivation?
  • With what is a particular character struggling, internally or externally?
  • Does a particular character surprise readers? Or is she dull and uninspiring?
  • How do most readers feel about a particular character? Positive or negative?
  • Which character is most affected by the main conflict of the narrative?
  • How does the author choose to reveal the attributes of her characters?
  • How do the actions and motivations of the characters develop the meaning of the piece?

Then groups created a common topic sentence for a paragraph based on the last question listed above. The sentence has a skeleton that looks like: The characterization of ____________ develops the idea/theme of ________.

Students are to write a paragraph supporting the groups topic sentence. A developed paragraph might contain two pieces of evidence, each accompanied by strong, convincing analysis. But a well-developed paragraph might contain three or more pieces of evidence along with highly convincing analysis. Here is the handout (Methods of Characterization) I passed out today that will help in developing this paragraph.

HW: Students will write a paragraph about the characterization of one of the characters and how this develops a theme.

10: Cite evidence to support analysis. Students read chapter 10 of Kite Runner today in class. Students worked in groups to answer questions for chapter 10 (handout: KR ?s 10-12). Students then worked in pairs to come up with a claim to complete an Interpretive Page. After a claim was approved, students worked with their partner to pull evidence. This interpretive page will be due 20 minutes into the next period.

THANKS to ST from period 2 for reminding me to post! Extra Z-Pass always helps.

Aprili 14, 2014

11: Determine character traits. Cite strong evidence. Students finished reading chapter 2 (audio). Then students took notes on direct and indirect characterization. Students copied Character Chart Daisy from the board. Groups were assigned the following characters to complete similar charts: Tom, Nick, Jordan, Myrtle. Groups divided the work amongst their members. Tomorrow, groups will have the first 15 minutes of class to exchange information so that all members have charts on all 5 characters. This information be used in an in-class paragraph tomorrow.

HW: Finish character chart

10: Determine meaning of words. Cite strong evidence. Students submitted questions for chapters 8-9 and highlighted evidence used in questions (Chap 8:2, 3, 4, 9, 10) (Chap 9: 3, 5, 6). Students were given time to determine meaning for KR Voc 4. Students then paired up and completed KR IP Ch 8-9. At the end of the period students identified pieces in their interpretive page: cite quotes w/page numbers, underline claim in explanation, highlight evidence used in the explanation, circle symbol in symbol explanation, # the ways in which subject and symbol are similar.

HW: Finish interpretive page.

April 11, 2014

11: Explain how setting reflects character. Students started their 4/11 Gatsby Notes: Vocabulary, Setting and ?s by defining and writing sentences for the following words: desolate (23), impenetrable (23), sumptuous (25), indeterminate (27), apathetically (29), incessant (30). Students then read pages 23-26 of chapter 2 and answered questions 18-20 on Gatsby Questions Chapters 1-3. Students then pulled evidence about setting for the end of chapter 1 and the beginning of chapter 2. Students then applied their evidence to Gatsby Analysis of Setting GO. Students will draw, label and explain how setting reflects character on the handout.

HW: Finish Gatsby Analysis of Setting GO.

10: Cite evidence tos support conclusions. Students took quizzes for chapter 8-9 and vocabulary list #3. Students then took the school bullying survey. Then as groups students worked on questions for chapter 8-9. Students need to pull evidence for the following questions Ch 8 (2, 3, 4, 9, 10) and Ch 9 (3, 5, 6) (KR ?s 6-9)

HW: Finish questions for chapter 8 and 9.

April 10, 2014

11: Cite evidence to support conclusions. Students took a quiz on chapter 1 of Gatsby. Then as a class we reviewed the chapter 1 questions found in Gatsby Questions Chapters 1-3. Students then added to their Gatsby Notes 4/10: What two features of Modernism are shown in chapter 1 of The Great Gatsby? Students worked in their groups to pull evidence to support their conclusions. Students then wrote a topic sentence for a paragraph written in response to the question.

10: Cite evidence to support conclusions. Students worked in groups to pull evidence to support answers to 1) Why does Amir not enjoy his party? 2) Group level 2 question. Groups needed to find 2 pieces of evidence for each question. The level 2 question was determined by the group. We then went over some of the evidence they used to support their conclusions. The last part of class was used to read chapter 9. Students then wrote a topic sentence for a paragraph written in response to both of the questions.

HW: Study vocab #3. There will be a quiz tomorrow on vocab and chapters 8-9.

April 9, 2014

11: Identify characteristics of setting and how it reflects character. Students reviewed chapter 1  questions 1-10 in their groups. Students then analyzed how setting description reflects on character.

HW: Finish chapter 1 (audio link) and complete questions for chapter one found in Gatsby Questions Chapters 1-3.

10: Determine meaning of words. Students identified aspects of their socratic seminar reflection. This was collected. Students then worked in their groups to determine the meaning of words on KR Voc 3. The class started reading chapter 8 of Kite Runner.

HW: Finish chapter 8.

April 8, 2014

11: Identify and paraphrase features of modernism. Students reviewed Gatsby Notes 4/7: Vocabulary Sentences and Definitions. The class then read pages 1016-1017 in the anthology and identified the features of modernism. Students then paraphrased these features on Gatsby Notes 4/8: Modernism and Gatsby ?s 1-10. I then went over Gatsby Questions Chapters 1-3. The page references are 4-5 pages off, so you must subtract 4-5 from the references to be accurate in your book. The class listened (audio link to chapter 1)to the first 2 pages of chapter 1 and answered questions as a group. Answers to the questions should be in sentence form with the question restated in the answer along with any pertinent evidence from the text.

HW: Read until you can answer question number 10 for chapter 1 of Gatsby Questions Chapters 1-3.

10: Pose and respond to questions in socratic seminar. Students participated in a socratic seminar today. All students must complete a Socratic Seminar Evaluation (Instructions: Socratic Seminar Notes and Evaluation) This evaluation should be about a page and a half hand written, in ink.

Absent during socratic seminar? It is impossible to re-create the experience. So you will need to write a fully developed paragraph (Topic sentence, 2 pieces of evidence with commentary and a concluding sentence) on each of the following 3 topics.

1. Why did the author choose rape as the crime Assef committed upon Hassan?
2. Defend Amir’s inaction in response to the rape.
3. What is the purpose of the memories and the dream included in chapter 7 as Ameir peeks into the alley?

HW: Finish evaluation

April 7, 2014

11: Determine meaning of words. Students reviewed Gatsby AE Biography Questions. Students then worked in groups to determine the meaning of the following words in the context of The Great Gatsby (page references): Inclined (1), Privy (1), Levity (1), Incredulously (10), Contemptuously (11), Intimation (20). Students wrote the sentence found in the book and the definition of the word as an entry on their Gatsby Notes 4/7: Vocabulary Sentences and Definitions.

10: Cite evidence to support analysis. Students worked in groups to answer questions for chapters 5-7 (KR ?s 1-5) (KR ?s 6-9). Students then took a quiz on Chapters 5-7. Then the class discussed the questions for chapter 7. HW: Write 5 socratic seminar questions.

March 27, 2014

11: Determine Character Traits and design mandala. Students designed their mandala following Women Mandala Creation Instructions. The completed project was due today at the end of class.

10: Give examples to support conclusions. In groups, students discussed questions for chapter 6 found in KR ?s 6-9. Then the class read part of chapter 7 of Kite Runner.

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