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Language Arts 7 Daily Agenda Mr. Schmitt & Mr. Opfermann Slide 2 9/8/15 Agenda Bell Work: Find a seat and wait for further directions. Daily Learning Targets I can follow directions the first time they are given. I can recognize and comply with classroom policies. In class activities: Take Attendance Building Announcements Introduce Remind & iblog Ice Breaker: On a notecard, write three interesting facts about yourself. Homework: Sign up for Remind Bring your student id for the library tomorrow Visit iblog page Slide 3 9/9/15 Agenda Bell Work: 1. Word of the Day: belie (verb) Definition: disguise or contradict Synonyms: disprove, debunk, negate Antonyms: approve, consent, endorse Sentence: 2. Word of the Day: bellicose (adjective) Definition: demonstrating aggression and willingness to fight Synonyms: aggressive, hostile, warlike Antonyms: calm, easygoing, peaceful Sentence: Learning Targets: I can identify a book to read that sparks my interest and also meets my personal reading level. I can apply new vocabulary terms in my writing. In class activities: -Assign seats -Bell Work -Media Center -Book Pass Activity -Check out book Homework: You must have a book to read by Friday. Slide 4 9/10/15 Agenda Bell Work: 1.Word of the Day = abstemious (adj) Definition: not self-indulgent, especially when eating and drinking. Synonyms: moderate, restrained, self-disciplined Antonyms: excessive, extreme, uncontrolled Sentence: 2. Word of the Day = acumen (noun) Definition: the ability to make good judgments and quick decisions, typically in a particular domain. Synonyms: awareness, insight, sensitivity Antonyms: ignorance, stupidity, inability Sentence: Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 5 9/10/15 Agenda In class activities: -Seating Chart -Bell Work -Review syllabus (in groups), Nice to know vs. Need to know -Review the 4 Ps -Scavenger Hunt game -Goal setting (if time) Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 6 9/11/15 Agenda Bell Work: 1.Word of the Day = antebellum (adj) Definition: occurring or existing before a particular war (i.e. American Civil War) Synonyms: prewar, prior to the war, historical Antonyms: modern, post war, after the war Sentence: 2. Word of the Day = auspicious (adj) Definition: the ability to make good judgments and quick decisions, typically in a particular domain. Synonyms: advantageous, favorable, opportune Antonyms: unsuitable, unfortunate, inopportune Sentence: Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media. -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 7 9/11/15 Agenda In class activities: -Listen to podcast on college essays -Create an outline for your essay -Begin writing college essays -SSR (20 minutes) -Record SSR and file in binder Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media. -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 8 9/14/15 Agenda Bell Work: 1. Word of the Day = abjure (verb) Definition: give up Synonyms: deny, abandon, reject Antonyms: allow, emphasize Sentence: 2. Word of the Day = abrogate (verb) Definition: repeal or do away with (a law, right, or formal agreement) Synonyms: revoke, overturn, cancel Antonyms: approve, permit, validate Sentence: Daily Learning Targets: -I can identify and analyze some of the major themes in a text. -I can identify two or more themes or central ideas in a text and make connections to other texts or pieces of media. -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 9 9/14/15 Agenda In class activities: -Introduce College Essay Unit -Read and discuss prompts (how would you respond?) -Rate sample essays in small groups -Exit Ticket = Pick a prompt and write a thesis statement Daily Learning Targets: -I can determine the purpose for my writing and present a reasonable and logical argument. -I can evaluate multiple sources of information presented in different media, various formats, and orally to address a question or solve a problem. Slide 10 9/4/14 Agenda Bell Work: List five obtainable goals for this school year. What do you want to accomplish? Daily Learning Targets: -I can follow directions the first time they are given. -I can recognize and comply with classroom policies. In class activities: -Assign seats -Partner share baseball cards w/ the class -Read and review Syllabus (in groups) -Meet Mr. Schmitt (power point presentation) -Create SSR master list (in groups) Homework: Slide 11 9/5/14 Agenda Bell Work: Write 4-6 sentences to tell a story about one of your favorite moments from school. Daily Learning Targets: I can define central idea. I can read a sentence and correct grammatical mistakes for clarity. In class activities: -District Assessment (32 questions, multiple choice) -Switch with a partner and grade their work. -Write a 5 paragraph response to the essay prompt at the end of the assessment. :) Homework: Enjoy your weekend!!!! Slide 12 9/8 Agenda Bell Work: Write down your definition for the term hero. Identify three characteristics or qualities that define a person as a hero. Provide two examples of people or characters that you consider to be a hero. Include several reasons that support why he or she is a hero. Daily Learning Targets: I can define the term tragic hero. I can identify characteristics and traits that help determine whether or not a character is a tragic hero. In Class Activities: Presentation and notes on The Greek Theatre and The Tragic Hero. Exit Ticket: Instructions can be found on the last slide of the presentation. Slide 13 9/9/14 Agenda Bell Work: Task: What norms / routines should be implemented on a daily basis in order to maintain a comfortable and enjoyable learning environment for every student? Provide four routines that the class or I can enforce. Daily Learning Targets: I can demonstrate independence in gathering vocabulary knowledge by: contextual clues and references/resource. I can cite strong and thorough textual evidence to support the text (explicit and inferred). In Class Activities: Introduce vocabulary terms and themes for Oedipus Rex and The Matrix. With a partner, complete the handout for the film. Exit Ticket: Sign up for Google Classroom (have a friend show you or come bug me after school today, Thursday, or Friday. Slide 14 9/10/14 Agenda Bell Work: Task: Pretend that you are a prophet and your are able to see your own future. What would be your fate? What if you realized that your fate was negative (i.e. in order to make millions of dollars, one of your close relatives will pass away at an early age)? Do you believe that you can make choices to change your fate? Answer all of the questions above in 4-5 complete sentences. Daily Learning Targets: I can demonstrate independence in gathering vocabulary knowledge by: contextual clues and references/resource. I can cite strong and thorough textual evidence to support the text (explicit and inferred). In Class Activities: Continue watching clips from The Matrix Finish Tragic Hero responses (group) Exit Ticket: Create a Master SSR list (we are going to the library on Friday) Slide 15 9/11/14 Agenda Bell Work: Task: In your own words, define the following underlined terms. Use the context of the sentence to determine the meaning. 1) The best augury of a man's success in his profession is to value his peers perception of him. 2) Amid great lamentation, the hero's body is laid on the funeral pile and consumed. Daily Learning Targets: I can read a text and summarize the story line. In Class Activities: Assign books and begin reading the Prologue to Oedipus Rex by Sophocles. Read (assign roles and as a class) through page 6. For pages 7-10, you will assign roles amongst your table and answer the assigned questions. If you finish, please start working on the vocabulary for the Prologue. You need to include the following: the part of speech, the definition, a picture to help you remember the meaning. Slide 16 9/15/14 Agenda Bell Work: Task: In your own words, define the following underlined terms. Use the context of the sentence to determine the meaning. 1) The teen has still yet to recover from the defilement committed against her by her best friend. 2) The family took a pilgrimage to Mecca to assess and further understand the Muslim belief system. