Get workbooks down, find new groups, take out exit 17.
Review Exit slip and expectations
Masque of the Red Death finished. Marking the text key, symbolism and diction reviewed.
Students continue to mark the text through the end of the story. In depth discussion to come the next class. The following discussion points came up in class:
1)Why should Prince Prospero have stood out to you as a possible symbol?
2)Why did they lock themselves in permanently-without a chance for "ingress or egress"?
3)What is the significance of the rooms? Why do they go from east to west?
4)What are two things that stop when the clock chimes? Why do you think they stop? What might that reveal about the clock
5)Why are they wearing masks? Think about this in a figurative way.
R31-33-80% Multiple Due-Independent Reading-20 min-Due 1/31 A-2/1 B
1/27/12
1/23A-1/25A
Get workbooks, label with name.
Copy Exit 17:MORD (Masque of the Red Death)-17 points 1)What was Poe's purpose for writing M.O.R.D? 2)Name 3 Gothic elements present in this story.(Be specific) 3)Name two symbols and what they might represent (4 pts). 4)Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7 points)
Is safety an illusion?-p50 wkbk Groups discuss and share with class.
On page 53 of workbook, record the marking the text key:
Put a box around symbols, circle character names, underline important details/plot details, *unknown/unsure vocab words, put a squiggly line under diction.
Symbolism defined and explained to the class. Symbol is something that represents something larger than itself. Symbols can be revealed in stories through repetition, unusual placement or naming, words that don't look like they belong together, patterns in diction, long, drawn out or wordy descriptions of anything or anyone
Diction defined and explained to the class. Diction: author's choice of words used for an intended meaning,effect or atmosphere. These are words used on purpose. Students told to focus on words that the author uses which not just anyone would use here. For example in the first two lines, it says the pestilence was fatal and hideous. If fatal were substituted for harmful and hideous for unattractive, the sentence would lose meaning and change the atmosphere at the beginning of the story.
Another example,not in the story is: Shack and cabin are the same thing, if looked up in a dictionary. But shack would be the better choice to use in a scary story, whereas cabin would be wiser to use if telling about a family vacation.
Pg 53-Ms. Batten models how to mark and reviews with class.
Pg 54-Ms. Batten goes back and asks students what they marked on this page, after audio.
Exit slip not due until the end of the story. Story to be finished the next class.
W6-vocab 2 foldable due. Finish and turn in by today.
Copy Exit 17:MORD (Masque of the Red Death)-17 points 1)What was Poe's purpose for writing M.O.R.D? 2)Name 3 Gothic elements present in this story.(Be specific) 3)Name two symbols and what they might represent (4 pts). 4)Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7 points)
Is safety an illusion?-p50 wkbk Groups discuss and share with class.
On page 53 of workbook, record the marking the text key:
Put a box around symbols, circle character names, underline important details/plot details, *unknown/unsure vocab words, put a squiggly line under diction.
Symbolism defined and explained to the class. Symbol is something that represents something larger than itself. Symbols can be revealed in stories through repetition, unusual placement or naming, words that don't look like they belong together, patterns in diction, long, drawn out or wordy descriptions of anything or anyone
Diction defined and explained to the class. Diction: author's choice of words used for an intended meaning,effect or atmosphere. These are words used on purpose. Students told to focus on words that the author uses which not just anyone would use here. For example in the first two lines, it says the pestilence was fatal and hideous. If fatal were substituted for harmful and hideous for unattractive, the sentence would lose meaning and change the atmosphere at the beginning of the story.
Another example,not in the story is: Shack and cabin are the same thing, if looked up in a dictionary. But shack would be the better choice to use in a scary story, whereas cabin would be wiser to use if telling about a family vacation.
Pg 53-Ms. Batten models how to mark and reviews with class.
Pg 54-Ms. Batten goes back and asks students what they marked on this page, after audio.
Exit slip not due until the end of the story. Story to be finished the next class.
W6-vocab 2 foldable due. Finish and turn in by today.
1/18A-1/19 B
Exit 16:multiple reading entries(13 pts)
1)Explain how the multiple reading entries differ from previous entries?(2pts) 2)Why is it vital to turn in reading entries on time?(1pt) 3)Explain in vivid detail how to complete a set of multiple reading entries (10pts)
Ra Ta Ta-Multiple Reading entries done with A Prayer for Owen Meany pgs 100-110. A set of reading entries explained in detail, such as:
-Title and Author are always on the first entry of the set
-You must read 10 pages per entry, or 30 per set
-You find five strategies per entry, 15 per set
-There are always four columns, pg/quote/multiple-strategy used/extra
-Use extra in a complex way and more often for these multiple reading entries. For inferences you can tell me whether you were right, wrong, or why you made this inference. For visualization you can identify if it is also a metaphor, simile etc and why it is. For connections to can elaborate the connection or explain in more detail. For Asking Questions, you can put the answer, your speculation about what the answer might be
-Always use key words to indicate which strategy you are using.
-Always end each entry with a sentence main idea in one sentence. Three per set.
-Must use all strategies during reading and do not overuse one. Possible strategies to use: Asking Questions, Connections, Visualizing, Inferences
Class members asked questions about how to do the reading entries, to make sure everyone is listening and understands
Independent Reading R27A-29B Multiple-80% due today.30 minutes.
