Finish Word illustration for Word Wall with Group. Turn in.
W2 Vocab 1 foldable- 1. Fold piece of paper like a brochure, into thirds. Horizontally fold one edge to middle of paper, then the other edge of paper over the first fold. Make sure the foldable opens towards you like a book. 2. On front flap title Words, then space all 6 vocab words out down flap: disoriented (adj.), affliction (n.), inalienable (adj.), grievance (n.), communal (adj.), mainstream (n.) 3.On inside flaps, left flap List definitions of words, and on right folded flap, pictures that illustrate words
4. Open up folded flap, and label across two blank flaps Sentences. 5. Fold back up and turn over to remaining blank flap for heading: Your name, date, per, title. 6. Infer meanings of words based on word wall gallery. Discuss definitions as a class. 7. Finish drawing pictures for each word and writing sentences using the words with context clues. Turn in
Turn in W1-Biographical Sketch/Essay. Due today in basket.
Last chance to show Ms. Batten porfolio and reading book for this class. Both should be with you on a daily basis. If not turned in by today, points deducted.
Setup R1-"Coming Into the Country" by folding a piece of paper in half vertically, unfolding, then labelling left hand side of chart Positives and right side of chart Negatives. Label paper Name, date, period, Title. Start reading Holt, Coming Into the Country p 10-13. As you read, list on chart the positives and negatives she mentions for coming into America as an immigrant. To finish assignment, next class.
Question of the Day-Discussed.
15,688 responses
Question of the Day Statistics
Number Answered
Correct 10,575
Incorrect 5,113
67% correct
Critical Reading > Sentence Completions
Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.
Scientists are studying the birth and growth of thunderstorms to discover what causes the difference between showers that enable crops to ------- and ------- storms that cause floods and erosions.
• (A) flourish . . violent
• (B) wither . . damaging
• (C) grow . . harmless
• (D) parch . . severe
• (E) multiply . . essential
Correct: AThe blanks call for a verb that is associated with the effects of showers and an adjective that is associated with the effects of storms.
Explanation
A shower is gentle rain that waters crops, making them “flourish.” In contrast, the deluge of rain in a “violent” storm may damage crops and soil.
9/2/11
English III 8/26-8/31
Copy Exit Slip 3: 1)What is the main idea of "Coming Into the Country" (Write in sentence format)? 2) What was Jen's purpose for writing this essay?
Next, take out W1 Biographical Sketch and Finish essay. For 5th block, finish sketch then essay. For essay, hook-engage reader (Do not start with I was born or My name is), Elaborate details, use transitions and maintain an organizational pattern, and keep spelling and grammar in mind.
20 minutes given to finish essay in class. If not finished, MUST complete at home. Due 9/1 A and 9/2 B. Turn in Essay and sketch together with proper heading.
Portfolio/Reading book check-Participation points, Parent info sheet turned into basket for grade
Group Word Wall With group, on a piece of drawing paper, write your word large enough to be seen from far away, draw a picture which illustrates the word, use the word in context, making sure to use it properly according to the part of speech. Have word approved by teacher, then make it permanent, visible from far away. Put all names on drawing and turn in.
Next, take out W1 Biographical Sketch and Finish essay. For 5th block, finish sketch then essay. For essay, hook-engage reader (Do not start with I was born or My name is), Elaborate details, use transitions and maintain an organizational pattern, and keep spelling and grammar in mind.
20 minutes given to finish essay in class. If not finished, MUST complete at home. Due 9/1 A and 9/2 B. Turn in Essay and sketch together with proper heading.
Portfolio/Reading book check-Participation points, Parent info sheet turned into basket for grade
Group Word Wall With group, on a piece of drawing paper, write your word large enough to be seen from far away, draw a picture which illustrates the word, use the word in context, making sure to use it properly according to the part of speech. Have word approved by teacher, then make it permanent, visible from far away. Put all names on drawing and turn in.
8/26-8/31 Mass Media/Journalism
Yearbook Commercials continued- Filming and Putting together Finalized. Students permitted to film around campus. Must be in .mov or .mp4 format. Target audience guides commercial and is explained during commercial presentation. Have buying info. $35, $25, $25. Can email projects to Battens@duvalschools.org.
Mass Media/6th-Also mark Class Procedures with Sub using the Annotating Text Key hanging in class. Teacher asks questions upon return. Test to come.
9/1-9/2- Present Commercials
Commercial Critique- Rate each commercial 1 to 10 and give commentary. Give one postive and one need for improvement for each commercial.
YB Critique- With group identify: What is the theme? How has the theme been used throughout the book? Look for visual and verbal clues to theme.
Mass Media/6th-Also mark Class Procedures with Sub using the Annotating Text Key hanging in class. Teacher asks questions upon return. Test to come.
9/1-9/2- Present Commercials
Commercial Critique- Rate each commercial 1 to 10 and give commentary. Give one postive and one need for improvement for each commercial.