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: Reread the Prologue (with a table partner) and answer the questions and finish the vocabulary for Part 2 of the Prologue. As a class, begin working on the Tragic Hero Traits/Characteristics Double Entry Journal Exit Ticket: On a separate half sheet of paper, provide a three to four sentence response to the following prompt: Do you believe that Oedipus deserves the fate he receives from Creon after Creon goes to speak to Apollo? Why or why not? Use the text to support your answer. **Announcement: You must have your SSR books in class by Friday. You will be provided with a form that must be completed no later than Thursday. We will begin reading on Friday. Slide 17 9/16/14 Agenda Bell Work: Task: Answer the prompt provided in 4-5 complete sentences. To you, what are the characteristics that help define a the term, leader? Do you consider Oedipus to be a strong leader based on what you have read so far? Why or why not? Use a quote from the text and explain it to help support your answer. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: Character Map (log throughout the entire play) Sphinx Riddle (group work and gallery walk) Tragic Hero Traits/ Characteristics (log through Scene 1) Vocab and questions for the Parados (pg. 10-12) **Announcement: You must have your SSR books in class by Friday. You will be provided with a form that must be completed no later than Thursday. We will begin reading on Friday. Slide 18 9/17/14 Agenda Bell Work: Task: Participate in Table Top Twitter (4 people in a group). If you were Oedipus, what would you tweet regarding the message you received from Apollo via Creon? Keep your responses to 140 characters or less and write your initials next to your response. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: Sphinx Riddle (group work and gallery walk) Review Vocab and Questions for the Prologue (Part 1 and 2) and the Parados SSR Commitment Form Study for quiz on pages 1-12 for tomorrow. **Announcement: You must have your SSR books in class by Friday. You will be provided with a form that must be completed no later than Thursday. We will begin reading on Friday. Slide 19 9/18/14 Agenda Bell Work: Task: Read the following sentences and use the context to write your own definition of the term that is underlined. The city of Thebes was stricken from the endless terror brought on by the Sphinx. The residents were riven after the unexpected murder of King Laius. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: Review Vocab and Questions for the Prologue (Part 1 and 2) and the Parados Watch performance of the play (youtube video) SSR Commitment Form (due tomorrow) Study for quiz on pages 1-12 for tomorrow (create flash cards for vocabulary words) **Announcement: You must have your SSR books in class by Friday. You will be provided with a form that must be completed no later than Thursday. We will begin reading on Friday. Slide 20 9/19/14 Agenda Bell Work: Task: Take out your questions and vocab for pages 1-12. Study for the quiz (5 minutes) Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: Take the quiz. DO NOT WRITE ON THE QUIZ! You will write on a separate sheet of paper. When you are done, flip your quiz over and it will be collected. SSR Commitment Form-Fill it out SSR for the remainder of class **Look up your Lexile for your book @ schoolastic.com What I am reading: Gone Girl by Gillian Flynn **Homework: Go to the football game and cheer on the Pioneers tonight! Enjoy your weekend! Slide 21 9/22/14 Agenda Bell Work: Task: Take out books and flip to page 12. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: As a class, assign roles and read Scene 1 from Oedipus Rex (pg. 12-15) Split into groups of 5 and finish reading Scene 1 (pg. 16-25) Answer questions and complete vocab (due tomorrow at the end of the hour) Begin filling out plot summary (due tomorrow at the end of the hour) Fill out Tragic Hero Double Entry Journal (log), **Take out notes on tragic hero traits Homework: Answer questions and complete Vocab for Scene 1 http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Slide 22 9/23/14 Agenda Bell Work: Task: Provide the meaning of the bold word in each sentence. Student Response: Oedipus hamartia is due to having too much confidence. Oedipus experiences perpeteia when Teresias accuses him of various crimes. Daily Learning Targets: I can read a text and summarize the story line. I can use textual evidence to support an analysis and critique of the protagonist in a piece of text. In Class Activities: As a class, assign roles and read Scene 1 from Oedipus Rex (pg. 12-15) Split into groups of 5 and finish reading Scene 1 (pg. 16-25) Answer questions and complete vocab as a group (due at the end of the hour) Begin filling out plot summary (due tomorrow at the end of the hour) Fill out Tragic Hero Double Entry Journal (log), **Take out notes on tragic hero traits Homework: Quiz Retakes = Wednesday and Thursday during C lunch or after school on Wednesday or Thursday Answer questions and complete Vocab for Scene 1 http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Slide 23 9/24/14 Agenda Bell Work: Task: How do you feel when someone tells you that you are not meeting expectations. Do you sometimes agree with them? Do you sometimes try to prove them wrong through your actions? How do you respond or react to this statement? Provide your answer in 4-5 sentences Student Response: Daily Learning Targets: I can identify the characteristics that help define the tragic hero in a piece of literature. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: -Read and Talk to the Text the article titled So Long, Brett Favre With a partner, create a T-Chart to compare Oedipus to Brett Favre using the five characteristics and additional characteristics of the tragic hero. Choose a tragic hero from the list provided and explain how each characteristic can be used to define them (due at the end of the hour). Homework: N/A Quiz Retakes = Wednesday and Thursday during C lunch or after school on Wednesday or Thursday Answer questions and complete Vocab for Scene 1 http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Slide 24 9/25/14 Agenda Bell Work: Task: Vote for Homecoming Court (only if you are scheduled to graduate in June). **Finish working on your Comparison Charts w/ your partner from yesterdays class (15 mins). Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: -Finish Comparison Chart Assignment w/ partner from yesterday. Explain Window Notes for Scene 2 Assign roles (2 points extra credit for volunteers) Read Scene 2 from Oedipus Rex (as a class). Homework: Read Scene 2 (use sparknotes at home for plot summaries) Quiz Retakes = Today during C lunch or after school in E-7 Announcements: Bring your SSR book and binder to class tomorrow. I will help get you organized and review a list of assignments that have been assigned so far this M.P. Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Slide 25 9/26/14 Agenda (2 nd hour) Bell Work: Task: Provide one example from Scene 2 of Oedipus Rex that you understand and provide one example of the text that you did not understand. Explain why for both sections. Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: Assign roles and review Scene 2 (as a class) SSR (15 minutes) + record and reflect in log Organize binders Homework: Sign up for Remind, re-read Scene 2 if necessary Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Slide 26 9/26/14 Agenda (4 th & 5 th hour) Bell Work: Task: Write a metaphor for Oedipus as a character. Example: Oedipus is an abandoned house. There is no easy solution to the problem. People take advantage of the space, yet, no one wants to help with the doomed situation. Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: Finish Partner Assignment (Brett Favre article from Wed.) SSR (15 minutes) + record and reflect in log Organize binders Exit Ticket: Sign up for Google Classroom using the computers (last 10 minutes of class) Homework: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 27 9/26/14 Agenda (6 th hour) Bell Work: Task: With your table, write down five norms, or rules that need to happen on a daily basis in order to create a successful classroom environment. Then, write down two actions that you need to perform each day in order to succeed in my class. Finally, right one suggestion for me to state what I can do to help the class succeed. **Write it all on one sheet. Write in separate colors and include your name next to your personal statements (not for the entire group). Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: Finish Partner Assignment (Brett Favre article from Wed.) SSR (15 minutes) + record and reflect in log Organize binders Exit Ticket: Sign up for Google Classroom using the computers (last 10 minutes of class) Homework: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 28 9/29/14 Agenda Bell Work: Task: Do you think Oedipus is a strong leader? Why or why not? Include textual evidence to support your answer. Provide additional reasons to explain your response. Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: Organize binders Assign Roles and Read Scene 3 (as a class) Complete Window Notes for Scene 3 (do not turn in, it will be in a packet with Scene 4). Exit Ticket: Write a four sentence response to the following question: How are Oedipus and Jocastas (Iocaste) character similar? Include at least 2 characteristics, a quote from the text to support, and a thorough explanation. Homework: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 29 9/30/14 Agenda Bell Work: Task: Write a four sentence response to the following question: How are Oedipus and Jocastas (Iocaste) character similar? Include at least 2 characteristics, a quote from the text to support, and a thorough explanation. Student Response: Daily Learning Targets: I can make meaning from the authors use of literary devices in a piece of text. I can make meaningful connections between the protagonist and individuals viewed in pop culture. In Class Activities: Complete Window Notes for Scene 3 (turn in at the end of the hour) Character Sketch Activity (groups of 3) Exit Ticket: Write a four sentence response to the following question: How are Oedipus and Jocastas (Iocaste) character similar? Include at least 2 characteristics, a quote from the text to support, and a thorough explanation. Homework: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 30 10/1/14 Agenda Bell Work: Task: Continue working on your group posters, Character Sketch (you will have 20 minutes or you will turn it in first thing tomorrow). Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: Character Sketch Activity (groups of 3) Check in Window Notes for Scene 3 w/ me (if you didnt turn in the assignment, yesterday). Exit Ticket: Play I have this word, ________, who has the definition? **Find your partner and then create a sentence/example using the vocabulary term or characters name. Homework: Study for your quiz on Scenes 2 and 3 Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 31 10/2/14 Agenda Bell Work: Task: Play a quick review game for the quiz, I have this word, ___________, who has the definition/description? Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: Review Game, I have this word, _________________, who has the definition/description? (10 minutes). When you find your match, you will create a sentence using the vocabulary term or characters name. Take quiz on Scenes 2 & 3 from Oedipus Rex. Make sure to fill out the scantron and record the correct version. Finish Working on your groups Character Sketch (due at the end of the hour). Watch a few scenes from the performance (if there is time). ***TURN IN SCENE 2 AND 3 TO THE TURNED IN FOLDER WHEN YOU ARE DONE! **If you are done with everything, SSR for the remainder of the hour. Homework: Turn in any assignments that are marked missing in the gradebook. Exit Ticket: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour Oedipus Rex On-line = http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Slide 32 10/7/14 Agenda Bell Work: Task: Each partner will be assigned words from the list (2 words per pair). Include the following: word, part of speech, definition, use it in a sentence (name, date, hour on the back). Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: Read (as a class) Scene 4 from Oedipus Rex and fill out Window Notes (due Wed. at the end of the hour). Create your Fantastic Four Group. This will be referred to as your Fantastic Four for the rest of the semester. On a note card, write your members names, your team name (appropriate and related to Oedipus), and a slogan/motto (appropriate and related to Oedipus). Fill out the Double Entry Journal on Dramatic Irony (due Thursday at the beginning of the hour) Homework: Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Retake for Quiz on Scenes 2 and 3: Wednesday during C lunch (if you have it) or after school Thursday during C lunch Friday after school Slide 33 10/8/14 Agenda Bell Work: Task: Student Response: On your Window Notes for Scene 4, find your golden line. If you already found one, share yours with your elbow partner. We will share some as a class. Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: Create your Fantastic Four Group. This will be referred to as your Fantastic Four for the rest of the semester. On a note card, write your members names, your team name (appropriate and related to Oedipus), and a slogan/motto (appropriate and related to Oedipus). With your Fantastic Four, re-read Scene 4 and complete the Window Notes (due at the end of the hour). Next, fill out the Double Entry Journal on Dramatic Irony (due tomorrow at the beginning of the hour). Watch Scenes 2-4 of the filmed performance of the play (if there is time). Homework: Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Sign up for Remind Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Retake for Quiz on Scenes 2 and 3: Today during C lunch (if you have it) or after school Thursday = Before school (7:00 a.m. in E-5), during C lunch (E-7) or after school (E-7) Friday= During C lunch (E-7) or after school (E-7) Slide 34 10/8/14 Agenda (4 th -6 th Hour) Bell Work: Task: Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: With your Fantastic Four, re-read Scene 4 and complete the Window Notes (due at the end of the hour). Next, fill out the Double Entry Journal on Dramatic Irony (due tomorrow at the beginning of the hour). Watch Scenes 2-4 of the filmed performance of the play (if there is time). Homework: Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Retake or Make up (if you were absent Friday) for Quiz on Scenes 2 and 3: Today = During C lunch (if you have it) or after school (E-7) Thursday = Before school (7:00 a.m. in E-5), during C lunch (E-7) or after school (E-7) Friday= During C lunch (E-7) or after school (E-7) Slide 35 10/9/14 Agenda Bell Work: Task: Fill out the Who is to blame? chart. Make sure to color and explain your reasoning in 2- 3 sentences for each character that you assign. Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: With your Fantastic Four, finish finding examples of dramatic irony (20 minutes to work on it). Read the article on incest and right a one paragraph response to the posed question (you must have a thesis/take a position). Watch Scenes 2-5 from the 1957 filmed performance of the play. Homework: Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Retake or Make up (if you were absent Friday) for Quiz on Scenes 2 and 3: Today = Before school (7:00 a.m. in E-5), during C lunch (E-7) or after school (E-7) Friday= During C lunch (E-7) or after school (E-7) Slide 36 10/10/14 Agenda Bell Work: Task: Motifs = Motifs are recurring structures, contrasts, and literary devices that can help to develop and inform the texts major themes. Symbols = Symbols are objects, characters, figures, and colors used to represent abstract ideas or concepts. Create a list of 3-4 possible motifs and 3-4 possible symbols in the play, Oedipus Rex. **Justify your responses using evidence from the text. Student Response: Daily Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly. I can determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings. In Class Activities: Read the Exodus (final scene) in Oedipus Rex. Create a predictions log for the Exodus. We will stop during certain points throughout the reading to assess your ideas. At the bottom of your predictions log, create a log for motifs and symbols. Please record any that you might see as we read. We will go back through the play to find more if we have time. Homework: Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Write a 3-4 sentence response to the following questions: Were you surprised by the ending? Why or Why not? If you could change the ending, what would you do differently? Explain and be specific in your answer. DO NOT DO THE FOLLOWING: Uh, I would have made avoid his fate or Well, I would have made Oedipus fulfill his fate Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Retake or Make up (if you were absent Friday) for Quiz on Scenes 2 and 3: Today= During C lunch (E-7) or after school (E-7) Slide 37 10/13/14 Agenda Bell Work: Task: Motifs (Mo-teefs) are recurring structures, contrasts, and literary devices that can help to develop and inform the texts major themes. Find one example of the motif, sight and blindness, from the section of the Exodus that was read in class on Friday. Student Response: Daily Learning Targets: I can close read to determine the difference between what is directly stated and what is really meant in a text. I can identify and analyze the impact of the authors choices regarding how to develop and relate elements of the drama. