Garaux S 9 Honors Spring 12Week One- 1/23-27
Garaux’s 9 Honors Spring ’12Week One- 1/23-27
Objectives/Goals: Students Will…- Apply reading comprehension strategies to understand grade-appropriate texts
- Demonstrate comprehension of text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
- Analyze interactions between characters in literary text and how the interactions affect plot.
- Identify the structural elements of plot
- Identify and analyze how an author uses figurative language, sound, devices and literary techniques to shape plot, set meaning and develop tone.
Major assignments due this week:
Students turn in binder, class syllabus, tissue paper, all due Monday 1/30
Class Activities/Assessments: Timed Writing Assignment on one of the summer reading assignments.
Monday, 1/23
- Introduce self and assign seats
- Make name plates: Write your name, two things about you that are true and one thing about you that is false, draw a picture of your favorite item (one that defines you). Bring this with you everyday and set it on your desk.
- Address summer reading: We will begin tomorrow with the book of your choice (bring it to class with you tomorrow).
- Mensa Test
- Notes on The Thinker, The 4 Philosophers, and perspective
- Class rules, syllabus, binder, toilet paper bonus, bathroom passes, procedure for absences:
- Collect homework
- Notes on types of conflict and why it is the most important thing in short fiction
- Play charades with conflict
-Actions: tug of war, trouble picking something heavy up, walk like you have a really heavy backpack on, wrestling with self, big steps, jump but someone is holding you down…
- Students give examples of internal conflict in their own life- on a string which pulls you in two different directions
-Piece of paper to one side= why one part of the conflict pulls you in a certain direction
-Piece of paper to the other side= why another part of the conflict pulls you in the opposite direction
- Explain how conflict affects the rising action of a story
- Students throw a ball (wadded up piece of paper) to a partner to the sound of a buzzer until the actions gets out of control
- Rising action= actions the character takes to try and solve the conflict however, he/she is unsuccessful and events/things get out of hand (this goes in notes)
Go through your summer reading chart and label the conflicts with a specific one. Animal, person, fear, guilt…
Wednesday, 1/25
- Collect homework: Use the chart to put students with peers
- Introduce prompt
- Model brainstorming for essay
- Get with a peer who read the same book as you and complete the brainstorming for this essay
- Notes on the basics of writing an essay
- Notes on writing an extended response- SITE
Thursday, 1/26
- Ask students to put quotes they found on the board. Go through them and show them how to quotes around them, if there is dialogue.
- Then, ask students for examples on paraphrasing them.
- Students complete a timed-writing answering the prompt from yesterday. I will be looking for an attempt to use SITE, I will be grading for…pass out the rubric
- Have graded by Tuesday, next week
- Begin discussing the conflicts in Lord of the Flies. Both internal and external
- Students take notes on the historical context of Lord of the Flies.
Friday, 1/27
- Students are put into discussion groups and will answer questions on this novel that have been posted around the room.
- Pass out prompt for Summer Reading Analysis
- Students begin their brainstorming for the prompt by doing a think-pair-share with a group of four
- Students continue brainstorming on their own