YB Critique- With group identify: What is the theme? How has the theme been used throughout the book? Look for visual and verbal clues to theme.
8/25/11
Mass Media/Journalism 8/22A-8/25 B
8/22 A-8/23 B
Pick up 2 index cards and Welcome Handout upon entering room. Fill out index cards, while using the directions on the Welcome Handout.
Class Procedures Reviewed and Option to get schedule changed if in applicant class. Choice also given to apply if wanting to stay.
Article: Commercials.
Read as a class or group.
Commercial Project Given to class. Each group to produce a yearbook commercial, film and direct and submit to class.
YB commercial specifications:
-Choose a specific target audience and be prepared to discuss how this target audience played into your commerical idea.
-Brainstorm at least 3 commercial ideas after viewing commericals in class or researching ideas online.
-Choose an idea with your group and determine, who will do what, how will we do that, is it possible to do this by the deadline. In detail, plan your commercial and how you will meet your deadline.
Filming/Finalizing Commercial: A 8/26-8/30 B-8/29, 8/31.
Project Due: 9/1 A, 9/2 B- Present commercial to class.
Pick up 2 index cards and Welcome Handout upon entering room. Fill out index cards, while using the directions on the Welcome Handout.
Class Procedures Reviewed and Option to get schedule changed if in applicant class. Choice also given to apply if wanting to stay.
Article: Commercials.
Read as a class or group.
Commercial Project Given to class. Each group to produce a yearbook commercial, film and direct and submit to class.
YB commercial specifications:
-Choose a specific target audience and be prepared to discuss how this target audience played into your commerical idea.
-Brainstorm at least 3 commercial ideas after viewing commericals in class or researching ideas online.
-Choose an idea with your group and determine, who will do what, how will we do that, is it possible to do this by the deadline. In detail, plan your commercial and how you will meet your deadline.
Filming/Finalizing Commercial: A 8/26-8/30 B-8/29, 8/31.
Project Due: 9/1 A, 9/2 B- Present commercial to class.
8/24 A- 8/25 B English III
Copy Exit slip 2/Exit slip 1 past due.
Finish Marking Class Procedures. Teacher walks around to monitor and ask students questions to see if their stategy is effective for marking the text.
Class Reviews Class Procedures and Rules
Exit 2 1) What is an exit slip and what is it used for in this class? 2)Why should a student never copy someone's exit slip answers? 3) How often will students be expected to turn in exit slips?
W1-Biographical Sketch: Drawing and Essay. Sketch out the following things on drawing paper and then write a biographical essay: Place of birth, parents, grandparents, places lived, schools attended, significant adults, dreams of parents and yourself, disappointments or struggles, places visited. For essay, write a minimim of a one page reflecting sketch. Teacher gives example. Paper distributed.
Homework: Portfolio, Reading Book and Parent Info sheet due 8/30 A, 8/31 B.
Finish Marking Class Procedures. Teacher walks around to monitor and ask students questions to see if their stategy is effective for marking the text.
Class Reviews Class Procedures and Rules
Exit 2 1) What is an exit slip and what is it used for in this class? 2)Why should a student never copy someone's exit slip answers? 3) How often will students be expected to turn in exit slips?
W1-Biographical Sketch: Drawing and Essay. Sketch out the following things on drawing paper and then write a biographical essay: Place of birth, parents, grandparents, places lived, schools attended, significant adults, dreams of parents and yourself, disappointments or struggles, places visited. For essay, write a minimim of a one page reflecting sketch. Teacher gives example. Paper distributed.
Homework: Portfolio, Reading Book and Parent Info sheet due 8/30 A, 8/31 B.
8/22 A-8/23 B
First day of School.
Pick up 2 index cards, Welcome Handout, Class Procedures. Follow directions on the Welcome Handout for how to fill out the index cards. Turn index cards into teacher.
Copy Exit 1 and answer during lesson. Turn in before leaving.
Exit 1Why is marking the text a strategy that helps readers be more efficient? 2? Why is it ineffective to mark the text all the same? 3)What should you mark in informational texts. List all possibilities.
Document annotating/marking the text key on Classroom Procedures handout. Mark with teacher, with class and then finish handout on your own. Only mark what is important to mark and use the text chart as a strategy for comprehension, not just for
a grade.
Annotating the text chart
* Words You Don't Know
# data, statistics, important numbers
Circle Proper Nouns
Underline Important Details or anything that relates to the main idea.
Box Transitions
? They will probably ask this
Homework: Bring in Portfolio, Reading Book and Parent Info Sheet By 8/30 A-8/31 B
Pick up 2 index cards, Welcome Handout, Class Procedures. Follow directions on the Welcome Handout for how to fill out the index cards. Turn index cards into teacher.
Copy Exit 1 and answer during lesson. Turn in before leaving.
Exit 1Why is marking the text a strategy that helps readers be more efficient? 2? Why is it ineffective to mark the text all the same? 3)What should you mark in informational texts. List all possibilities.
