Monday, March 7, 2016
Post date: Mar 7, 2016 11:48:58 AM
Section 1 (This is correct.)
Learning Objectives:
We will finish our unit on the Civil War literature by the end of this week.
March 7, 2016
Today’s Agenda
1. Warm-up:
Inferencing 5-3
Review words for unit 10
2. Review Gettysburg for understanding of MOOD
3. Begin reading "The Drummer Boy of Shiloh."
Vocabulary
- Students should now have some background about what battles were like during the Civil War.
- Students will bring that knowledge to their close reading of two short stories to analyze how the writers created mood through setting, imagery, symbols, and allusions.
Vocab Homework Schedule:
Monday 3/7 - Pictionaries Unit 10
Tuesday 3/8 - Choosing the Right Word Unit 10
Wednesday 3/9 Synonyms and Antonyms Unit 10
Be sure to have finished one Quizlet for Unit 10
Monday 3/14 Completing the Sentence Unit 10
Tuesday 3/15 Finish the Unit
Wednesday 3/16 Be sure to have finished one Quizlet for Unit 10
Thursday 3/17 QUIZ UNIT 10
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
In groups, students will discuss and later present how changes in setting, imagery, symbols, and allusions would create a different mood.
Assessment/Important Upcoming dates
In groups, students will present a different version of "The Drummer Boy of Shiloh."
Options include...
Series of drawings
Poem
Play
Short story
Due Friday
Homework
See vocab schedule above.
These are the Common Core Standards addressed throughout Historical Fiction literature study.
CC.8.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CC.8.R.I.3 Key Ideas and Details: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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.
Sections 2 & 3
(This is not correct. I have to get back into doing this daily.)
Learning Objectives:
At this point, students should be familiar with how to log onto Google Classroom.
February 1, 2016
Today’s Agenda1. Warm-up:
Capitalization #7 (small summative)
2. Log into Google Classroom
3. Do the assigned work on Google Classroom
and turn in.
Fredrick Douglass questions
Assignment 1 due Tuesday
Assignment 2 due Tuesday
Assignment 3 due Wednesday
4. Brain break?
Go to Vocabulary.com and learn.
- Log into Google Classroom and continue completing and turning in the assignments listed.
- The work will be graded quickly and returned.
- Students are expected to make corrections and resubmit if needed.
- I will meet with students individually or in groups as I see students struggling.
Whole Group Lesson
Small Group work and/or Lesson Concept clarification.
Assessment/Important Upcoming dates
Vocabulary
Coming soon