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HOW TO THINK, PAIR, SHARE Please follow these steps:

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1 HOW TO THINK, PAIR, SHARE Please follow these steps:
Think quietly for one or two minutes about the question / prompt After, turn to your partner and ask them the same question Take turns Involve others around you Report back to teacher and whole class Finally, record your thoughts on the paper provided

2 MACBETH Semester 2, Quarter 1 Vocabulary – Drama Unit
broil brandished smack deign corporal cleave interim harbinger plague rapt cleave palpable

3 THINK, PAIR, SHARE To what extent does power (or the lack of power) affect individuals and/or relationships?

4 THINK, PAIR, SHARE How much control do we have over our lives, choices, actions? Explain.

5 THINK, PAIR, SHARE How do we decide when to lead and when to follow?

6 THINK, PAIR, SHARE How do the decisions and actions of people reveal their personalities?

7 THINK, PAIR, SHARE Does it truly take the worst of times to see the best in men's natures?

8 THINK, PAIR, SHARE Is there anything good about ambition? Are there any kinds of acceptable ambitions, or are we all just supposed to be content with our lots, whether we're kings or servants?

9 THINK, PAIR, SHARE Are there truly evil people in the world, or is it a desire for power that corrupts, or just that some people have bad judgment when choosing heroes?

10 THINK, PAIR, SHARE Does thinking something is fated make it happen? How much personal agency do we have against fate?

11 THINK, PAIR, SHARE How can we advise others on how to make a fortune in today’s economy?

12 THINK, PAIR, SHARE How can we advise others on how to make a fortune in today’s economy?

13 THINK, PAIR, SHARE How can we advise others on how to make a fortune in today’s economy?

14 THINK, PAIR, SHARE How can we learn to be satisfied whether or not others are likewise? Is it really necessary to persuade others to learn from what we think is best for them in order to be content? Why, or why not?

15 THINK, PAIR, SHARE What lines do we cross when attempting to do what is right for others? What is our responsibility to the greater good, society etc...

16 THINK, PAIR, SHARE All of Daisy's youthful descriptions involve the color white. What might white symbolize for Daisy? How might this be ironic?

17 THINK, PAIR, SHARE Why does Nick become disillusioned about the characters in the story?

18 THINK, PAIR, SHARE How do you feel about Myrtle as a character? Explain.

19 THINK, PAIR, SHARE What does Mr. Wilson represent? Explain.

20 THINK, PAIR, SHARE What is Fitzgerald alluding to about the one character who mentions God?

21 THINK, PAIR, SHARE How do the old moneyed people behave? Are they justified? Why or why not?

22 THINK, PAIR, SHARE What is symbolic about Nick selling bonds?

23 THINK, PAIR, SHARE What does the green light represent? Explain.

24 THINK, PAIR, SHARE What is most important to high society? Is it justifiable? Why or why not?

25 THINK, PAIR, SHARE Does going to the right school grant one certain privileges? Explain.

26 THINK, PAIR, SHARE How do unopened, unread books represent the character of Gatsby?

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50 The Gatsby Curve 1. What happened in your groups and in the whole
Class? 2. How did the amount of your resources affect your ability to complete your task? 3. How does a person’s financial resources affect their ability to lead their lives? 4. What did you learn from this simulation?

51 Alliteration: The quick repetition of the first letters, and therefore the first sounds, of words.
Personification. Giving inanimate objects and other phenomena human traits. Simile. Comparing two unrelated things to creating new understanding and meaning. They are marked by the use of "like," "as,"or "such as." Foreshadowing. Words, phrases, or events that hint or suggest to the reader what's going to happen in the story. Symbolism. Using objects or action to mean something more than what appears on the surface. Metaphor: A device that asserts that one object is another, bringing new meaning to the original subject for a fresh understanding. Hyperbole. Exaggerating a statement or idea to emphasize a point or emotion. Imagery: Just as when an author chooses words for their connotative associations Characterization is a literary device that is used step-by-step in literature to highlight and explain the details about a character

52 THINK, PAIR, SHARE How is the setting of the party in Chapter Three described compared with the setting of the party in Chapter One?