Document annotating/marking the text key on Classroom Procedures handout. Mark with teacher, with class and then finish handout on your own. Only mark what is important to mark and use the text chart as a strategy for comprehension, not just for
a grade.
Annotating the text chart
* Words You Don't Know
# data, statistics, important numbers
Circle Proper Nouns
Underline Important Details or anything that relates to the main idea.
Box Transitions
? They will probably ask this
Homework: Bring in Portfolio, Reading Book and Parent Info Sheet By 8/30 A-8/31 B
5/23/11
5/20-5/24
Exit 361. Explain how Janie met Teacake. 2. Name 2 things/places that Teacake introduces/teaches Janie that are typically for men. 3. Why does Hezekiah say Teacake isn't good enough for Janie? 4)Name 2 reasons the town citizens become angry with Janie. 5)When Jane says "Ah done lived Grannie's way, now Ah means thuh live mine" what does she mean?
Copy Exit slip and answer while or after reading. Don't copy answers from anyone.
Turn in R45 Major Works for Ch 10-12 (Summary, Quotes, Characters, setting, symbols)
Exit 35/R49-Ch7-9/W10 Vocab Foldable Past Due
R50-Ch 10-12. Take reading notes or mark your text while listening to the audio. Due 5/25.
Class review Ch 10-12/Do R45 for 10-12 before review and submit.
A17-Ch 10-12 Quiz
Turn in Exit 36
R50-Ch10-12 notes/marking due 5/25.
R51-Ch 13-16-Due 6/1 or before
Copy Exit slip and answer while or after reading. Don't copy answers from anyone.
Turn in R45 Major Works for Ch 10-12 (Summary, Quotes, Characters, setting, symbols)
Exit 35/R49-Ch7-9/W10 Vocab Foldable Past Due
R50-Ch 10-12. Take reading notes or mark your text while listening to the audio. Due 5/25.
Class review Ch 10-12/Do R45 for 10-12 before review and submit.
A17-Ch 10-12 Quiz
Turn in Exit 36
R50-Ch10-12 notes/marking due 5/25.
R51-Ch 13-16-Due 6/1 or before
5/20/11
5/13-5/19
Exit 35 for Ch 7-9 copy and complete while reading or after.
1. Find 1 metaphor, 1 simile and on example of personification. List and label each.
2. Why does Joe get upset when Janie makes a comment about his age?
3. Why does Janie want to talk to Joe before he dies?
4. Why does Janie hate Nanny?
5. Why does Ike Green warn Janie about who she marries next?
Turn in R45 Major Works Data Sheet for Ch 5-9. (summary, quotes, characters, symbols and setting) 7th-due Importance of Opening Scene
R49-Ch 7-9 Due 5/23 marked and turned in. Audio played in class. Review Ch 7-9. A16 Chap 7-9 Quiz.
W10-Vocab Foldable due.
1. Find 1 metaphor, 1 simile and on example of personification. List and label each.
2. Why does Joe get upset when Janie makes a comment about his age?
3. Why does Janie want to talk to Joe before he dies?
4. Why does Janie hate Nanny?
5. Why does Ike Green warn Janie about who she marries next?
Turn in R45 Major Works Data Sheet for Ch 5-9. (summary, quotes, characters, symbols and setting) 7th-due Importance of Opening Scene
R49-Ch 7-9 Due 5/23 marked and turned in. Audio played in class. Review Ch 7-9. A16 Chap 7-9 Quiz.
W10-Vocab Foldable due.
5/11/11
5/4-5/11
Exit 34-1. Name 3 ways Joe Starks improves Eatonville.
2. What does Joe do at the store opening that makes Janie feel cold and unloved?
3. Name two reasons the town starts to resent Joe Starks.
4. Why does Janie get upset when the men tease the mule?
5. After Joe and Janie fight about pigs feet in the store, why does she start to question her marriage?
Copy Exit 34 and answer while or after reading. Turn in R45-Major Works Data Sheet, ch 1-4 Summaries, Quotes, characters, and info filled out by class. R45 returned the same class.
Review Ch 3-4 how to mark the text with teacher. Ra Ta Ta performed with example on board. Class reviews all of 3 and 4.
Read Ch 5-6 and mark the text or complete R48-Ch 5-6 Notes -80 percent. When reading Ch 6 skip over the folktale part on p63 "Maybe Sam" to p70 "I god"
Fill out Major Works Data Sheet for 5-6, complete exit slip, Review Chapters as a class and discuss.
A15-Ch5-6 Quiz-80 percent Quiz split into two parts so students take the quiz right after the review for each chapter. If you miss the 2nd part, you can make it up by the Thursday following your absence in A101.
Turn in R48/R45-Major Works for Ch 5-6.
Start reading R49 Ch 7-9 Mark text/reading notes. Due 5/17. Quiz 5/17. Audio and time given to mark 5/12-5/13.
