Lesson Plans Jan 27-31

Homework- READ for 45 minutes every night. Take AR Tests.  Study vocabulary.  

Language Arts 

Core 1,2,3  - Reading: Book Clubs WW2

Vocabulary

• Power Plus Lesson 4(Core 1)
• Vocabulary with the Anne Frank unit (Cores 2-3)

Reading EQs

• How do readers understand and appreciate drama?
• How is flashback used?
• What are the elements of plot?
• How do authors resolve conflict?
• What can be used to map stories?

Readings 

• Handout: Anne Frank - background
• Text: Bio on Anne Frank 444-447
• Text: Play based on the Diary Act, One 449-453
• Text: Play Act One Scene Two,  453-461 

                
Skills - Literary Analysis: flashback, conflict, main/supporting ideas
Critical Thinking - Story Mapping


Core 1 - Writing

Crossover to story mapping.
Questions for comprehension.

Poetry

Composition

Gary Soto

Cold day, cold without you,
Ice hanging from the eaves like teeth
And the sun riding out of town before I changed
Out of my pajamas. To get warm, I opened a can
Of alphabet soup, got it boiling.
And poured it into a bowl. The bowl was warm
As your hand. I liked that, steam curling
As I carefully carried it to the table.
I drank from the lip of the bowl,
And used a chopstick to form I love you
From the tangle of floating letters.
I drank that sentence and began to glow.

Reflection

• Underline metaphors/similes in this poem.  
• What is the theme of this poem?
• What do you think is Soto feeling here?  

Gary Soto Interview

Technology Integration

• None due to lack of computers.

RTI - Mon + Tue = Math and Wed + Thur = Reading

Friday = Core class with SSR 

 

Social Studies 

CNN Student News

Watch this special broadcast of news and take notes on the organizer. Discuss the news of the day in small groups and whole class.


History Alive! (brown text)

Chapter 10: The Bill of Rights TEST
Turn in the Text Outline and Notes

• 10.2  Creating the Bill of Rights
• 10.3  First Amendments
• 10.4 Citizen Protections
• 10.5 Legal Protections
• 10.6 Other Rights

Essential Questions

• EQ: How did the Federalists add rights to the Constitution?  
• EQ: How did the B of R change our government?          

Cornell Notes, chapter summary 
CNN Student News for events, and geography
Discussion of world news, reflection and commentary. 

The Bill of Rights

This is the site for the National Archives
Look here and read about the...

The Bill of Rights

View the larger image and read the transcript. Read "A Voice of Dissent" George Mason.
Write an answer to these questions.

1. What is your impression about the way that the Bill of Rights looks?
2. How was George Mason a rebel?
3. When did they finally vote on the Bill of Rights. 
4. What would you do? Would you have voted in favor or against the Bill of Rights? Why?

Writing: Argument Essays

Argument Essay Pre-Write

Copy this down for you next prompt.

Step 1: Decide what you think.  Write a statement about your beliefs/claim.

Step 2. Find your support (at least 3). Think, read, research information to support your beliefs/claim.

Step 3: Acknowledge the other side. Write a statement that summarizes the counterargument and refute it.

Step 4: Craft your thesis statement

Step 5: Write your hook

Step 6: Summarize the issue

Argument Essay Draft

Step 7: Write a draft essay including an introduction, body (2-4 paragraphs), and conclusion.  Include your support points- one for each of the body paragraphs, and your counter argument. 

Choose one prompt
Develop a prewrite using the model from the "Sports in Schools" template.
Write a draft.
Be ready to revise this in school. 

1.  Medical researchers, cosmetic companies, and others often perform
experiments on animals. Many people feel that experimentation on
animals is wrong and should be stopped immediately because
animals do feel pain, and there are other alternatives. How do you
feel? State your position and explain your reasons.

2. In order to save money, your principal is thinking about canceling
all field trips for the remainder of the year. Write an essay
persuading him or her to allow students to continue attending field
trips. Use specific reasons and examples to support your response.

3. Some people are actively involved in promoting and supporting a
cause, such as the release of international political prisoners or
protecting the environment. Is there a cause you actively support?
Write an essay convincing readers to support that cause.

4. Since the cloning of the sheep Dolly, there has been much debate
over whether or not human beings should be cloned. Many people
feel this is a violation of the natural order of things and that all
research in the area of human cloning should be banned. Others
feel that this is a natural progression of science and human
evolution and that research in the area of human cloning should be
a priority. How do you feel about this issue? Use specific reasons
and examples to support your position.

