Freshman Honors English Ms Larson Lincoln High School 2015-2016
Wednesday - September 9, 2015 Do Now: Agenda: Welcome! Entering Ms. Larson’s Class Greeting Do Now Getting to know you Exiting the Class Target: Homework:
Thursday – September 10, 2015 Do Now: Agenda: Do Now Working in Groups Transitions Syllabus Exit Slip Target: Homework:
Friday – September 11, 2015 Target: I can… …preview the big ideas and vocabulary for the unit. … identify and analyze the skills and knowledge needed to complete EA 1.1 successfully. Agenda: Do Now Set up Journal Unpack Assessment Independent Reading Stoplight Exit Slip Do Now: Turn in your signed syllabus. Take out your journal. Get SpringBoard book from the shelf at the front of the room. Homework: Read the first 10-20 pages of you independent reading book!
Interactive notebook Your key to success in Freshman HONORS English!
Interactive Notebook I can’t find my… …notes …homework …quizzes …vocabulary …etc. I can’t remember what it means. What did we do yesterday? GET IT TOGETHER IN YOUR INTERACTIVE NOTEBOOK!
What is an Interactive Notebook? A personalized textbook. A working portfolio – all you worksheets, quizzes, notes, responses, questions, brainstorms, vocabulary, ETC. in one convenient place.
Purpose of Interactive Notebook To be a creative, independent, and reflective (metacognitive) thinker, reader and writer throughout the year. To express your own ideas and to apply information or practice skills used in class.
Interactive Notebook Layout Name Freshman Honors English Ms. Larson 2015/2016
Interactive Notebook Setup Table of Contents EA 1.1/1.2 – Coming of Age EA 2.1/2.2 – Defining Style EA 3.1/3.2 – Changing Times EA 4.1/4.2 - Poetry EA 5.1/5.2– R & J Vocabulary CCR
Notebook CHECK I will check notebooks periodically. Sometimes after a single lesson Sometimes after a week of lessons Sometimes randomly to make sure you have the appropriate vocabulary in your CCR. Make sure your notebook is up to day because you never know when a notebook check is coming.
Notebook Grading Notebooks will be graded on Effort – did I ask you to write half a page, but you only wrote a sentence? Organization – table-of-contents kept up-to-date and each entry has a date and heading. This grade will be in the formative assessment category
SpringBoard Book Page 2 Vocabulary QHT – (first entry in journal) - Academic Vocabulary and Literary Terms Vocabulary QHT – (first entry in journal) QUESTION Have HEARD Could TEACH
SpringBoard Book Turn to page 55 Look at both the assessment prompt (pg 55) and the rubric (pg 56). With your table group, create a visual for the skills and knowledge your will need to successfully complete Embedded Assessment 1.1 Skills = what you will need to DO (verbs) Knowledge = what you need to know (nouns)
Stop Light – Exit Slip Grab 3 post-it notes from your box. RED PEN – Something you are totally intimidated by or confused about. Could be a word in the Q column of your vocabulary or anything from pg 55/56. ORANGE PEN – Something your sort of ok with, but might need a little refreshed course on. GREEN PEN – Something you totally rock at already and could help your peers with!
Monday – September 14, 2015 Do Now: (in interactive notebook) When you think of pizza, what comes to mind? Write a paragraph describing pizza and showing your attitude toward it. Agenda: Do Now Vocab Target TIDIS Exit Slip Target: I can… …identify and analyze how a writer’s use of language creates a distinct voice. …cite textual evidence of voice to support inferences made about a speaker. Homework: Read the next 10-20 pages (or chapter) of you independent reading book.
VOICE A result of a writer or speaker’s use of language, and it may be so unique that it’s almost like a fingerprint: a sign of the writer or speaker’s identity. This fingerprint results from three central aspects of how language is used.
Diction – Imagery - Syntax Diction – Word choice intended to convey a certain effect. Imagery – word or phrases, including specific details and figurative language, that a writer uses to represent persons, objects, actions, feelings, and ideas descriptively by appealing to the senses. Syntax – sentence structure; the arrangement of words and the order of grammatical elements in a sentence.
CCD - Inference Cognitive Content Dictionary
Target: I can… …identify and analyze how a writer’s use of language creates a distinct voice. …cite textual evidence of voice to support inferences made about a speaker. Review the target to see if students think they now have a better idea of what they are expected to do.
Eating pizza is rather like embarking on a transcontinental excursion Eating pizza is rather like embarking on a transcontinental excursion. You embark on the journey without being quite certain of what you will encounter. A well-made pizza contains the aromatic essence of fresh basil, oregano, and garlic that beckon invitingly. Once you bite into a perfectly sliced piece of pizza, your taste buds awaken and celebrate. When properly prepared, pizza is an extraordinary culinary creation.