2. What does Joe do at the store opening that makes Janie feel cold and unloved?
3. Name two reasons the town starts to resent Joe Starks.
4. Why does Janie get upset when the men tease the mule?
5. After Joe and Janie fight about pigs feet in the store, why does she start to question her marriage?
Copy Exit 34 and answer while or after reading. Turn in R45-Major Works Data Sheet, ch 1-4 Summaries, Quotes, characters, and info filled out by class. R45 returned the same class.
Review Ch 3-4 how to mark the text with teacher. Ra Ta Ta performed with example on board. Class reviews all of 3 and 4.
Read Ch 5-6 and mark the text or complete R48-Ch 5-6 Notes -80 percent. When reading Ch 6 skip over the folktale part on p63 "Maybe Sam" to p70 "I god"
Fill out Major Works Data Sheet for 5-6, complete exit slip, Review Chapters as a class and discuss.
A15-Ch5-6 Quiz-80 percent Quiz split into two parts so students take the quiz right after the review for each chapter. If you miss the 2nd part, you can make it up by the Thursday following your absence in A101.
Turn in R48/R45-Major Works for Ch 5-6.
Start reading R49 Ch 7-9 Mark text/reading notes. Due 5/17. Quiz 5/17. Audio and time given to mark 5/12-5/13.
5/2/11
4/26-5/3
Turn in Exit slip 32/wkbk pgs 288, 289-292-last chance.
Ch 1-2 marked in book or R46-notes on Ch 1-2 last chance
KEY
figurative language-squiggly line, m, s, p (metaphor, etc)
Culture-C
Character names-circle them the first time you see them
H-History/time period
M-Male
F-Female
:( Tragedy
Ha-sarcasm/humor
Star-symbolism
asterisk *-words you don't know
important details-underline
memorable quotes-?
R45-Major Works-Chapter summary 1-2 sentences for Ch 1 and 1-2 sentences for Ch 2.
-Memorable quotes 2 per chapter with explanation/significance.
DO NOT COPY INDIVIDUAL WORK SECTIONS OF R45 MAJOR WORKS. DO NOT LET ANYONE COPY YOUR R45 MAJOR WORKS DATA SHEET. INSTEAD FOR GROUP SECTIONS REVIEW WITH THEM. COPIED WORK WILL RESULT IN ZERO FOR BOTH PARTIES AND CANNOT BE MADE UP.
R45 Major Works Chapter Summary 2 sentences per chapter. Memorable Quotes 2 per chapter. Do for Ch 1-4.
Class ads notes to R45 Major Works Data Sheet- add Characteristics of Genre, author's style, Example of author's style from text.
Next class, class ads setting, opening scene, symbols.
Read Ch 3-4 Audio. R47-Ch 3-4 notes or mark in your book. To be checked 5/3. A14 Ch 3-4 Quiz.
Turn in Exit 33
1. What is Janie's main concern about her marriage to Killicks? 2. What tragic event happens to nanny in Ch 3 Andwhy do you think it happens? 3. Name 2 things that attracted Janie Joe Starks? 4)How does Janie's life change significantly in Ch 4?
Ch 3-4 Marking, R45 Major Works summary, quotes, characters and exit 33 all due 5/3.
Ch 1-2 marked in book or R46-notes on Ch 1-2 last chance
KEY
figurative language-squiggly line, m, s, p (metaphor, etc)
Culture-C
Character names-circle them the first time you see them
H-History/time period
M-Male
F-Female
:( Tragedy
Ha-sarcasm/humor
Star-symbolism
asterisk *-words you don't know
important details-underline
memorable quotes-?
R45-Major Works-Chapter summary 1-2 sentences for Ch 1 and 1-2 sentences for Ch 2.
-Memorable quotes 2 per chapter with explanation/significance.
DO NOT COPY INDIVIDUAL WORK SECTIONS OF R45 MAJOR WORKS. DO NOT LET ANYONE COPY YOUR R45 MAJOR WORKS DATA SHEET. INSTEAD FOR GROUP SECTIONS REVIEW WITH THEM. COPIED WORK WILL RESULT IN ZERO FOR BOTH PARTIES AND CANNOT BE MADE UP.
R45 Major Works Chapter Summary 2 sentences per chapter. Memorable Quotes 2 per chapter. Do for Ch 1-4.
Class ads notes to R45 Major Works Data Sheet- add Characteristics of Genre, author's style, Example of author's style from text.
Next class, class ads setting, opening scene, symbols.
Read Ch 3-4 Audio. R47-Ch 3-4 notes or mark in your book. To be checked 5/3. A14 Ch 3-4 Quiz.
Turn in Exit 33
1. What is Janie's main concern about her marriage to Killicks? 2. What tragic event happens to nanny in Ch 3 Andwhy do you think it happens? 3. Name 2 things that attracted Janie Joe Starks? 4)How does Janie's life change significantly in Ch 4?
