March 6, 2017 - March 10, 2017
Post date: Mar 6, 2017 12:15:57 PM
Current Assignment
We will read Bloody Times
You should understand how the writer INFORMS the reader about two people by comparing and contrasting them.
I want you to see the overall structure of the piece, the back and forth.
I want you to see how the write contrasts the moods and actions of the two men.
I want you to see the word choices the writer uses and how different words have different effects.
Assignments:
Read through the text using the Google doc version of the story.
Highlight the details the focus on Davis leaving Richmond, Davis entering Danville, Lincoln entering Richmond, and Lincoln walking through Richmond.
Describe the scene
You details should clearly show the same event can be seen from many points of view.
Focus on what the event meant to Davis, Lincoln, blacks, and whites.
Chart for comparing how Davis, Lincoln, whites, and blacks viewed the fall of Richmond.
(Observe how the author organized the comparisons using a timeline, yet he weaves together the varying points of view using quotes from letters and diaries.)
Monday 3/6 (Day: B)
Watch these two videos on the burning of Richmond:
Read through the text using the Google doc version of the story.
Highlight the details the focus on Davis leaving Richmond, Davis entering Danville, Lincoln entering Richmond, and Lincoln walking through Richmond.
My highlighting if you need it.
TURN IN THESE TWO SHEETS TODAY
DUE TODAY Describe the scene
You details should clearly show the same event can be seen from many points of view.
Focus on what the event meant to Davis, Lincoln, blacks, and whites.
DUE TODAY Chart for comparing how Davis, Lincoln, whites, and blacks viewed the fall of Richmond.
(Observe how the author organized the comparisons using a timeline, yet he weaves together the varying points of view using quotes from letters and diaries.)
Take the practice text on the responders.
Work on the Bloody Times list on Vocabulary.com
Tuesday 3/7 (Day: C)
Inferencing 10-5: I will then take a grade from these and put it in the book.
Take the practice test on Bloody Times:
Can you recognize imagery?
Reading comprehension- What did you learn things about the two men?
You should have finished the two worksheets above.
By now, you should have seen the organization of a compare/contrast piece.
Section 1, just finish this one: Section 1
How well do you know the vocabulary?
1. Take this practice test on Quizlet.
2. Do the Bloody Times list on Vocabulary.com (I have updated the standings.)
When you are done all this, you may use the book to get the right answers for tomorrow.
Wednesday 3/8 (Day: D)
- No warm-up
- Take test on Bloody Times
- We will watch these scenes from the movie Gettysburg so the students have an idea of how battles were fought in the Civil War.
- Students will fill in this worksheet.
Thursday 3/9 (Day: A)
Warm-up: Inferencing 11-1
Review the answers from yesterday when we watched the end of Gettysburg.
Students will read "The Drummer Boy of Shiloh" from their textbooks quietly.
Students will then reread the text using Google Classroom and highlight the Drummer Boy of Shiloh:
Color Coding
Hear (light red berry 3)
See (light orange 3)
Feel (light green 3)
Smell (light yellow 1)
Taste (light cornflower blue 3)
Metaphor or simile (magenta)
Metaphor- "He is a lion."
Simile- "He is LIKE a lion."
Personification (light purple 2)
Human qualities are given to something not human.
"The angry sun beat down upon the players."
Underline important ideas.
Things that will allow me to just look at the underlining and remember what that section was about.
Themes or important ideas the writer is trying to convey.
Things repeated in the story or from our lessons.
SAMPLE
In the April night, more than once, blossoms fell from the orchard trees and lit with rustling taps on the drumskin. At midnight a peach stone left miraculously on a branch
through winter, flicked by a bird, fell swift and unseen, struck once, like panic, which jerked the boy upright. In silence he listened to his own heart ruffle away, away, at last gone from his ears and back in his chest again.
After that, he turned the drum on its side, where its great lunar1 face peered at him whenever he opened his eyes.
His face, alert or at rest, was solemn. It was indeed a solemn time and a solemn night for a boy just turned fourteen in the peach field near the Owl Creek not far from the church at Shiloh.
“. . . thirty-one, thirty-two, thirty-three . . .”
Friday 3/10 (Day: B )
Students will be drawing a cartoon version of
Requirements for Lesson Planning
Small Groups: There will be opportunities for small groups or pairs to answer and discuss the close reading questions. I would like the students to discuss how the author crafted this story and determine what the author would like us to know.
Literary Vocabulary: Autobiography, Biography, Historical Fiction, and others
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CC.8.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CC.8.R.I.5 Craft and Structure: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
CC.8.R.I.6 Craft and Structure: Determine an author’s purpose in a text