2/24 A-2/27B
Work on independent reading and The Raven packet marking.
English III-2/29/12
Do not forget to bring in our own copy of Their Eyes Were Watching God by Zora Neale Hurston by next week. You will regret not bringing your own copy in as it will require more work. Also you get extra credit for bringing in your own book to mark. Also please continue to take care of group duties.
What to do today-Please do not waste any time.
First 20 minutes-work on independent reading entries. If already done with R37-39, make sure you do not have another set you haven’t yet turned in. If done with all reading entries, work on brainstorming and writing you short story-see sub for Poe rubric and DO NOT LOSE if you take one.
Turn in R37-39 today to sub or if more comfortable, hold onto this assignment until I return. Make sure you have it when I ask for it if you choose this option.
Take out exit 19-10 minutes
If you haven’t turned it in, answer all questions AND proofread the answers. Make sure you have actually answered the questions completely. Turn in or if more comfortable hold onto this assignment until I return.
Take out the Raven packet-which I asked you not to lose and to make sure you had daily. 30 min. If your class hasn’t read the whole poem, finish reading silently to yourself. This poem has made a huge impact as there are allusions to the poem still today in band names, famous songs, in TV and in Literature. Try to figure out why this poem has impacted readers so greatly.
At the top or the poem packet it tells you how to mark the text. It is probably best to start with one device at a time and look throughout the whole poem for that device before you move on to another one. Look back at your notes if you struggle. You can ask your group members if you don’t understand a term, but do not work together on marking the packet. Remember you need to know how to use each of these devices and you should be able to mark them in this poem. Also other students will make mistakes, so do not copy them. Mark each device as directed. Do not kill yourself looking for similes.
When finished marking everything you can in the packet do the following with your group
-until end of class:
Understanding Poe’s allusions will help you make meaning of this poem. Remember an allusion is a reference to something well known in literature, the Bible, or History. These will probably be things you do not recognize and haven’t really heard of before. Lookup all allusions and take notes in the margin on each of your poems. Examples of some allusions are: books of lore, Pallas Athena, Plutonian’s shore, nepenthe, Aidenn, and more
If finished looking up all allusions, for each stanza (looks like a paragraph) summarize what you think is happening in the poem in one sentence or less. For example, look at the first stanza, I would say: While dozing off reading, the narrator gets a visitor. Keep your Raven packet for me to check when I return. Remember to have it in class daily. You can keep it in your workbook if needed.
2/29/12
2/21/12
2/21A-2/22 B
Exit 19-sound devices and figurative language (10 points) 1. Describe something you own using alliteration (2 pts). 2. Give 2 examples of onomatopoeia (2 pts) 3. Use personification to bring an object in this room to life in one sentence. 4. What is the difference between a metaphor and a simile (1pt). 5. Give 2 examples of similes (2pts) 6. Describe someone you know using a metaphor (2pts). -80 percent assessment
Take notes if it will help you on Sound devices
The Raven Packet-distributed to those who haven't yet received one. Student told to put name on this handout and have it every day in class. Class the reads through the poem with audio first and discusses the following: Who is the speaker mourning over? If there is a tapping and an echo of what he says, what can you infer at this point in the poem? 3)What does a Raven symbolize? 4)Why would it be wrong to mark the Raven talking as personification? 5)Why does the Raven keep repeating Nevermore?
Independent Reading-10-20 minutes depending on time in class left.
Students reminded to bring in Their Eyes Were Watching God by Zora Neale Hurston as extra credit.
Student teaches Ra Ta Ta, other students answer questions.
Take notes if it will help you on Sound devices
The Raven Packet-distributed to those who haven't yet received one. Student told to put name on this handout and have it every day in class. Class the reads through the poem with audio first and discusses the following: Who is the speaker mourning over? If there is a tapping and an echo of what he says, what can you infer at this point in the poem? 3)What does a Raven symbolize? 4)Why would it be wrong to mark the Raven talking as personification? 5)Why does the Raven keep repeating Nevermore?
Independent Reading-10-20 minutes depending on time in class left.
Students reminded to bring in Their Eyes Were Watching God by Zora Neale Hurston as extra credit.
Student teaches Ra Ta Ta, other students answer questions.
2/15B-2/17B
Independent Reading-20 minutes R34-36 multiple Due 2/14 A-2/15 or R 37-39 multiple-80% Due 2/29A-3/1B
Student selected to teach Ra Ta Ta and given time to prepare and present with group if desired.
Ms. Batten shows the class Battensclasses.blogspot.com website and how to navigate using control+f to find words. She also reviews exit 17 and/or 18 and points out what she was looking for in each for full credit. Students called on for comprehension checks.
Take out exit 18
Take notes on the following or be able to tell me all of the below:
Theme, Stated, Implied,Universal. (2nd block finished presentations from Masque of Red Death and didn't get to theme or irony notes with other classes)
Irony-Situational, Verbal, Dramatic
If absent-see Ms. Batten or get notes from a group member.
Class discusses the theme of Masque of the Red Death and irony in Masque of the Red Death.
Turn in Exit 18.
Student selected to teach Ra Ta Ta and given time to prepare and present with group if desired.
Ms. Batten shows the class Battensclasses.blogspot.com website and how to navigate using control+f to find words. She also reviews exit 17 and/or 18 and points out what she was looking for in each for full credit. Students called on for comprehension checks.