Turn in exit slip 16
1)Explain how the multiple reading entries differ from previous entries?(2pts) 2)Why is it vital to turn in reading entries on time?(1pt) 3)Explain in vivid detail how to complete a set of multiple reading entries (10pts)
Ra Ta Ta-Multiple Reading entries done with A Prayer for Owen Meany pgs 100-110. A set of reading entries explained in detail, such as:
-Title and Author are always on the first entry of the set
-You must read 10 pages per entry, or 30 per set
-You find five strategies per entry, 15 per set
-There are always four columns, pg/quote/multiple-strategy used/extra
-Use extra in a complex way and more often for these multiple reading entries. For inferences you can tell me whether you were right, wrong, or why you made this inference. For visualization you can identify if it is also a metaphor, simile etc and why it is. For connections to can elaborate the connection or explain in more detail. For Asking Questions, you can put the answer, your speculation about what the answer might be
-Always use key words to indicate which strategy you are using.
-Always end each entry with a sentence main idea in one sentence. Three per set.
-Must use all strategies during reading and do not overuse one. Possible strategies to use: Asking Questions, Connections, Visualizing, Inferences
Class members asked questions about how to do the reading entries, to make sure everyone is listening and understands
Independent Reading R27A-29B Multiple-80% due today.30 minutes.
Turn in exit slip 16
1/13 A-1/17 B
1/13-final deadline for turning in any grading term 2 work late.
A4-Mid-term Exam-Poe
Before midterm, Exit 15 and R30-Poe notes reviews with class. Teacher explains what some student left out of their notes or were confused about.
R27-29 Multiple-Independent Reading-80%/W6-Vocab 3 foldable-time given to complete.
W6-vocab 3 foldable: 1)dissolution (n.), 2)eccentric(adj.) 3.contagion(n.) 4.emanate(v.) 5.reverie(n.) 6.disapprobation(n.)
A4-Mid-term Exam-Poe
Before midterm, Exit 15 and R30-Poe notes reviews with class. Teacher explains what some student left out of their notes or were confused about.
R27-29 Multiple-Independent Reading-80%/W6-Vocab 3 foldable-time given to complete.
W6-vocab 3 foldable: 1)dissolution (n.), 2)eccentric(adj.) 3.contagion(n.) 4.emanate(v.) 5.reverie(n.) 6.disapprobation(n.)
1/11/12
1/11-1/12 English III
Take out R30-Poe Notes-Review with your group in detail p287, 317-319
1-Gothic Lit/short story-high 2-Strategies for understanding, 3-Dark Beginnings, 4-Breaking Away,5-Exploring the Depth 6-Triumphs and Tragedy
Batten asks questions of everyone in class about notes and these pages. Review.
Turn back in R30-Poe Notes to basket
Turn in Exit 15
Grade chats with some of class-to continue next class.
1-Gothic Lit/short story-high 2-Strategies for understanding, 3-Dark Beginnings, 4-Breaking Away,5-Exploring the Depth 6-Triumphs and Tragedy
Batten asks questions of everyone in class about notes and these pages. Review.
Turn back in R30-Poe Notes to basket
Turn in Exit 15
Grade chats with some of class-to continue next class.
1/5A-1/10B English III-2 classes
Copy Exit 15: 1)What are 3 characteristics of Gothic Literature? 2)Name at least one influence that may have made Poe a dark writer. Explain how this influence may have effected his writing.
Jigsaw Holt book (online at my.hrw.com login: tparker806 pw: braves
With group study the section I assigned and present it to the class without reading it from a book. You are allowed to look up extra information to present to the class using the internet. If absent read Holt p287, 317-319
R30-Poe Notes During the presentations take notes on the following. If absent, while reading take notes on the following.
1)Gothic Lit/Short Story
2)Strategies for Understanding Poe
3)Dark Beginnings
4)Breaking Away
5)Exploring the Depth
6)Triumphs and Tragedy
Ms. Batten teaches how to do multiple reading entries again with the Ra Ta Ta.
R27-29-Multiple-Due 1/17 A-1/18 B (see student model if you do not know how to do this yet)
Turn in Exit 15 and R30 Notes
Jigsaw Holt book (online at my.hrw.com login: tparker806 pw: braves
With group study the section I assigned and present it to the class without reading it from a book. You are allowed to look up extra information to present to the class using the internet. If absent read Holt p287, 317-319
R30-Poe Notes During the presentations take notes on the following. If absent, while reading take notes on the following.
1)Gothic Lit/Short Story
2)Strategies for Understanding Poe
3)Dark Beginnings
4)Breaking Away
5)Exploring the Depth
6)Triumphs and Tragedy
Ms. Batten teaches how to do multiple reading entries again with the Ra Ta Ta.
R27-29-Multiple-Due 1/17 A-1/18 B (see student model if you do not know how to do this yet)
Turn in Exit 15 and R30 Notes
1/3-1/4 English III Makeup
Time given to makeup all assignments for grading term 2. Deadline January 13 for all grading term 2 assignments to be in basket.
1/6/12
12/13-12/16 English III
A3-Persuasive Presentations delivered in class-100 points/80%
Turn in your rubric and presentation on usb drive to Ms. Batten
While groups are presenting take notes on the following 1)what your opinion was about this topic at the beginning of the presentation 2) anything you learn 3) Your opinion now and why it stayed the same or changed. Evaluate whether the group was persuasive and explain using words from the rubric.
All late work due Jan. 13.
Progress Reports Issued/FCAT Scores given
Turn in your rubric and presentation on usb drive to Ms. Batten
While groups are presenting take notes on the following 1)what your opinion was about this topic at the beginning of the presentation 2) anything you learn 3) Your opinion now and why it stayed the same or changed. Evaluate whether the group was persuasive and explain using words from the rubric.
All late work due Jan. 13.
Progress Reports Issued/FCAT Scores given
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