Eating pizza is rather like embarking on a transcontinental excursion Eating pizza is rather like embarking on a transcontinental excursion. You embark on the journey without being quite certain of what you will encounter. A well-made pizza contains the aromatic essence of fresh basil, oregano, and garlic that beckon invitingly. Once you bite into a perfectly sliced piece of pizza, your taste buds awaken and celebrate. When properly prepared, pizza is an extraordinary culinary creation. Inferences about speaker: 1 2 3
Textual Evidence Speaker 1 Tone Inference – interpretive claim Diction – word choice Imagery Syntax
T.I.D.I.S.
SpringBoard – Page 7 With your table, read through the paragraphs about pizza from speaker 2, 3, and 4. Stop after each paragraph to discuss and … …complete the graphic organizer, finding textual evidence of diction, imagery, and syntax to support your inferences. When finished, turn the graphic organizer in to the bin at the back of the room. If you do not finish in class, you may take it home as homework (don’t forget to take your SB book too or to take a picture of the paragraphs with your phone).
Exit Slip With your group, create a character that has a STRONG FEELING about pizza. Write a paragraph using their voice. Be sure to use… Diction Imagery Syntax …to express the voice and tone of your character! Have fun!
Tuesday – September 15, 2015 Do Now: Turn in HW Take out your materials Pen/pencil SB Book Journal Copy the target on the next available page of your Notebook. (Update TOC) Agenda: Do Now Double Entry Journal “Speak” by LHA Inferences Independent Reading Target: I can… …apply a strategy for active reading and note-taking. …make inferences about writers’ choices that create voice, engage readers, and suggest meanings. Homework: Read as much as your group agreed to read. Begin thinking about and planning for who you will interview.
CCD - Narrative Cognitive Content Dictionary
Analysis/Questions/Opinion SpringBoard Page 9 Trigger Text (The book says…) Analysis/Questions/Opinion (I say…) Includes quotes from the text EXACTLY with citation! “I dive into the stream of fourth period lunch students and swim down the hall to the cafeteria.” (Anderson, 9) Since we are not all reading Speak, we can use the page number that we found the text in the SB book. If you are having trouble thinking of what to write, try using these sentence stems” I really like/dislike this part because… I wonder why …? The diction/imagery creates a tone of… This quote shows the narrator/character’s voice by… I predict that… This reminds me of the time when I… If it was me, I would…
Analysis/Questions/Opinion Inferences from Voice Laurie Halse Anderson was 38 when Speak was published, yet she captures a teen girl’s voice through her diction, syntax, and imagery. Choose three quotes you think sound particularly authentic, and write a response in your double entry journal that explains how the quotes contribute to the narrator’s voice. What inferences do you draw about the character of Melinda from these quotes? Write in full sentences. Trigger Text (The book says…) Analysis/Questions/Opinion (I say…) Quotes with citation. I really like/dislike this part because… I wonder why …? The diction/imagery creates a tone of… This quote shows the narrator/character’s voice by… I predict that… This reminds me of the time when I… If it was me, I would…
Independent Reading Time Get together with your independent reading group. Make a plan for getting your reading done. Be sure to… …give yourself time to write the essay; at least a week to a week and a half. As of today, you have about 40 school days to finish the book. Ex. If a book has 220 pages and I have 40 days to read it and turn in an essay. I want to give myself a few days to write the essay, so I should be done in more like 35 days. 220/35 = 6.28, SO I only need to read 6-7 pages a day to be done in plenty of time!
Independent Reading Time WRITE THE PLAN IN YOUR PLANNER!!!!
Wednesday – September 16, 2015 Target: I can… …identify parallel structure. …identify and revise faulty parallelism. …use parallel structure in writing. Agenda: Do Now Parallel Structure Lincoln JFK MLK Exit Slip Do Now: Take out your materials Pen/pencil SB Book Journal Copy the target on the next available page of your IN. Make a list of things that you like to do. Homework: Independent reading (look for examples of parallel structure).
Still Need signed Syllabus from: 2nd Period 3rd Period Christian Reydyn Joshua Arceli Antonia Merced Tehya Kyle Tinei Sabrina Diana Leonte Emilio Dilicia Fabian Isaiah Marcus Luvander
Parallel Structure Words: Phrases: Clauses:
Lincoln Gettysburg Address I ♥ Parallelism Gettysburg Address “ But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground.” “…government of the people, by the people, for the people shall not perish from this earth.” Lincoln’s Second Inaugural Address “To strengthen, perpetuate, and extend this interest [slavery] was the object for which the insurgents would rend the union, even by war…” “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in…”
Parallelism is pretty swell. John F. Kennedy “The torch has been passed to a new generation of Americans – born in this century, tempted by war, disciplined by a hard and bitter peace, proud of our ancient heritage…” Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure that survival and the success of liberty.”
