Honors Paideia Agenda Day A 8/10/215 Please locate your assigned seat (Hint: Seating is arranged in alphabetical order by last name.) Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Reading Survey Review the Essential Question and the Objectives Review School Wide Procedures Explain the Purpose for this Class Review the Syllabus and Distribute Book List (due 8/12) Review the directions for the T-shirt Assignment Begin the T-shirt Assignment (due 8/12) Complete a Closure Question
Honors Paideia Agenda Day B 8/11/2015 Please locate your assigned seat (Hint: Seating is arranged in alphabetical order by last name.) Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete the Reading Survey Review the Essential Question and the Objectives Explain the Purpose for this class Review the Syllabus and Distribute Book List (due 8/13) Review the directions for the T-shirt Assignment Begin the T-shirt Assignment (due 8/13) Complete a Closure Question
What are some strategies to develop these skills? Essential Questions: What are the basic academic skills one needs to be successful in high school and college? What are some strategies to develop these skills?
Objectives: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of strategies.
Honors Paideia Agenda Day A 8/12/2015 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Syllabus-Right Corner T-shirt-Right Corner BBR Book Complete the both sides of the Ticket-In and Read BBR Review the Essential Questions and Daily Objectives Review the Public Speaking Rubric T-shirt Presentations Complete the Pre-Assessment Introduce Vocabulary and Context Clues Complete the Closure Questions
Honors Paideia Agenda Day B 8/13/2015 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Syllabus-Right Corner T-shirt- Right Corner BBR Book Complete the both sides of the Ticket-In and Read BBR Review the Essential Questions and Daily Objectives Review the Public Speaking Rubric T-shirt Presentations Complete the Pre-Assessment Introduce Vocabulary and Context Clues Complete the Closure Questions
What are some strategies to develop these skills? Essential Questions: What are the basic academic skills one needs to be successful in high school and college? What are some strategies to develop these skills?
Objectives: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based reading and content, choosing flexibly from a range of strategies Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Honors Paideia Agenda Day A 8/14/2015 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-in and Read BBR Review the Essential Questions and Daily Objectives Complete T-shirt Presentations Complete Pre-Assessment (Writing) Review Context Clues Review Close Reading and Annotating Complete the Closure Questions
Honors Paideia Agenda Day B 8/17/2015 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-in Review the Essential Questions and Daily Objectives Complete T-shirt Presentations Complete Pre-Assessment (Writing) Review Context Clues Review Close Reading and Annotating Complete the Closure Questions
What are some strategies to develop these skills? Essential Questions: What are the basic academic skills one needs to be successful in high school and college? What are some strategies to develop these skills?
Objectives: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based reading and content, choosing flexibly from a range of strategies Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Answer Key There are tork gooboos of puzballs. Laplies, mushos, and fushos are tork gooboos of puzballs. They will not grunto any lipples. You should bartle the fusho who has rackled her parhtootoos
As You Read You Must Annotate: Annotation: written observations and comments about what you are reading AS you are reading. Summarize/ Paraphrase- What does this part of the text seem to be about or to explain? Clarify- What parts confuse or obstruct meaning? This may include particular vocabulary or phrases. Question- Analyze the structure of the text, the rhetorical and literary devices, character motivation, bias, tone, etc. AFTER YOU READ: Deconstruct it using the acronym SOAPSToneRS Ask questions of peers or the teacher if any additional clarification is needed.
SOAPSToneRS Subject: The subjects of texts are often abstract—the right to die, racism, poverty, conformity, etc. The subject is the issue at hand, not the character or specific situation. Occasion: Remember that naming the occasion is both the time/place and the genre. Is the text a memory? Speech? Letter? Critique? Argument? About what event? Where? When? Audience: Who is the intended audience? Whose attention does the speaker seek to gain? Who is the writer speaking to? In MLK’s “I Have a Dream,” he is not speaking to African Americans but to readers who may harbor racial prejudices—perhaps to policy makers. Is it a general audience? Specific audience?
SOAPSToneRS Purpose: Think about the modes of writing and the purposes behind those modes. Authors write to entertain, to inform, to persuade, to critique, to complain, to explain, to reflect, to describe, sometimes to simply express a truth. Often, writers have a dual purpose. It is not enough to say to inform—to inform about what? To complain about what? To explain what? Speaker: Remember that the speaker cannot simply be the author/writer. Is there an identifiable speaker? Is the speaker reliable? What other clues are there as to the speaker? Age? Gender? Social class? Emotional state? Occupation?
SOAPSToneRS Tone: Tone is the attitude of the speaker towards his subject and audience. Who is the speaker? What is the subject? What is the speaker’s attitude towards his subject? Use your Vocabulary of Attitudes sheet for reference. Rhetorical Devices: The writer’s use of mode—narration, exposition, description, and persuasion. The writer’s use of ethos, logos, pathos; the writer’s use of evidence such as personal experience, example, definition, statistics, research; the writer’s use of satire, sarcasm, understatement, anecdotes, alliteration, parallelism, diction (denotation/connotation), detail, syntax, organization. Stylistic Devices: Literary Devices with a figurative meaning including (but not limited to) simile, metaphor, personification, foreshadowing, flashback, imagery, allusions, irony, symbolism, etc.
Honors Paideia Agenda Day A 8/18/2105 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-In and Read BBR Review the Essential Question and the Daily Objectives Review and Practice Context Clues Complete Notes on Grammar (Parts of Speech) Complete Reading Assessment-Fiction Practice Close Reading and Annotating Complete the Closure Questions
Honors Paideia Agenda Day B 8/19/2105 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-In and Read BBR Review the Essential Question and the Daily Objectives Review and Practice Context Clues Complete Notes on Grammar (Parts of Speech) Complete Reading Assessment-Fiction Practice Close Reading and Annotating Complete the Closure Questions
What are some strategies to develop these skills? Essential Questions: What are the basic academic skills one needs to be successful in high school and college? What are some strategies to develop these skills?
Objectives: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based reading and content, choosing flexibly from a range of strategies Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate
Tom broke the vase. Noun- is a word used to name a person, place, thing, or an idea (Tom, vase) Verb- a word that expresses action or a state of being (broke) Article- a word that modifies or limits a noun ( the) There are only 3 in English (a, an, the) *Subject- the person, place, or thing that is “doing” the action (Tom) *Object- receives the action of the verb (vase)
Honors Paideia Agenda Day A 8/20/2105 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Complete both sides of the Ticket-in and Read BBR Review the Essential Questions and Daily Objectives Review Context Clues Complete the Writing Assessment Complete the Assessment Reflection Begin the BBR (Due 8/26/15)
Honors Paideia Agenda Day B 8/21/2105 Housekeeping- place homework on the right corner, sharpen your pencils, dispose of any trash etc. Distribute Progress Reports Complete both sides of the Ticket-in and Read BBR Review the Essential Questions and Daily Objectives Review Context Clues Complete the Writing Assessment Complete the Assessment Reflection Begin the BBR (Due 8/27/15)
What are some strategies to develop these skills? Essential Questions: What are the basic academic skills one needs to be successful in high school and college? What are some strategies to develop these skills?
Objectives: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based reading and content, choosing flexibly from a range of strategies Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content