Ch 3-4 Marking, R45 Major Works summary, quotes, characters and exit 33 all due 5/3.
4/18-4/21
Exit 32
1. Name 2 things which brought Hurston criticism or scorn from her peers/others?
2. Explain what WEB Dubois meant by twoness.
3. According to the narrator of TEWWG, name one difference between men and women.
4. Give two metaphors and your interpretation of them. See ex. given.
Powerpoints-Zora Neale Hurston- take notes on R45 Major Works-about the author
-Harlem Rennaisance/WEB Dubois- take notes R45 Major Works:Historical info
Read Chapters 1-2 (Audio played). R46-Ch 1-2 notes/or Mark Ch 1-2 in your own book.
Pg/Quote/Marked As/Extra (there isn't a number of entries, record everything you can. You can skip over some of the figurative devices, but should find at least 10 in each set of 2 chapters) Due Thursday 4/21. 80 percent
Quiz coming on Ch 1-2.
1. Name 2 things which brought Hurston criticism or scorn from her peers/others?
2. Explain what WEB Dubois meant by twoness.
3. According to the narrator of TEWWG, name one difference between men and women.
4. Give two metaphors and your interpretation of them. See ex. given.
Powerpoints-Zora Neale Hurston- take notes on R45 Major Works-about the author
-Harlem Rennaisance/WEB Dubois- take notes R45 Major Works:Historical info
Read Chapters 1-2 (Audio played). R46-Ch 1-2 notes/or Mark Ch 1-2 in your own book.
Pg/Quote/Marked As/Extra (there isn't a number of entries, record everything you can. You can skip over some of the figurative devices, but should find at least 10 in each set of 2 chapters) Due Thursday 4/21. 80 percent
Quiz coming on Ch 1-2.
4/14/11
4/11-4/15 FCAT week
Turn in Exit 31-from "How it feels.."
p289-292 checked, reviewed.
Zora is My Name- first 15 min. Do pg 288 individual wkbk-checked16-25 min Do pg 295 question 1
Group work pg 295 Question 2-3 and 296, 1-mark text * high, -neutral, ^low
Pg 295-296 checked
Their Eyes Were Watching God-Get book for EC. We will be reading it next week. If you don't have your own book, you will have to take reading notes on separate paper. Those who have their own book, will write directly in the book.
p289-292 checked, reviewed.
Zora is My Name- first 15 min. Do pg 288 individual wkbk-checked16-25 min Do pg 295 question 1
Group work pg 295 Question 2-3 and 296, 1-mark text * high, -neutral, ^low
Pg 295-296 checked
Their Eyes Were Watching God-Get book for EC. We will be reading it next week. If you don't have your own book, you will have to take reading notes on separate paper. Those who have their own book, will write directly in the book.
4/8/11
4/4-4/8
Exit 31:
1)What line or quote stands out to you? Explain why. 2)What is use word you didn't know? Write the word in context and explain what you think the word means. 3)Explain the change Hurston went through at 13? 4)Find 2 examples of figurative language, label each device used and explain why each is that device. Ex: Life is like a box of chocolates. Simile because comparison between life and chocolates, using the word like. 5)After reading, How do you think Hurston would respond to the following quote "Racial discrimination is the reason a lot of African Americans weren't successful in Hurston's time."
1)Finish Zora Presentations/Exit 30 if needed. Turn in.
2)Reminder R42-44-this term-80% 10 points off late. Nor more Explorer/Retake test this week.
3)Read SB p289-92 (0n your own) Mark the following:? any quotes that stand out/trigger questions
*words you don't know
H-anything Historical/time period
squiggly line- figurative devices and label m, s, p for metaphor, simile, personification
Ha-Humor used
box-transition or signal words
4)Complete above exit slip 31.
1)What line or quote stands out to you? Explain why. 2)What is use word you didn't know? Write the word in context and explain what you think the word means. 3)Explain the change Hurston went through at 13? 4)Find 2 examples of figurative language, label each device used and explain why each is that device. Ex: Life is like a box of chocolates. Simile because comparison between life and chocolates, using the word like. 5)After reading, How do you think Hurston would respond to the following quote "Racial discrimination is the reason a lot of African Americans weren't successful in Hurston's time."
1)Finish Zora Presentations/Exit 30 if needed. Turn in.
2)Reminder R42-44-this term-80% 10 points off late. Nor more Explorer/Retake test this week.
3)Read SB p289-92 (0n your own) Mark the following:? any quotes that stand out/trigger questions
*words you don't know
H-anything Historical/time period
squiggly line- figurative devices and label m, s, p for metaphor, simile, personification
Ha-Humor used
box-transition or signal words
4)Complete above exit slip 31.
4/4/11
3/23-3/24
Exit 30-Exit 30-From Presentations and Background of Their Eyes Were Watching God (TEWWG)If absent, check out a presentation book from Ms. Batten to makeup. Do not copy.