I have a dream that everyone uses parallel structure correctly. Martin Luther King Jr. I have a dream that everyone uses parallel structure correctly. “Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksand of racial injustice to the solid rick of brotherhood. Now is the time to make justice a reality for all of God’s children.”
Exit Slip Re-write the following sentences with correct parallelism: Mary likes hiking, to swim, and to ride a bicycle. The teacher said that he was a good student because he took good notes, he studied for tests, and his labs were completed carefully. The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game. The dictionary can be used for these purposes; to find word meanings, pronunciation, correct spelling, and looking up irregular words.
Thursday– September 17, 2015 Do Now: Take out materials. What would you write about if your were asked to write a coming of age story? Agenda: Do Now Timeline Gallery Walk Exit Slip Target: I can… …explain how a writer creates effects through the connotations of words and images. …use textual details to support interpretive claims. Homework: Independent Reading Should be 15% through by Monday.
Coming of Age Timeline Create a 12 13 14 15 16 17 18 19 20 21
Table Brainstorm I will send someone from your table to get a piece of poster paper for your table. Think figuratively (metaphorically) and come up with a metaphor for coming of age with your table group. Feel free to draw pictures!
Gallery Walk Walk with your table group and stand by your poster. When I say GO, move one poster to the right. Feel free to discuss the contents of each poster within your group. Use post-it notes to provide positive feedback or to ask questions about what is written on each poster. Move to the next poster when instructed.
Exit Slip Complete two of the following sentence stems about your experience in class today. I learned that…The thing that made me learn this was… I was surprised by…because… Because of …I now think differently about…because… I thought that…, but now I think that… When I saw/read…it made me wonder about…
Friday – September 18, 2015 Do Now: Take out materials Review the meaning of diction. Write a simple sentence about something you do every day. Agenda: Do Now CCD-Connotation/Denotation Marigolds Exit Slip Target: I can… …explain how a writer creates effects through the connotations of words and images. …use textual details to support interpretive claims. Homework: Independent reading
CCD – Connotation/Denotation
Speak by Laurie Halse Anderson “ I dive into the stream of fourth period lunch students and swim down the hall to the cafeteria.” What connotations to the images of diving into and swimming through other students have here? Re-write the sentence, trying to keep the same denotative meaning, but changing the connotations to make them neutral.
Speak by Laurie Halse Anderson “ I ditch my tray and bolt for the door.” Now consider diction (particularly the verbs) Based on the verbs, what inferences might you draw about the speaker’s feelings in the moment? Now revise Andersons’s sentence to be more neutral.
Re-write your sentence using a more vivid voice! Use the simple sentence you wrote in the Do Now and complete the opposite process. Instead of simplifying, make it more complex. Add diction, imagery, and syntax so that your reader might be able to make an inference about how you feel about this thing you experience everyday.
Marigolds – SpringBoard - pg. 15
JIGSAW Diction and Imagery that Convey Voice Opening: First Encounter with Miss Lottie: Overheard Conversation: Final Act of Destruction: Closing:
Exit Slip on a 3x5 card write a paragraph… …describing the voice of the narrator. Explain how the narrator’s diction and imagery create this voice. You might also mention other literary elements, such as juxtaposition or foreshadowing, that contribute to the narrator’s voice or point of view. Be sure to Begin with a clear statement (thesis) of your inference about the voice of the narrator. Include multiple direct quotations to support your claim and punctuate them correctly. Include transitions and a concluding statement.
Example of Exit Slip Will read form the SB teacher edition.
Friday – September 18, 2015 Do Now: Agenda: Target: Homework:
Monday – September 21, 2015 Do Now: Agenda: Target: Homework:
Tuesday – September 22, 2015 Do Now: Agenda: Target: Homework:
Wednesday – September 23, 2015 Do Now: Agenda: Target: Homework:
Thursday – September 24, 2015 Do Now: Agenda: Target: Homework:
Friday – September 25, 2015 Do Now: Agenda: Target: Homework:
Monday – September 28, 2015 Do Now: Agenda: Target: Homework:
Tuesday – September 29, 2015 Do Now: Agenda: Target: Homework:
Wednesday – September 30, 2015 Do Now: Agenda: Target: Homework: