Room 7 Edublog

OBJECTIVES
To cite evidence to support analysis
To write a cohesive thesis
To write to examine and convey information
To participate effectively in collaborative discussions
To examine text through questions and answers

BELLRINGER
If you could choose any 2 famous people to be your parents, who would you choose and why?

AGENDA:
Question/Answer analysis:
Each pod will write 5 questions concerning significant points in Act 1 of MacBeth.
Exposition:Sequence of steps
Volunteers will complete an activity.
In their pods, students will write down the steps to the process.

HOMEWORK:

Revised sonnets due Monday
Shakespeare essays due Wednesday
Paragraph 1 of essay: Intro = Explain idea of characterization & how name-calling is a form of characterization
Paragraph 2: Example of name-calling characterization in Act 1
Paragraph 3: Original example of when name-calling could be used
Paragraph 4: Conclusion

OBJECTIVES:
Continue pre-expository essay activity
Practice writing steps

AGENDA:
In their pods, students will write down the steps to the Mime It Down the Alley activity centered on brushing your hair
Pods will come together in class discussion: what were the steps?
Students will test their step-by-step directions through Mime it Down the Alley again with chewing gum and blowing bubbles
We will correct instructions where they are unclear or wrong

HOMEWORK:

Continue reading 10-15 minutes every night.

OBJECTIVES:
To complete organization of English notebook
To participate in a pre-expository essay activity

AGENDA:
Begin class with finishing their English notebook organization
Complete 4 “Mime It Down the Alley” activities:
8-9 students stand facing one direction
Lead student turns to face opposite direction
They are given an action to perform
They tap the student behind them on the shoulder and perform the action
This process is repeated all the way down the line till it reaches the last student
The last student must interpret the action
Discuss: where did the understanding break down? Why?

HOMEWORK:

Continue reading 10-15 minutes every night.

OBJECTIVES:
To determine 2 or more themes and analyze their development
To cite evidence to support analysis
To determine meaning of words and phrases as they are used in text
To write to examine and convey information
To participate effectively in collaborative discussions
To respond thoughtfully to diverse perspectives

BELLRINGER:
Tuesday: Draw your head, then fill it with words or pictures showing (explaining) what’s going on in there.
Wednesday: If you had to wear one t-shirt for the rest of your life, what t-shirt would you wear? What color would it be? What would it have on it? Why this t-shirt and not another? (For the sake of this prompt, we’ll pretend it never gets dirty or wears out.)

AGENDA:
Review sonnet form
Analyze a Shakespearean insult:
1) define the terms used;
2) write a paragraph on when you might use the insult on stage
3) create your own Shakespearean insult and define; when could it be used in Act I?
30 minutes to complete

Continue on reading, analyzing, and interpreting Act II with note-taking and discussions

HOMEWORK:

Sonnet re-writes due Monday
Shakespeare essay due Wednesday
Paragraph 1 of essay: Intro = Explain idea of characterization & how name-calling is a form of characterization
Paragraph 2: Example of name-calling characterization in Act 1
Paragraph 3: Original example of when name-calling could be used
Paragraph 4: Conclusion

OBJECTIVES:
To gain experience using essay writing methods
To practice brainstorming, outlining, and writing rough drafts
To use hooks and thesis statements to create interest and cohesiveness
To organize notebook information

AGENDA:
Finish “The Most Dangerous Game” rough drafts.
Begin putting English notebooks in order.

HOMEWORK:

Continue reading 10-15 minutes every night.

OBJECTIVES:
To gain experience using essay writing methods
To practice brainstorming, outlining, and writing rough drafts
To use hooks and thesis statements to create interest and cohesiveness

AGENDA:
Continue outlines and begin rough drafts.
Essay prompts center around “The Most Dangerous Game.”

HOMEWORK:

Continue reading 10-15 minutes every night.

OBJECTIVES:
To gain experience using essay writing methods
To practice brainstorming, outlining, and writing rough drafts
To use hooks and thesis statements to create interest and cohesiveness

AGENDA:
Review outline and hook notes
Students continue brainstorming and begin outlines

HOMEWORK:

Continue reading 10-15 minutes every night.

OBJECTIVES:
To analyze a film version of MacBeth and compare it to Shakespeare’s play
To examine elements in the film such as mood, symbols, and characters
To reflect in discussion or debate
To read and interpret Act 2 of MacBeth
To discuss the sonnet assignment

BELLRINGER:
Monday: If you were forced to spend the rest of your life in a library, a museum, or a zoo, which would you choose and why?

AGENDA:
Begin with showing Act 1 in the film
Discuss the elements and analyze effectiveness
Review sonnet form
Begin Act 2

HOMEWORK:

Revised sonnets due Friday
Independent novel selection due today

OBJECTIVES:
To analyze a text
To develop an argument for appeal
To practice play-writing
To work cooperatively effectively

BELLRINGER:

Monday: If you were forced to spend the rest of your life in a library, museum, or a zoo, which would you choose and why?

Tuesday: Draw your head, then fill it with words or pictures showing (explaining) what’s going on in there.

Wednesday: If you had to wear one t-shirt for the rest of your life, what t-shirt would you wear? What color would it be? What would it have on it? Why this t-shirt and not another? (For the sake of this prompt, we’ll pretend it never gets dirty or wears out.)

Thursday: If you could choose any 2 famous people to be your parents, who would you choose and why?

Friday: Explain or describe Friday as if it were a person.

AGENDA:

Each pod should choose 1 pilgrim’s story to focus on. Students will assume the role of 1 of Chaucer’s pilgrims and write a 2-5 minute script for the appropriate tale. The script is an individual assignment; each student must submit their own script. Each pod will create a handbill advertising the performance. Handbills must include the following info:

Plot Summary
Theme – stated as a question
Cast of characters – provide revealing nicknames or epithets
Type of Tale – is it a fable, tragedy, romance, parable, etc?
Advertising Gimmicks – develop ethical, logical, and emotional appeals to attract an audience
Logo – Foreshadowing or symbolizing the most significant idea in the story
Pilgrim/Puppeteer’s Name & Credentials – who tells this tale? Why should we believe you?

Tuesday: We will go over a PowerPoint Presentation of Chaucer’s Canterbury Tales

HOMEWORK:

Independent Reading novel selection due Monday, October 28th
Canterbury Tales scripts due Monday, Nov. 4th

OBJECTIVES:
To gain experience writing to a prompt and writing to inform
To analyze text for what it states explicitly and implicitly
To understand how to approach an AP test
To use evidence to support ideas
To work with peers to promote discussion and decision making
To demonstrate knowledge of essay editing including organization, sentence fluency, and conventions

BELLRINGER:
5 minute timed write:
In one paragraph, explain a time you received a memorable gift, and what made it so special to you.

New independent reading assignment given.

AGENDA:
Students will take out their multiple-choice AP test and go through it, reading, discussing, and reflecting on the right answer.

HOMEWORK:

Come to class Monday with your indpendent reading novel.