1) How long did it take Hurston to write TEWWG?
2) Briefly explain what the book will be about using the main character’s name in your explanation.
3) List 3 interesting facts about Hurston’s life.
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)?
5) What was the Harlem Renaissance? Explain in at least 2 sentences.
6) Name one reason scholars had a problem with the name Harlem Renaissance?
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream.
8) Why did Richard Wright criticize TEWWG? Give at least two reasons.
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?
10) How did Hurston’s books fight stereotypes for black women in fiction?
Presentations-Zora Neale Hurston. While groups present, everyone listens and answers Exit 30. If absent, you must see Ms. Batten for a presentation topic or paper topic.
Grade conferences. Grade recovery given to students failing and who didn't pass FCAT retake test, which must be completed Spring Break.
1) How long did it take Hurston to write TEWWG?
2) Briefly explain what the book will be about using the main character’s name in your explanation.
3) List 3 interesting facts about Hurston’s life.
4) Who brought Hurston out of obscurity, why did they and how did they (be specific)?
5) What was the Harlem Renaissance? Explain in at least 2 sentences.
6) Name one reason scholars had a problem with the name Harlem Renaissance?
7) Name one person in Hurston's circle, their accomplishments and how they helped Hurston accomplish her dream.
8) Why did Richard Wright criticize TEWWG? Give at least two reasons.
9) Considering her accomplishments as a writer, what was unusual about Hurston’s death?
10) How did Hurston’s books fight stereotypes for black women in fiction?
Presentations-Zora Neale Hurston. While groups present, everyone listens and answers Exit 30. If absent, you must see Ms. Batten for a presentation topic or paper topic.
Grade conferences. Grade recovery given to students failing and who didn't pass FCAT retake test, which must be completed Spring Break.
3/23/11
3/21-3/22
Turn in Exit 29
A9-CC lesson. Rock the SAT-group work. While working as a group, each person lists the 22 bold words from the song and the meanings their group has inferred via context clues. Then while listening to the song, write a proununciation of each word if you do not know how to prounounce it. Turn in A9-lesson to basket.
Group word wall assignment- On the piece of paper given to you, write your word, illustrate the meaning and write a sentence using the word in context. Make sure it is visible if hung on word wall. Put all of your names on the back and turn in.
Review-Class reviews each definition and the context clues that lead to the meanings.
A9-CC-Post test-80 percent of grade.
Zora Presentations-Group
Each group is given a section of the reading guide for Their Eyes Were Watching God and poster paper. Each group is to teach their section to the rest of the class, while highlighting the most important points. Groups come up with a plan for splitting up their section and how to teach it to the class. Presentations-next class.
R42-44 Multiple-Due today 3/22 or Alternate Explorer assignment. 80 percent grade.
A9-CC lesson. Rock the SAT-group work. While working as a group, each person lists the 22 bold words from the song and the meanings their group has inferred via context clues. Then while listening to the song, write a proununciation of each word if you do not know how to prounounce it. Turn in A9-lesson to basket.
Group word wall assignment- On the piece of paper given to you, write your word, illustrate the meaning and write a sentence using the word in context. Make sure it is visible if hung on word wall. Put all of your names on the back and turn in.
Review-Class reviews each definition and the context clues that lead to the meanings.
A9-CC-Post test-80 percent of grade.
Zora Presentations-Group
Each group is given a section of the reading guide for Their Eyes Were Watching God and poster paper. Each group is to teach their section to the rest of the class, while highlighting the most important points. Groups come up with a plan for splitting up their section and how to teach it to the class. Presentations-next class.
R42-44 Multiple-Due today 3/22 or Alternate Explorer assignment. 80 percent grade.
3/15A-3/18 B
Students to finish A12-The Crucible Test-Part 2
Exit 29List 3 differences from what really happened in Salem to what Miller wrote in The Crucible. For each difference, explain why Miller might have changed what was historically correct.
Fact or Fiction-The Crucible powerpoint Powerpoint shown twice. Differences discussed.
Each group assigned a Discussion question in which they must:1)Thoroughly discuss questions and all of the possible reasons Miller might have changed this element of the story
2)Take a page of discussion notes, in which each person's name is added next to their part of the discussion
3)Make a visual where 3 items from the Fact or Fiction powerpoint is highlighted. Must use color and feature both fact and fiction.
4)Present question and opinions to class
Don't forget to bring in Their Eyes Were Watching God for extra credit. We will be reading it after Spring Break.
Exit 29List 3 differences from what really happened in Salem to what Miller wrote in The Crucible. For each difference, explain why Miller might have changed what was historically correct.
Fact or Fiction-The Crucible powerpoint Powerpoint shown twice. Differences discussed.