Take out exit 18
Take notes on the following or be able to tell me all of the below:
Theme, Stated, Implied,Universal. (2nd block finished presentations from Masque of Red Death and didn't get to theme or irony notes with other classes)
Irony-Situational, Verbal, Dramatic
If absent-see Ms. Batten or get notes from a group member.
Class discusses the theme of Masque of the Red Death and irony in Masque of the Red Death.
Turn in Exit 18.
2/14/12
2/13 B-2/14 A
Group Duty review with all groups. Each group asked about what their duty is and reminded to do it. It is part of the 20% grade.
Ms. Batten conferences with every student present about: wkbk check pg 53-59 marked text with key and could explain marking, Portfolio check- organized with all returned assignments in 4 dividers reading, writing, exit slips, assessments (Both of these assignments count toward the 20% assessment grade.)
Also each student was told all assignment they are missing, if any and given back assignment they could redo for more credit. All student encouraged to focus on the 80% assessment grade first.
While Ms. Batten is conferencing with students, groups were to:
Make a list of at least 10 obstacles a child in a 3rd world country might face that could stand in the way of their dreams. Groups were asked to elaborate the list so that it was clear what about each list item could prevent someone from achieving their dream. After finished with the first list, students were asked to make another list for an American child with the same dream. Again, they should list any obstacle that might stand in the way of an American achieving their dream. This list doesn't have to be as long.
1st block-Presented list
2nd block-Turn lists into basket-to review the next class.
5th block-Haven't started this yet.
Once finished with the group work, work independently at your desk on anything you are missing. Students asked to use the time to catch up if they are behind.
Ms. Batten conferences with every student present about: wkbk check pg 53-59 marked text with key and could explain marking, Portfolio check- organized with all returned assignments in 4 dividers reading, writing, exit slips, assessments (Both of these assignments count toward the 20% assessment grade.)
Also each student was told all assignment they are missing, if any and given back assignment they could redo for more credit. All student encouraged to focus on the 80% assessment grade first.
While Ms. Batten is conferencing with students, groups were to:
Make a list of at least 10 obstacles a child in a 3rd world country might face that could stand in the way of their dreams. Groups were asked to elaborate the list so that it was clear what about each list item could prevent someone from achieving their dream. After finished with the first list, students were asked to make another list for an American child with the same dream. Again, they should list any obstacle that might stand in the way of an American achieving their dream. This list doesn't have to be as long.
1st block-Presented list
2nd block-Turn lists into basket-to review the next class.
5th block-Haven't started this yet.
Once finished with the group work, work independently at your desk on anything you are missing. Students asked to use the time to catch up if they are behind.
2/9 B-2/12 A
Exit 18-80%
1)Explain the difference between stated, implied and universal theme (4 pts). 2)What is the theme of Masque of the Red Death (2 pts) 3)Define irony in your own words and give an example from M.O.R.D. (2 pts)
Finish presentations MORD if needed/Review Exit 17
Independent Reading-20 min R34-36 Multiple-Due 2/14 A-2/15 B
Student taught Ra Ta Ta-chosen/ presented at end of class
1st and 2nd-Ms. Batten teaches 2nd class in a row how to present Ra Ta Ta-in detail. All students will have to do this. Student encouraged to listen and told they will be asked questions after Ra Ta Ta is taught by student/group to make sure they listened.
1)Explain the difference between stated, implied and universal theme (4 pts). 2)What is the theme of Masque of the Red Death (2 pts) 3)Define irony in your own words and give an example from M.O.R.D. (2 pts)
Finish presentations MORD if needed/Review Exit 17
Independent Reading-20 min R34-36 Multiple-Due 2/14 A-2/15 B
Student taught Ra Ta Ta-chosen/ presented at end of class
1st and 2nd-Ms. Batten teaches 2nd class in a row how to present Ra Ta Ta-in detail. All students will have to do this. Student encouraged to listen and told they will be asked questions after Ra Ta Ta is taught by student/group to make sure they listened.
2/9/12
2/1B-2/8A
Exit 17-MORD1.What was Poe's purpose for writing MORD?(2)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. (17pts)-now an assessment
Ra Ta Ta taught each day demonstrating how to do a complete reading entry with A Prayer for Owen Meany. Students also taught how to present their own Ra Ta Ta.
Jigsaw story, prepare a visual and present-1)Gothic Elements 2)Symbols 3)7 rooms 4)Vocabulary
Bring in Their Eyes Were Watching God for extra credit.
20 minutes a day given to students for independent reading. R34-36 Multiple
Due 2/14A-2/15B
Class reviews Exit 17-turn in.
Group duties given-to be completed daily.
SAT/ACT/FCAT and data conferences with all students.
Ra Ta Ta taught each day demonstrating how to do a complete reading entry with A Prayer for Owen Meany. Students also taught how to present their own Ra Ta Ta.
Jigsaw story, prepare a visual and present-1)Gothic Elements 2)Symbols 3)7 rooms 4)Vocabulary
Bring in Their Eyes Were Watching God for extra credit.
20 minutes a day given to students for independent reading. R34-36 Multiple
Due 2/14A-2/15B
Class reviews Exit 17-turn in.
Group duties given-to be completed daily.
SAT/ACT/FCAT and data conferences with all students.
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