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Read the Exodus (final scene) in Oedipus Rex. Actively watch model of summary/rewrite from Ode IV. Whole class Think Aloud for summary/rewrite from Ode IV. With your Fantastic Four group, rewrite your assigned section from the Exodus (10 minutes). Share your rewrites/summaries with the class (2 minutes per share). Record your reviews of each share. Select your Top 3 and include reasoning for each section. Turn in any assignments that are marked missing in the gradebook. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Exit Ticket: Record your reviews from each groups share and select your Top 3. Make sure to include your reasoning. Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Slide 38 10/14/14 Agenda Bell Work: Task: Learn about the Scribe Binder (explain calendars) and SSR for 10 minutes (fill out handout to put in your binder when finished). Student Response: Daily Learning Targets: I can close read to determine the difference between what is directly stated and what is really meant in a text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: SSR and fill out handout to put in SSR section of your binder (10 minutes) Argumentative Writing using Oedipus Rex and various sources (Talk to the Text, Golden Line) Fill in the blank summary for Scene 4 and Exodus (w/ a partner) Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish three paragraph, mini essay (due Thursday = 2 nd hour, tomorrow at the end of the hour = 4 th -6 th ). Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Slide 39 10/16/14 Agenda Bell Work: Task: In 4-5 sentences, answer the following prompt and questions: Discuss a time when you made a poor decision. Did you receive a punishment? How did it make you feel? What did you learn? Student Response: Daily Learning Targets: I can close read to determine the difference between what is directly stated and what is really meant in a text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Argumentative Writing using Oedipus Rex and various sources (Talk to the Text, Golden Line) **Key=Underline any comments that support your argument, Circle any comments that go against your argument, Star any ideas that make you think (and write your ideas next to those lines), Highlight any unfamiliar terms or words (and look them up). Fill in the blank summary for Scene 4 and Exodus (w/ a partner) Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish three paragraph, mini essay (due Thursday = 2 nd hour, tomorrow at the end of the hour = 4 th -6 th ). Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Slide 40 10/17/14 Agenda Bell Work: Task: You are going to sign up for Google Classroom. Log in on a computer. Go to gmail.com. You user is your Student Number@dearbornschools.org. I might have to reset some of your passwords. Listen for further instructions.Number@dearbornschools.org Student Response: Daily Learning Targets: I can learn new about new types of literacy and technology in order to apply them to my day to day responsibilities. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Set up @dearbornschools.org Gmail account Sign up for Mr. Schmitts Google Classroom for your hour Learn how to use Google Docs and Google Drive to save anywhere Learn how to share files with friends and teachers (start typing your essay and have at least one person make comments on it). With your Fantastic Four, participate in a Timeline Race. First team to complete the assignment in the correct order will receive 3 extra credit summative points to apply to their test next week. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish three paragraph, mini essay (due Monday at the beginning of the hour). Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Slide 41 10/20/14 Agenda Bell Work: Answer the following question in 3-4 sentences. Is it possible that Oedipus could have avoided his fate? Why or why not? Explain your reasoning. -Student Response: Daily Learning Targets: I can learn new about new types of literacy and technology in order to apply them to my day to day responsibilities. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Re-read the last five pages from the Exodus (as a class). Turn in your predictions notes and Bell Work. Fill in the blank summary for Scene 4 and the Exodus (w/ a partner). With a partner, paraphrase and rewrite the Exodus (exit ticket). Introduce Tic-Tac-Toe Projects (due Monday 10/27/14) Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish three paragraph, mini essay (due Monday at the beginning of the hour). Announcements: **Sign up for Remind (I will check this on your phone before you are able to leave). Sign up for Remind, (586) 200-1573 **Text @lah2=2 nd hour, @lah4=4 th hour, @lah5=5 th hour, @lah6=6 th hour, @theppress=3 rd hour Slide 42 10/21/14 Agenda Bell Work: Write a four sentence response to the following prompt: Do you respect Oedipus decision to ask Creon to exile Oedipus from Thebes? Use textual evidence to support your response (Hint: Look back through the end of Scene 1 and all of Scene 2). Explain why you respect or do not respect Oedipus decision. -Student Response: Daily Learning Targets: I can close read a piece of text in order to analyze and develop and objective summary of events that transpire throughout the text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Complete the Order of Events activity with your Fantastic Four for Bell Work. Square up with your Fantastic Four groups. Cut out the plot descriptions and put them in the order in which they occur (remember some of the story is told in flashbacks). Number each description in pencil. When you are done, call for me to verify your answers. The first team to arrange the descriptions in the correct order will receive a prize at the end of the week. Introduce the Tic-Tac-Toe Projects (due Monday 10/27/14) Read the song lyrics written by Mr. Opfermann. On your own, read the directions for the days assignment. Work on your own or with a partner to write your own song or poem. Before the end of the hour, take out your fill in the blank summaries for Scene 4 and the Exodus. We will review the correct answers. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish writing your song or poem to perform tomorrow (volunteers). Exit Ticket: Check and correct your responses for the fill in the blank summaries for Scene 4 and the Exodus. Slide 43 10/22/14 Agenda (2 nd hour) Bell Work: Check and correct your responses for the fill in the blank summaries for Scene 4 and the Exodus. -Student Response: Daily Learning Targets: I can close read a piece of text in order to analyze and develop and objective summary of events that transpire throughout the text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Continue working on your song/rap/poem projects w/ your partner. **If pairs finish early, we might have some of them perform. Work on your Tic-Tac-Toe Projects (due Monday 10/27/14) Before the end of the hour, take out your fill in the blank summaries for Scene 4 and the Exodus. We will review the correct answers. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish writing your song or poem to perform tomorrow (volunteers). Exit Ticket: Check and correct your responses for the fill in the blank summaries for Scene 4 and the Exodus. Slide 44 10/22/14 Agenda (4 th -6 th hour) Bell Work: Listen and enjoy a surprise performance from Mr. O and the Rexes. -Student Response: Daily Learning Targets: I can close read a piece of text in order to analyze and develop and objective summary of events that transpire throughout the text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Introduce song/rap/poem project to summarize Oedipus Rex (only project w/ a partner) Work on your Tic-Tac-Toe Projects (due Monday 10/27/14) Before the end of the hour, take out your fill in the blank summaries for Scene 4 and the Exodus. We will review the correct answers. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish writing your song or poem to perform tomorrow (volunteers). Exit Ticket: Check and correct your responses for the fill in the blank summaries for Scene 4 and the Exodus. Slide 45 Slide 46 10/23/14 Agenda Bell Work: List five words (qualities/characteristics/traits) to describe what makes you unique. Then, explain why these words apply. Be specific in your response and support your reasoning in 4-5 sentences. **This is a common essay question for job interviews or essay prompts for college/university applications. -Student Response: Daily Learning Targets: I can close read a piece of text in order to analyze and develop and objective summary of events that transpire throughout the text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: District Assessment: Listen for directions and write responses on a separate sheet of paper. **Options for after you have completed the assessment: Work on your Tic-Tac-Toe Projects (due Monday 10/27/14) SSR (record your pages and time read). **Keep it in your binder. Work on the study guide for the exam (Monday or Tuesday). If everyone is done and if we have time, we might have some guest performers share their rap/song/poem. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish Tic-tac-toe projects (due Monday), study for your exam (complete the study guide), bring your SSR book tomorrow. Slide 47 10/24/14 Agenda Bell Work: Discuss Tic-Tac-Toe Projects Daily Learning Targets: I can close read a piece of text in order to analyze and develop and objective summary of events that transpire throughout the text. I can focus on addressing a specific purpose and audience in my writing. I can use evidence from literature to support analysis, reflection, and research in my writing. In Class Activities: Work on your Tic-Tac-Toe Projects ( 2 due Monday 10/27/14) SSR (record your pages and time read). **Keep it in your binder. Work on the study guide for the exam (Tuesday). If everyone is done and if we have time, we might have some guest performers share their rap/song/poem. Oedipus Rex On-line: http://hphs.edclick.com/uploads/45/f131850.pdfhttp://hphs.edclick.com/uploads/45/f131850.pdf Homework: Finish Tic-tac-toe projects (due Monday), study for your exam (complete the study guide) Slide 48 10/27/14 Agenda Bell Work: During several moments in the play, Oedipus abuses his power as king. Provide two examples (textual evidence w/ page numbers) that show how Oedipus abuses or attempts to abuse his power as King of Thebes. Explain how each example justifies this claim (6-8 sentences). Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 49 10/27/14 Agenda In Class Activities: Bell Work Check in completed Study Guides for credit/no credit. Review for tomorrows test, Jeopardy Game. Review any questions from the Study Guide. Turn in Tic-Tac-Toe Projects and make sure to label appropriately if you completed three of them (at the end of the hour). Homework: Study for tomorrows test Finish any projects that still need to be completed Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom for Resources to help you study! Slide 50 10/28/14 Agenda Bell Work: Take out your Study Guides. We will check them for credit. They must be fully completed in order to receive credit. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 51 10/28/14 Agenda In Class Activities: Check in completed Study Guide for credit/no credit. Ask questions from the Study Guide Review any questions from the Study Guide. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Everyone must complete a survey for me (due tomorrow). **10 formative points for filling it out completely and honestly. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 52 10/28/14 Agenda (5 th hour) Bell Work: During several moments in the play, Oedipus abuses his power as king. Provide two examples (textual evidence w/ page numbers) that show how Oedipus abuses or attempts to abuse his power as King of Thebes. Explain how each example justifies this claim (6-8 sentences). Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 53 10/28/14 Agenda (5 th hour) In Class Activities: Bell Work Check in completed Study Guides for credit/no credit. Review for tomorrows test, Jeopardy Game. Review any questions from the Study Guide. Turn in Tic-Tac-Toe Projects and make sure to label appropriately if you completed three of them (at the end of the hour). Homework: Study for tomorrows test Finish any projects that still need to be completed Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom for Resources to help you study! Slide 54 10/29/14 Agenda Bell Work: Take out your article on trigger warnings given to you yesterday. Follow my lead as we make our way through the text. You will write a two paragraph response (with your argument) before the end of the hour. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 55 How many of you were born or lived in a country (i.e. Lebannon, Iraq, etc.) that has been subject to violence and war? Slide 56 Trigger Warning These are examples of a common trigger warnings. The top is from the MPAA for films while the bottom image is for the ESRB for video game content. It is similar to the trigger warnings professors are posting and that you see on the web. Slide 57 10/29/14 Agenda (5 th hour only) In Class Activities: Check in completed Study Guide for credit/no credit. Ask questions from the Study Guide Review any questions from the Study Guide. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Everyone must complete a survey for me (due tomorrow). **10 formative points for filling it out completely and honestly. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 58 10/29/14 Agenda (5 th hour only) In Class Activities: Check in completed Study Guide for credit/no credit. Ask questions from the Study Guide Review any questions from the Study Guide. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Everyone must complete a survey for me (due tomorrow). **10 formative points for filling it out completely and honestly. If you do not have your book, complete the Article of the Week assignment. We will go over it tomorrow in class. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 59 10/30/14 Agenda Bell Work: Fill out form for Mr. Atkins. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 60 10/30/14 Agenda In Class Activities: Beowulf Summary video K-W-L Chart (read in groups) Turn in paragraphs for Article of the Week assignment. If you do not have your book, complete the Article of the Week assignment. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 61 10/30/14 Agenda (5 th hour only) Bell Work: Take out your article on trigger warnings given to you yesterday. Follow my lead as we make our way through the text. You will write a two paragraph response (with your argument) before the end of the hour. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 62 How many of you were born or lived in a country (i.e. Lebannon, Iraq, etc.) that has been subject to violence and war? Slide 63 Trigger Warning These are examples of a common trigger warnings. The top is from the MPAA for films while the bottom image is for the ESRB for video game content. It is similar to the trigger warnings professors are posting and that you see on the web. Slide 64 10/30/14 Agenda (5 th hour only) In Class Activities: Trigger Warnings (talk to the text) 2 paragraphs due tomorrow Anticipation Guide for Beowulf Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 65 10/31/14 Agenda Bell Work: Read the lines below from yesterdays reading from Beowulf. What do they all have in common? How does the author develop a rhythm or pattern? What is the term for the literary device when a line or sentence contains multiple words that start with the same letter? Answer all of these questions. So Hrothgar's men lived happy in his hall Till the monster stirred, that demon, that fiend, Grendel, who haunted the moors, the wild Marshes, and made his home in a hell Not hell but earth. He was spawned in that slime, 20 Conceived by a pair of those monsters born. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 66 10/31/14 Agenda In Class Activities: Housekeeping (we will go over all the assignments that have been turned in, how to organize your binder, and pass back graded assignments). Watch the clip Beowulf vs. Grendel and answer the following questions to add to your notes. Create a chart, I will draw it on the promethean board. For the following characters, make a column to state what you know about them before watching the film: Hrothgar, Beowulf, Grendel.Create a second column and list new details, insight, or traits for each character that you observed while watching the film. SSR+, record your time and observations and file under the SSR tab in your binder. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Slide 67 10/31/14 Agenda (5 th hour) Bell Work: Fill out form for Mr. Atkins. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 68 10/31/14 Agenda (5 th hour) In Class Activities: Beowulf Summary video https://www.youtube.com/watch?v=eBGT4AS2Jyc&safe=activehttps://www.youtube.com/watch?v=eBGT4AS2Jyc&safe=active K-W-L Chart (read in groups) Turn in paragraphs for Article of the Week assignment. If you do not have your book, complete the Article of the Week assignment. Homework: Bell Work will be turned in next week on Monday (two weeks) Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Survey, Two paragraph argument on trigger warnings, Study Guide for Oedipus Rex. Slide 69 11/3/14 Agenda Bell Work: Read the lines from Beowulf (on the next slide) from the section we read last week that introduces the conflict (the monster, Grendel). Then, implement the paraphrase strategy after it is modeled. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 70 The poets clear songs, sung Of the ancient beginnings of us all, recalling The Almighty making the earth, shaping These beautiful plains marked off by oceans, Then proudly setting the sun and moon To glow across the land and light it; The corners of the earth were made lovely with trees And leaves, made quick with life, with each Of the nations who now move on its face. And then As now warriors sang of their pleasure. Slide 71 11/3/14 Agenda In Class Activities: Paraphrase practice (Bell Work) Assign usernames and passwords for myhrw.com (on-line textbook) Read pgs. 30-41 (w/ a partner and fill out Discussion Web) Join another pair to form a group of four Each group will be responsible to assign a spokesperson to share responses with the entire class Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Bell Work from 10/20-10/24 and 10/27-10/31 Any missing assignments Slide 72 11/5/14 Agenda Bell Work: During this time in society, Beowulf was considered to be a strong leader. Would he be considered a strong leader in todays society? Why or why not? Support your claim using reasons and text evidence to support you (4-5 sentences). Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 73 11/5/14 Agenda (4 th -6 th hour) Bell Work: Complete the Beowulf: Plot Events activity with your Fantastic Four Group. **Check your answers once your are finished. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 74 11/6/14 Agenda (2 nd hour) Bell Work: Complete the Beowulf: Plot Events activity with your Fantastic Four Group. **Check your answers once your are finished. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 75 11/6/14 Agenda (2 nd hour only) In Class Activities: Watch through part 1 of Beowulf Create a Venn Diagram and include a minimum of five similarities and five differences between the poem and the film. Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 76 11/6/14 Agenda (4 th -6th) Bell Work: Take attendance then bring your stuff with you down the Library to apply to colleges with the counselors. Extra Credit Assignment due Friday!!!!! Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 77 11/7/14 Agenda Bell Work: SSR for 10 minutes. Record your reading in your binder. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 78 11/7/14 Agenda In Class Activities: SSR = 2 minute Book Talks will be conducted starting at the end of next week. We will have people sign up for each day. Read Part 2 of Beowulf (as a class) Complete Double Entry Journal using the Heroic Code Begin working on creating a Coat of Arms (minimum 5 traits and due Monday at the end of the hour. Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 79 11/10/14 Agenda Bell Work: Read pg. 116-117. Write five facts on the writer, Geoffrey Chaucer. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 80 11/10/14 Agenda Bell Work: Read pg. 116-117. Write five facts on the writer, Geoffrey Chaucer. Daily Learning Targets: I can close read a piece of text and use textual evidence to support a claim. I can identify and address how the major themes are presented in a text and add to my understanding of the literary work. Slide 81 11/10/14 Agenda In Class Activities: Read the Prologue to the Canterbury Tales Read The Pardoners Tale Complete Double Entry Journal for the Prologue and The Pardoners Tale. Begin working on creating a Coat of Arms (extra credit due Wednesday). Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 82 11/11/14 Agenda Bell Work: Word of the Day = chivalry (n) Definition-the combination of qualities expected of an ideal knight, especially courage, honor, courtesy, justice, and a readiness to help the weak. Synonym: bravery, honor Antonym: cowardice, humility Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can identify the authors purpose and analyze the major themes presented in a narrative text. I can understand the differences between dramatic, situational and verbal irony. Slide 83 11/11/14 Agenda In Class Activities: Assign usernames and passwords for online textbook. **my.hrw.com Group Reading Activity for The Pardoners Tale Complete Double Entry Journal for the Prologue and The Pardoners Tale. Pass back graded assignments Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 84 11/12/14 Agenda Bell Work: Word of the Day = guile (gyl), noun Definition-sly dealings; skill in deceiving. Synonyms: Antonyms: Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can identify the authors purpose and analyze the major themes presented in a narrative text. I can understand the differences between dramatic, situational and verbal irony. Slide 85 11/12/14 Agenda Bell Work: Word of the Day = guile (gyl), noun Definition-sly dealings; skill in deceiving. Synonyms: deviousness, tricks Antonyms: honesty, sincerity Sentence: The thief used his guile to steal things before his victims could notice. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can identify the authors purpose and analyze the major themes presented in a narrative text. I can understand the differences between dramatic, situational and verbal irony. Slide 86 11/12/14 Agenda In Class Activities: Group Reading Activity for The Pardoners Tale (25 minutes to finish). Pass back graded assignments Notes on the Three Appeals: Ethos, Pathos, Logos Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 87 11/13/14 Agenda Bell Work Word of the Day = altruistic (adj) Definition-Unselfish concern for the welfare of others; selflessness Synonyms: Antonyms: Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can identify the authors purpose and analyze the major themes presented in a narrative text. I can understand the differences between dramatic, situational and verbal irony. Slide 88 11/13/14 Agenda Bell Work: Word of the Day = altruistic (adj) Definition-Unselfish concern for the welfare of others; selflessness Synonyms: generous, humane, selfless, considerate, Antonyms: greedy, stingy, self-centered, selfish Sentence: Haidar had altruistic motives when he offered to help other students that were struggling with the assigned reading. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can determine the difference between the three types of appeals used to persuade an audience. Slide 89 11/13/14 Agenda In Class Activities: Turn in Group work (questions, examples, and t-chart for The Pardoners Tale) Notes on the Three Appeals: Ethos, Pathos, Logos Come up with three statements for each type of appeal. **Use these topics-learning, cell phones, attending college Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 90 11/14/14 Agenda Bell Work: Word of the Day = credible (adj) Definition-able to be believed; convincing. Synonyms: Antonyms: Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast persuasive essays and argumentative essays. Slide 91 11/14/14 Agenda Bell Work: Word of the Day = credible (adj) Definition-able to be believed; convincing. Synonyms: believable, probable, reasonable Antonyms: deceptive, improbable, unreasonable Sentence: Many people found Erics story that was written for The Pioneer Press to be credible because he made sure to include facts and quoted his peers accurately. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast persuasive essays and argumentative essays. Slide 92 11/14/14 Agenda In Class Activities: SSR for 15 minutes (log in your binder) Review the differences between persuasive essays and argumentative essays Pass back Oedipus Rex Test, review answers, and set up times for retakes next week Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 93 11/17/14 Agenda Bell Work: Word of the Day = scrupulous (adj.) Definition-Cautious in action for fear of doing wrong Synonyms: conscientious Antonyms: wicked Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast persuasive essays and argumentative essays. Slide 94 11/17/14 Agenda Bell Work: Word of the Day = scrupulous (adj) Definition-Cautious in action for fear of doing wrong. Synonyms: ethical, honorable, upstanding, principled Antonyms: dishonest, inaccurate, immoral, unethical Sentence: Hassan was very scrupulous in all of his actions, taking weird precautions like never going out on a full moon, in an effort not to fall victim to sin. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast the claim made in a pro article and a con article. I can deconstruct an argumentative essay to identify the major components used to construct the essay. Slide 95 11/17/14 Agenda In Class Activities: Rewrite notes from Friday (2 nd hour only) Watch first 20 minutes of the Weed CNN Special http://www.youtube.com/watch?v=B4GUkzTnFG0&safe=active Talk to the text and fill out the deconstruction form w/ a partner for the pro article on legalizing marijuana Talk to the text and fill out the deconstruction form on your own for the con article on legalizing marijuana Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 96 11/18/14 Agenda Bell Work: Word of the Day = coherent Definition-(of an argument, theory, or policy) logical and consistent. Synonyms: reasonable Antonyms: Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast persuasive essays and argumentative essays. Slide 97 11/18/14 Agenda Bell Work: Word of the Day = coherent (adj) Definition-(of an argument, theory, or policy) logical and consistent. Synonyms: reasonable, rational, consistent, identified, meaningful Antonyms: confused, disorderedly, irrational, unreasonable, incomprehensible Sentence: Amer was able to explain his argument to legalize marijuana in a coherent way. As a result, the entire class was able to understand his claim. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast the claims made in a pro and con argumentative essays. I can deconstruct an argumentative essay to identify the major components used to construct the essay. Slide 98 11/18/14 Agenda In Class Activities: Word of the Day Model Two Minute Book Talks Sign up for Two Minute Book Talk (through the end of the semester) Read the CON article which is against the legalization of marijuana Model on the board how to Talk to the Text using the code provided. Some students will be called on to help share their annotations w/ the class. Talk to the text (on your own), then fill out the deconstruction form (with a partner) for the con article on legalizing marijuana Homework: Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Slide 99 Slide 100 11/19/14 Agenda Bell Work: Word of the Day = refute (verb) Definition-prove (a statement or theory) to be wrong or false; disprove. Synonyms: debunk, discredit Antonyms: approve, permit Sentence: Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast the claims made in a pro and con argumentative essays. I can deconstruct an argumentative essay to identify the major components used to construct the essay. Slide 101 11/19/14 Agenda Bell Work: Word of the Day = refute (verb) Definition-prove (a statement or theory) to be wrong or false; disprove. Synonyms: debunk, discredit Antonyms: approve, permit Sentence: The Catholic Church and other religious groups refute the Death with Dignity Act. Task: Provide one synonym, one antonym, and use it in a sentence. Daily Learning Targets: I can compare and contrast persuasive essays and argumentative essays. I can deconstruct an argumentative essay to identify the major components used to construct the essay. Slide 102 11/19/14 Agenda In Class Activities: Word of the Day Book Talks Check in Deconstruction Forms for PRO & CON articles on legalizing marijuana Watch Brittany Maynards Death with dignity video (10 mins) Read PRO and CON article on Death with dignity Talk to the Text on your own. We will share responses on the board. Next, fill out the deconstruction form (with a partner) for both articles. Sign on to Google Classroom to check for upcoming assignments and resources. Assignments due today: Any missing assignments Announcement: Tomorrow we will be in the Media Center. Meet me there. You will pick your topic, find additional sources to support your claim (position/stance/argument) and you will start the outlining process. Slide 103 11/21/14 Agenda Bell Work: Task: Study for the Word of the Day Quiz (10 minutes) > chivalry (noun) > guile (noun) > altruistic (adj) > credible (adj) > scrupulous (adj) > coherent (adj) > refute (verb) **You must know the definition, synonyms, antonyms, and be able to use it in a sentence. Daily Learning Targets: I can compare and contrast the claims made in a pro and con argumentative essays. I can deconstruct an argumentative essay to identify the major components used to construct the essay. Slide 104 11/21/14 Agenda In Class Activities: WOTD Quiz **DO NOT WRITE ON QUIZ. ANSWERS WILL BE WRITTEN ON A SEPARATE SHEET OF PAPER THAT YOU PROVIDE. Book Talks (2 nd = Zack, 4 th = Thomas & Shedi, 5 th = Leah, 6 th = Rabab) **You must turn in your completed Book Talk form to present Check in Deconstruction Forms for PRO & CON articles on legalizing marijuana and Death with dignity Work on Outline for Argumentative Essay Pass back graded assignments Organize binder Discuss grades and missing work Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Homework: Outline for Argumentative Essay due on Monday (you can use it to type your paper). Slide 105 12/1/14 Agenda Bell Work: Word of the Day = chicanery (noun) Definition- the use of trickery to achieve a political, financial, or legal purpose. Synonyms: fraudulence, cheating Antonyms: honesty, truthfulness Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 106 12/1/14 Agenda Bell Work: Word of the Day = chicanery (noun) Definition- the use of trickery to achieve a political, financial, or legal purpose. Synonyms: fraudulence, cheating Antonyms: honesty, truthfulness Sentence: Instead of dealing with my lawyer's chicanery, I will hire another. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 107 12/1/14 Agenda In Class Activities: Intro. to Shakespeares Macbeth (four parts total) due tomorrow at the beginning of class. Sign up, again, for Book Talks (re-do calendar). **You must turn in your completed Book Talk form to present Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Homework: Finish Intro. to Macbeth (due tomorrow at the beginning of the hour). Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 108 12/2/14 Agenda Bell Work: Word of the Day = venal (adj.) Definition- Capable of being bribed, open to corruption Synonyms: untrustworthy, crooked Antonyms: principled, scrupulous Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 109 12/2/14 Agenda Bell Work: Word of the Day = venal (adj.) Definition- Capable of being bribed, open to corruption Synonyms: untrustworthy, crooked Antonyms: principled, scrupulous Sentence: I couldn't believe the number of venal students whose vote could be bought by cupcakes and brownies. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 110 12/2/14 Agenda In Class Activities: Book Talks Macbeth Web Quest (w/ a partner) Finish Intro. to Macbeth handout from yesterday (turn in w/ Web Quest tomorrow, Wednesday 12/3/14) SSR if you are done with everything! Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Homework: Finish Intro. to Macbeth (due tomorrow at the beginning of the hour). Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 111 12/3/14 Agenda Bell Work: Word of the Day = trivial (adj) Definition- Of little importance or value Synonyms: petty Antonyms: important Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 112 12/3/14 Agenda Bell Work: Word of the Day = trivial (adj) Definition- Of little importance or value Synonyms: petty Antonyms: important Sentence: He thought Schmitts class was trivial until he discovered the real value of Mr. Schmitts approach to teaching. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 113 12/3/14 Agenda Bell Work: Word of the Day = trivial (adj) Definition- Of little importance or value Synonyms: petty Antonyms: important Sentence: He thought Schmitts class was trivial until he discovered the real value of Mr. Schmitts approach to teaching. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze the theme of leadership across three major pieces of text. Slide 114 12/4/14 Agenda Bell Work: Word of the Day = dire (adj) Definition- (of a situation or event) extremely serious or urgent. Synonyms: desperate, drastic Antonyms: trivial, unimportant Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can critique and analyze multiple interpretations of a story, drama, or poem. Slide 115 12/4/14 Agenda Bell Work: Word of the Day = dire (adj) Definition- (of a situation or event) extremely serious or urgent. Synonyms: desperate, drastic Antonyms: trivial, unimportant Sentence: It is of dire importance that you finish your homework assignment. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze multiple interpretations of a story, drama, or poem. Slide 116 12/4/14 Agenda In Class Activities: Book Talks Introduce Macbeth and Act 1, Scene 1 **Possible aspects to analyze 1.costumes 2.setting 3.casting 4.props https://www.youtube.com/watch?v=clG8ha2D26g#t=144 Start writing a one paragraph response. End of the hour, reflection on what we did today that helped you write your argument. If time, we will start reading Act 1, Scene 1 using the recording so that you can hear the language. Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 117 12/5/14 Agenda Bell Work: Word of the Day = premonition Definition- forewarning or foreboding of a future event Synonyms: hunch, omen Antonyms: optimism, security Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can critique and analyze multiple interpretations of a story, drama, or poem. Slide 118 12/4/14 Agenda Bell Work: Word of the Day = dire (adj) Definition- (of a situation or event) extremely serious or urgent. Synonyms: hunch, omen Antonyms: optimism, security Sentence: Lady Macbeth had a premonition that her husband was going to become king. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can analyze multiple interpretations of a story, drama, or poem. Slide 119 12/4/14 Agenda In Class Activities: Book Talks Start reading Macbeth Act 1, Scenes 1-3 (pg. 406-417) Begin filling out Character Map Begin filling out Motivation Chart We will read along with the audio for Act 1 Scenes 1 &2, 3 you will read with a group of four. Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 120 12/8/14 Agenda Bell Work: Word of the Day = minion (n) Definition- a follower or servant of a powerful person Synonyms: lackey, subordinate Antonyms: leader, master Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 121 12/8/14 Agenda Bell Work: Word of the Day = minion (n) Definition- a follower or servant of a powerful person Synonyms: lackey, subordinate Antonyms: leader, master Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 122 12/8/14 Agenda In Class Activities: Book Talks Start reading Macbeth Act 1, Scenes 4-7 (416-424) Fill out Character Map (keep in binder for the entire play) Fill out Motivation Chart (turn in after Act 1) Exit Ticket: Situation: You are Macbeth, and you are about to be interviewed by your wife, Lady Macbeth, regarding the encounter you and Banquo had with the witches. Question from Lady Macbeth: After hearing the witches prophecy, what actions might you need to take in order to guarantee that all three come true? **Response must be 5-6 sentences on notecard Assignments due today: Any missing assignments Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 123 12/9/14 Agenda Bell Work: Word of the Day = palpable (adj.) Definition- capable of being perceived; especially capable of being handled or touched or felt Synonyms: detectable, visible Antonyms: ambiguous, uncertain Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 124 12/9/14 Agenda Bell Work: Word of the Day = palpable (adj.) Definition- capable of being perceived; especially capable of being handled or touched or felt Synonyms: detectable, visible Antonyms: ambiguous, uncertain Sentence: While the teacher did not speak about the classs behavior, his anger was so palpable that none of the students spoke the remainder of the hour. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 125 12/9/14 Agenda In Class Activities: Fill in the blanks, with a partner, for Act 1 Scenes 4-6 Read Act 1 Scene 7 as a class Answer Act 1 Questions (finish for homework) Fill out Character Map (keep in binder for the entire play) Fill out Motivation Chart (turn in after Act 1) Assignments due tomorrow: Act 1 Questions Study for quiz on Act 1 Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 126 12/10/14 Agenda Bell Work: Word of the Day = indiscriminate (adj.) Definition- Without a restraint or control; Unselective Synonyms: aimless, random Antonyms: picky, choosy Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 127 12/10/14 Agenda Bell Work: Word of the Day = indiscriminate (adj.) Definition- Without a restraint or control; Unselective Synonyms: aimless, random Antonyms: picky, choosy Sentence: The jury selection was indiscriminate because they wanted a fair trial. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 128 12/10/14 Agenda In Class Activities: Quiz, Act 1 Macbeth Finish Act 1 Questions (assigned yesterday) Watch Act 2 Macbeth and answer a given set of questions (on your own) Assignments due tomorrow: Act 1 Questions Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 129 12/11/14 Agenda Bell Work: Word of the Day = obviate (v) Definition-To prevent by interception Synonyms: prevent, hinder Antonyms: promote, encourage Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Slide 130 12/11/14 Agenda Bell Work: Word of the Day = obviate (v) Definition- To prevent by interception Synonyms: prevent, hinder Antonyms: promote, encourage Sentence: The firemen want to obviate forest fires so they have Smokey the Bear teach safety. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Slide 131 12/11/14 Agenda In Class Activities: Watch Act 2 Macbeth and answer the assigned questions (on your own) Write two paragraphs to describe Macbeth or Lady Macbeth using all of your vocabulary words for the Word of the day Watch Act 2 Macbeth and answer a given set of questions (on your own) Finish Motivation Chart and add character descriptions on your Character Map (for Act 2) Assignments due tomorrow: Act 2 questions Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 132 12/12/14 Agenda In Class Activities: Study for your WotD Quiz Take the quiz Grab a laptop, go to google classroom and take notes on sonnets. Write a sonnet on Macbeth or Lady Macbeth Assignments due tomorrow: Act 2 questions Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 133 chicanery (noun) venal (adj) trivial (adj) dire (adj) premonition (noun) minion (noun) palpable (adj) indiscriminate (adj) obviate (verb) 12/1-12/12 Word of the day **When you are done, sign on to Google Classroom. First sign into Gmail, user = student number@dearbornschools.org, password = student number or birthday (ex-03191987) number@dearbornschools.org Then type Google Classroom in a new tab. Click the first link. Once on Google Classroom, click my name. After you get to the page, click the Power Point under the heading Sonnets. Your assignment is to first read and take notes. By the end of the hour, with a partner, you will try to write a sonnet about Macbeth or Lady Macbeth (due Monday). Slide 134 12/15/14 Agenda Bell Work: Word of the Day = jovial (adj) Definition- full of good humor, cheerful and playful Synonyms: jolly, hilarious Antonyms: gloomy, unpleasant Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Slide 135 12/15/14 Agenda Bell Work: Word of the Day = jovial (adj) Definition- full of good humor, cheerful and playful Synonyms: jolly, hilarious Antonyms: gloomy, unpleasant Sentence: Santa Claus is a jovial old man. Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Slide 136 12/15/14 Agenda In Class Activities: Bell Work Book Talks Read Act 3, Scenes 1-3 Fill out Double Entry Journal for Act 3 Turn in sonnets at the beginning of the hour tomorrow Assignments due tomorrow: Sonnet Sign on to Google Classroom to check for upcoming assignments and resources. Resources: Online Textbook = my.hrw.com No Fear Shakespeare = http://nfs.sparknotes.com/macbeth/ Slide 137 12/17/14 Agenda Bell Work: Word of the Day = appall (verb) Definition- to fill with horror and shock Synonyms: alarm, frighten Antonyms: assure, comfort Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Slide 138 12/17/14 Agenda Bell Work: Word of the Day = appall (verb) Definition- to fill with horror and shock Synonyms: alarm, frighten Antonyms: assure, comfort Sentence: Task: Provide one synonym, one antonym, and use it in a sentence Daily Learning Targets: I can use textual evidence to support my understanding of a characters development throughout a text. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Slide 139 12/1714 Agenda In Class Activities: Bell Work Book Ta