Each group assigned a Discussion question in which they must:1)Thoroughly discuss questions and all of the possible reasons Miller might have changed this element of the story
2)Take a page of discussion notes, in which each person's name is added next to their part of the discussion
3)Make a visual where 3 items from the Fact or Fiction powerpoint is highlighted. Must use color and feature both fact and fiction.
4)Present question and opinions to class
Don't forget to bring in Their Eyes Were Watching God for extra credit. We will be reading it after Spring Break.
3/15/11
3/11 A-3/14B
Finish Film-The Crucible
Finish filling out R32-Character Chart-right hand column/motivations.-80 percent assessment. Due after test.
Survival Cards for Act 1,2, and the film returned before test to those who did them. Students allowed to use survival cards and character chart during the test.
A12-The Crucible Test-Part 1-oral quiz given by teacher. Must be made up after school or during lunch by Thursday following absence. The Crucible Test Part 2-Analysis chart-Find 3 quotes for your character and complete the chart as directed. Test is an 80 percent assessment.
R42-44-Multiple-Due 3/22 or alternate with explorer-FCAT non-passers only. Reading and explorer can be done for extra credit.
Turn in Exit 28-last chance.
Finish filling out R32-Character Chart-right hand column/motivations.-80 percent assessment. Due after test.
Survival Cards for Act 1,2, and the film returned before test to those who did them. Students allowed to use survival cards and character chart during the test.
A12-The Crucible Test-Part 1-oral quiz given by teacher. Must be made up after school or during lunch by Thursday following absence. The Crucible Test Part 2-Analysis chart-Find 3 quotes for your character and complete the chart as directed. Test is an 80 percent assessment.
R42-44-Multiple-Due 3/22 or alternate with explorer-FCAT non-passers only. Reading and explorer can be done for extra credit.
Turn in Exit 28-last chance.
3/9/11
3/7A-3/8B
Exit 27-List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.
Copy Exit 27, answer while watching film, turn in. Wkbk p 255-256 past due-20pts.
The Crucible-Film-Survival Cards/R32-Character Chart (fill out chart for anything missing in Act 1 and 2 and fill it out when watching part 3-4 of film. This R32 chart will become an 80 percent assessment.
The Crucible Test/Character Analysis is 3/11A and 3/12 B.
Conferences-Grades, FCAT notices, papers returned
R39-41 Multiple/or/Explorer last 4 skill seminar lessons-Due 3/8 (Today)-80 percent assessment. Non-passers: Do both Reading and FCAT Explorer for Extra Credit.
Remember to bring in Their Eyes Were Watching God for Extra Credit.
R42-44-Due 3/22
Copy Exit 27, answer while watching film, turn in. Wkbk p 255-256 past due-20pts.
The Crucible-Film-Survival Cards/R32-Character Chart (fill out chart for anything missing in Act 1 and 2 and fill it out when watching part 3-4 of film. This R32 chart will become an 80 percent assessment.
The Crucible Test/Character Analysis is 3/11A and 3/12 B.
Conferences-Grades, FCAT notices, papers returned
R39-41 Multiple/or/Explorer last 4 skill seminar lessons-Due 3/8 (Today)-80 percent assessment. Non-passers: Do both Reading and FCAT Explorer for Extra Credit.
Remember to bring in Their Eyes Were Watching God for Extra Credit.
R42-44-Due 3/22
3/3/11
2/29A-3/4
FCAT Writes-3/1; 7th block-guest speaker on 3/3 for whole period.
A11-Act 2 Quiz 18 points (80 percent Assessment)Students allowed to use survival cards.
wkbk P 255-256 Graded-20 points.
R32-Character Chart returned with directions regarding how to fix before final grade. This will become an 80 percent Assessment. Do not copy someone. Do it on your own.
Grade Conference/Reading Model given to struggling students/Tutoring Notices/Progress Reports/Papers Returned
Exit 27- List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.(Don't ever copy exit slips answers, as they are to reflect what you learned not someone else).
Film-Watch The Crucible-Part 1-add to character chart and complete Exit 27. Due next class. If you miss the film, you can watch it at home or you can read Act 3 and 4. Remember the Holt book is at my.hrw.com Login: tparker806 PW: braves. Act 3 starts on p1137.
Discuss Analysis/The Crucible Test 3/8.
Remember, in spare time and at home complete R39-41 Multiple strategies or students who didn't pass FCAT can Do Explorer Last 4 skill seminar lessons-Due 3/8. Both reading and Explorer can be done for Extra Credit.-80 percent of grade.
A11-Act 2 Quiz 18 points (80 percent Assessment)Students allowed to use survival cards.
wkbk P 255-256 Graded-20 points.
R32-Character Chart returned with directions regarding how to fix before final grade. This will become an 80 percent Assessment. Do not copy someone. Do it on your own.
Grade Conference/Reading Model given to struggling students/Tutoring Notices/Progress Reports/Papers Returned
Exit 27- List 3 differences between the film and the book. Also for each difference, explain why you feel the director made this change.(Don't ever copy exit slips answers, as they are to reflect what you learned not someone else).