5.  Many parents give children a weekly or monthly allowance
regardless of their behavior because they believe an allowance
teaches children to be financially responsible. Other parents
only give children an allowance as a reward for completing
chores or when they have behaved properly. Explain what you think your parents
should do and why. 

Lesson Plans Jan 13-24 - two weeks with two days off!

Second Semester in my classes for Grading ends Jan 17th, 2014!     

 

HOMEWORK - READ 2 BOOKS.  Winter Book Project due Jan 6, 2014.  See information below.  LA Students must read 3 AR books per grading period and take 3 AR tests which count toward your grade. Plan to read 35 minutes every night. The final AR Test for this marking period is be Jan 15 , 2014.

• 100 point each = 300 points per grading period - next deadline is Nov 26 
• Your score on the AR test is your grade.

• LA Homework: Read your choice of AR book on your level for at least 40 minutes each night. Finish Warm-ups. Do FLOCABULARY worksheets.  Quiz on Vocabulary when unit is complete.
• SS Homework: Read and watch the news. Read about American History.

 

Language Art Lessons: Reading, Writing, Speaking, Listening

Warmups 

• Monday - freewrite
• Tuesday - poem and literary terms
• Wednesday - vocabulary and skills
• Thursday - review 
• Friday - test 

 

Two Poems

Dreams

Langston Hughes 

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.

 Dream Variations

To fling my arms wide
In some place of the sun,
To whirl and to dance
Till the white day is done.
Then rest at cool evening
Beneath a tall tree
While night comes on gently,
Dark like me-
That is my dream!

To fling my arms wide
In the face of the sun,
Dance! Whirl! Whirl!
Till the quick day is done.
Rest at pale evening...
A tall, slim tree...
Night coming tenderly
Black like me.

Reflection:

1. Compare these two poems. How are they alike and different?
2. What is Hughes' idea about a perfect life?
3. What is your opinion of these poems and why?

Underline metaphors/similes and alliteration

Langston Hughes Video

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Because I could not stop for Death (712)

  by Emily Dickinson

Because I could not stop for Death – 
He kindly stopped for me –  
The Carriage held but just Ourselves –  
And Immortality.

We slowly drove – He knew no haste
And I had put away
My labor and my leisure too,
For His Civility – 

We passed the School, where Children strove
At Recess – in the Ring –  
We passed the Fields of Gazing Grain –  
We passed the Setting Sun – 

Or rather – He passed us – 
The Dews drew quivering and chill – 
For only Gossamer, my Gown – 
My Tippet – only Tulle – 

We paused before a House that seemed
A Swelling of the Ground – 
The Roof was scarcely visible – 
The Cornice – in the Ground – 

Since then – 'tis Centuries – and yet
Feels shorter than the Day
I first surmised the Horses' Heads 
Were toward Eternity – 

- See more at: http://www.poets.org/viewmedia.php/prmMID/15395#sthash.DoqQ8sP0.dpuf

Language Arts 

Core 1- Reading - WINTER BOOK PROJECTS

Vocabulary - Power Plus Lesson 4

Reading EQs: - How do author's structure an argument?
Readings - "Sports in Schools" Scope magazine- January
Skills - analysis of argument


Core 1 - Writing

Writing EQs:

EQs:  What elements are nenecessary for argument writing?


Writing: argument - based on SCOPE article "Are Sports Important to Schools?"

Cores 2,3 - Reading - WINTER BOOK PROJECTS

Vocabulary - Flocabulary

Reading EQs: - same as above
Readings - "Sports" Scope magazine
Skills - character development


Core 1 - Writing

Writing EQs:

EQs:  How do writers persuade the readers toward a point of view?
Writings: argument essay
Skills: structure of essay, hook, thesis statement, supporting details

Technology Integration

• Winter Book Project - use of Animoto, Cartoon Creator etc - see post

RTI - Mon + Tue = Math and Wed + Thur = Reading

Friday = Core class with SSR 

 

Social Studies 

CNN Student News

Watch this special broadcast of news and take notes on the organizer. Discuss the news of the day in small groups and whole class.


History Alive! (brown text) 133-143

Chapter 10: The Bill of Rights
Create and maintain Text Outline and Notes

• 10.2  Creating the Bill of Rights
• 10.3  First Amendments
• 10.4 Citizen Protections
• 10.5 Legal Protections
• 10.6 Other Rights

Essential Questions

• EQ: How did the Federalists add rights to the Constitution?  
• EQ: How did the B of R change our government?          

Cornell Notes, chapter summary 
CNN Student News for events, and geography
Discussion of world news, reflection and commentary.