Room 7 Edublog

OBJECTIVES:
To research a canto in Dante’s Inferno
To analyze and summarize specifically citing sensory imagery, figurative language, symbolism, allusions, characterization, historical significance, author’s purpose, and tone
To practice formal essay writing
To participate effectively in a collaborative discussion

BELLRINGER:
Mr. Cater goes over Narrative Assessment scores

AGENDA:
Each group will read their circle together, paying particular attention to:
Sensory Imagery
Figurative Language
Symbolism
Allusions
Characterization
Historical significance
Author’s Purpose
Tone
Each group member will write a 2 page, double-spaced, 12 pt, Times New Roman font paper including the above elements AND answering the following questions:
1) Do the inhabitants belong there? Why or why not?
2) Is the punishment fitting?
Use specific evidence to support your conclusions.

HOMEWORK:

Wednesday the 16th: Dante’s Circle of Hell rough draft due for peer review
And Oedipus Rex essay and notes due; Journal responses due
Thursday the 17th: Literary Devices quiz on E-N
Monday the 21st: Dante’s Circle of Hell final draft due.

OBJECTIVES:
To review plot outline and story sequence
To complete an assessment of story sequence outline
To use words and pictures to convey meaning

AGENDA:
While discussing as a class, create plot outline charts
Individually, students will complete the following assessment:
Describe each main event and outcome
Use pictures to complement descriptions
Each even/outcome must be in proper sequenceAGENDA:

HOMEWORK:

Continue to read 10-15 minutes every night!

OBJECTIVES:
To analyze the structure of sonnets
To analyze how an author treats a theme
To differentiate between the Petrarchan and Spenserian sonnet
To write informative/explanatory text to convey ideas
To demonstrate understanding of iambic pentameter through explanation

BELLRINGER:
In a paragraph, explain to a foreign exchange student from Italy what iambic pentameter is.

Remember, examples are one way that help make an explanation understandable.

Consider the 4 point rubric in writing your paragraph.

AGENDA:
Read “Sonnet 31” and “Sonnet 39” by Sir Philip Sidney
Complete a comparison/contrast chart of the following ideas:
1) Petrarchan or Spenserian?
2) Speaker’s Situation?
3) Addressed to?
4) Types of Images?
5) Speaker’s Conclusions?

HOMEWORK:

Original sonnets due October 16, 2013 at the beginning of class.

OBJECTIVES:
To use precise language and writing techniques to manage the complexity of a topic
To use a variety of techniques to build on one another to create a coherent whole
To use precise words, phrases, and sensory language to convey a vivid picture
To demonstrate understanding of implementing dress-ups through a written activity

BELLRINGER:
In 1 paragraph, describe to a foreign exchange student who Dante is and what his literary significance includes.

AGENDA:
Use the composition checklist to review sentence openers and teach dressups
Complete examples on the board as a class
In pods, students will practice writing sentences with dressups

HOMEWORK:

Literary Response Journals OR Oedipus Notes & Essay: Due Oct. 16
Thursday the 17th: Literary Devices quiz E-N

OBJECTIVES:
To analyze the structure of sonnets
To analyze how an author treats a theme
To differentiate between the Petrarchan and Spenserian sonnet
To demonstrate understanding of iambic pentameter through identifying stressed/unstressed syllables

BELLRINGER:
Write the following in iambic pentameter:

Football
Legacy
Triumph
Basketball

AGENDA:
T graph of Petrarchan vs. Spenserian sonnet
Read “Sonnet 1” and “Sonnet 35” (Edmund Spenser)
Discuss meaning, theme, rhyme scheme, vocabulary, etc.

HOMEWORK:

Original sonnets due October 16, 2013 at the beginning of class.

OBJECTIVES:
To practice taking notes on an overview of Dante’s inferno
To research a canto in Dante’s Inferno
To analyze and summarize specifically citing sensory imagery, figurative language, symbolism, allusions, characterization, historical significance, author’s purpose, and tone
To practice formal essay writing
To participate effectively in a collaborative discussion
To implement peer review
To write informative/explanatory text to convey ideas

BELLRINGER:
Explain to a 3-year-old how he should tie his shoes.
Remember, similes and metaphors are one way explanations are understandable.
Write at least one paragraph. Keep the 4 point rubric in mind while writing this paragraph.

Write a paragraph explaining the importance of exercising. Remember: testimonials help construct meaning.

Write all paragraphs keeping the 4 point rubric in mind.

AGENDA:
Each day, we will listen to one of 3 movements based on Dante’s cantos written by composer Joseph Dillon Ford:
Gate of Hell: http://www.youtube.com/watch?v=lk1HuCQpUEc
Gate of Purgatory: http://www.youtube.com/watch?v=1sL6K6bPVxQ
Gate of Paradise: http://www.youtube.com/watch?v=zR11S3nAB7g
PowerPoint overview of Dante’s Inferno
Circles are divided among groups to read, complete a written activity, and a presentation

HOMEWORK:

Literary Response Journals OR Oedipus Notes & Essay: Due Oct. 16

OBJECTIVES:
To analyze the structure of sonnets
To analyze how an author treats a theme
To establish how to write a Shakespearean sonnet
To demonstrate understanding of the sonnet structure and theme through writing a sonnet
To write informative/explanatory text to convey ideas

BELLRINGER:
Explain to a 3-year-old how he should tie his shoes.

Remember, similes and metaphors are one way explanations are understandable.

Write at least one paragraph. Keep the 4 point rubric in mind while writing this paragraph.

AGENDA:
Read “Sonnet 18” by William Shakespeare
Analyze rhyme scheme, meter, structure, metaphor, and argument sequence
Define terms such as “iambic pentameter”
Use a “foot” to explain unstressed/stressed syllables
Write your name (first and last) in iambic pentameter
Explain the sonnet homework guidelines

HOMEWORK:

Original sonnets due October 16, 2013 at the beginning of class.

Day 3 of Narrative District Assessment:
Revising and polishing; printing final draft

HOMEWORK:

AP Lit & Comp: Literary Response Journals and Oedipus Notes & Essay: Due Oct. 16

LA 12: Cell Messages due today Oct. 8

OBJECTIVES:
To practice oral reading skills
To read, analyze, and comprehend a narrative
To use text strategies effectively to analyze how plot and characters inform theme
To use textual evidence to support predictions and comparisons among characters
To practice narrative writing to extend understanding of text
To demonstrate understanding of text through writing

BELLRINGER:
Do you think animals feel pain? Move to the left wall.
Have you ever hunted? Move to the right wall.
Discuss: if you think animals feel pain, why do you hunt?

Complete a quick write on summarizing “The Most Dangerous Game”

Complete a Venn diagram comparing/contrasting General Zaroff to Rainsford.

Add the difference in the game rules between Gerneral Zaroff and Rainsford to the Venn diagram.

AGENDA:
Continue reading “The Most Dangerous Game”
Stop at frequent intervals to discuss predictions, vocabulary, and sequence of events, and to check for understanding
Discuss events

HOMEWORK:

Continue reading 10-15 minutes every night!

Day 2 of Narrative District Assessment:
Writing the rough draft

HOMEWORK:

AP Lit & Comp: Literary Response Journals and Oedipus Notes & Essay: Due Oct. 16

LA 12: Cell Messages due tomorrow, Oct. 8