Film-Watch The Crucible-Part 1-add to character chart and complete Exit 27. Due next class. If you miss the film, you can watch it at home or you can read Act 3 and 4. Remember the Holt book is at my.hrw.com Login: tparker806 PW: braves. Act 3 starts on p1137.
Discuss Analysis/The Crucible Test 3/8.
Remember, in spare time and at home complete R39-41 Multiple strategies or students who didn't pass FCAT can Do Explorer Last 4 skill seminar lessons-Due 3/8. Both reading and Explorer can be done for Extra Credit.-80 percent of grade.
2/18 A-2/25 B
Some classes weren't seen due to President's Day holiday, Benchmark Testing-2 days. Work completed this week is below.
Exit 25: 1)How do you know that Mary Warren isn't acting like herself? 2)According to Mary, how does she save Elizabeth's life? 3)Why are Good and Osburne easy targets for accusations of witchcraft? 4)Give 2 reasons Hale suspected the Proctor's of witchcraft? 5)What does Elizabeth admit she doesn't believe in?
Exit 261)What analogy does Hale use to justify charges against Rebecca? 2) Explain why the poppet causes Elizabeth trouble. 3) What metaphor does Proctor use to insult Hale? 4) Why doesn’t Hale believe Proctor when he says Abigail is lying? 5)Why does Mary Warren refuse to testify the poppet is hers?
Finish Act 2- The Crucible-p1131 to end. Then finish filling out the R32-Character Chart for Act 2. Submit to basket.
Index cards passed out for Survival Cards-Act 2. On these cards write anything you want from Act 2, which you will be able to use on the test. Turn in by the end of class. Do not keep it. If absent, ask Ms. Batten for a survival card to fill out.
For Act 3 and 4 we will watch the film and continue to fill out R32-Character Chart.
Springboard wkbk p255-256. On pg 255, look up each word in Act 2 in context and write the context inside each box, for each word. Then looking at the context, put a definition for each word based on context clues only. You are allowed to work as a group, but don't simply copy. This is to help prepare you for the context clues post-test test, and a lot of students failed the pre-test.
On wkbk pg 256, first identify each as a metaphor, simile or personification. They are not all metaphors. Then underline, or write for each, what is being compared. Then in the right hand column, put what you think the character actually meant when they said this. This also can be done as a group.
Both 255-256 to be graded next class for 20 points.
In spare time, work on R39-41 multiple strategies, due 3/8, 80 percent of grade. As an alternative Assessment students who didn't pass FCAT can do the Last 4 skill seminar lessons in FCAT explorer if they provide best effort.Students who haven’t started explorer can do preflight check as alternate. Both reading and explorer can be done for extra credit.
Remember, Their Eyes Were Watching God by Zora Neale Hurston is extra credit if you bring in your own copy to read.
Exit 25: 1)How do you know that Mary Warren isn't acting like herself? 2)According to Mary, how does she save Elizabeth's life? 3)Why are Good and Osburne easy targets for accusations of witchcraft? 4)Give 2 reasons Hale suspected the Proctor's of witchcraft? 5)What does Elizabeth admit she doesn't believe in?
Exit 261)What analogy does Hale use to justify charges against Rebecca? 2) Explain why the poppet causes Elizabeth trouble. 3) What metaphor does Proctor use to insult Hale? 4) Why doesn’t Hale believe Proctor when he says Abigail is lying? 5)Why does Mary Warren refuse to testify the poppet is hers?
Finish Act 2- The Crucible-p1131 to end. Then finish filling out the R32-Character Chart for Act 2. Submit to basket.
Index cards passed out for Survival Cards-Act 2. On these cards write anything you want from Act 2, which you will be able to use on the test. Turn in by the end of class. Do not keep it. If absent, ask Ms. Batten for a survival card to fill out.
For Act 3 and 4 we will watch the film and continue to fill out R32-Character Chart.
Springboard wkbk p255-256. On pg 255, look up each word in Act 2 in context and write the context inside each box, for each word. Then looking at the context, put a definition for each word based on context clues only. You are allowed to work as a group, but don't simply copy. This is to help prepare you for the context clues post-test test, and a lot of students failed the pre-test.
On wkbk pg 256, first identify each as a metaphor, simile or personification. They are not all metaphors. Then underline, or write for each, what is being compared. Then in the right hand column, put what you think the character actually meant when they said this. This also can be done as a group.
Both 255-256 to be graded next class for 20 points.
In spare time, work on R39-41 multiple strategies, due 3/8, 80 percent of grade. As an alternative Assessment students who didn't pass FCAT can do the Last 4 skill seminar lessons in FCAT explorer if they provide best effort.Students who haven’t started explorer can do preflight check as alternate. Both reading and explorer can be done for extra credit.
Remember, Their Eyes Were Watching God by Zora Neale Hurston is extra credit if you bring in your own copy to read.
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