53 THINK, PAIR, SHARE What are the responsibilities and consequences of being a “world superpower?”

54 THINK, PAIR, SHARE Do you believe that there is financial inequality in the United States? Why or why not? Why do you think that there are certain people who have not been able to become rich? How can someone become wealthy?

55 THINK, PAIR, SHARE Have you ever wanted to relive a moment from your past, to redo it? Which moment? Why?

56 THINK, PAIR, SHARE In what ways might the American Dream mean different things for different Americans?

57 THINK, PAIR, SHARE Does historical fiction accurately reflect the events and culture of the time? Why, or why not?

58 To avoid plagerism always incorporate the quote into a sentence of your own
Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text. For example: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).

59 THINK, PAIR, SHARE What elements of the supernatural help determine the setting and drive the plot?

60 THINK, PAIR, SHARE How does a tragic flaw influence character and theme?

61 THINK, PAIR, SHARE What forces motivate people to pursue their talents and goals?

62 THINK, PAIR, SHARE What makes a quest legendary?

63 THINK, PAIR, SHARE What does it take to fulfil one’s goals, personal and professional?

64 THINK, PAIR, SHARE THINK, PAIR, SHARE THINK, PAIR, SHARE Why might it be important to understand the difference between fate and the power of one’s choices?

65 THINK, PAIR, SHARE Is it possible to be a hero while still having flaws, or experiencing setbacks? Why, or why not?

66 THINK, PAIR, SHARE If characters were not aware of their own supposed fate, would it be fulfilled? Why, or why not?

67 THINK, PAIR, SHARE Which clues help to determine the meaning of romance hero?

68 THINK, PAIR, SHARE Tragic heroes, experience conflict between fate and destiny on one hand and free will on the other. Which dominates?

69 THINK, PAIR, SHARE How is a character’s tragic flaw both a burden and a virtue?

70 THINK, PAIR, SHARE Tell about your favorite romance hero. What make him, or her super-human?

71 THINK, PAIR, SHARE How important is power/control in healthy personal relationships?

72 THINK, PAIR, THINK, PAIR, SHARE If you were ruler of your own country what would be the first law you would introduce?

73 THINK, PAIR, SHARE For what causes do people risk their lives?

74 THINK, PAIR, SHARE Grade 11 THINK, PAIR, SHARE Grade 11 THINK, PAIR, SHARE Grade 11 What's the craziest thing you’ve done in the name of love?

75 THINK, PAIR, SHARE What superpower do you wish you had? Why?

76 THINK, PAIR, SHARE Grade 11 What characteristic does a tragic hero always have? Tell what might be a tragic flaw in your own character.

77 THINK, PAIR, SHARE What will we never be able to program a computer to do? Explain.

78 THINK, PAIR, SHARE Grade 11 Tell about someone you consider heroic. Explain.

79 ELA - Function & Form PLOT Since the main idea is
a supporting event might be CHARACTER Both and could be classified as . SETTING I have a connection here. I imagine Even though I’ve never visited ,I think it might be similar to. THEME I think the author wants us to understand I want to find out and how might it be shown.

80 BLUE - # 1 GREEN # 2 YELLOW # 3 RED # 4
Sentence strip # 1 – Identify new ideas / make new plans Function and forms I learned that , so now I think I still need to know–find out Sentence strip # 2 – Compare and Contrast Function and forms They both have , but has (A) is -er than a is , but is They are both Sentence strip # 3 – Distinguish fact & opinion Function and forms My idea is that is going to I think because Sentence strip # 4 – Form Ideas Function and forms I think because This is a(n) because we can/cannot prove .

81 sentence strip # 1 – Identify new ideas / make new plans Function and forms
I learned that , so now I think I still need to know–find out

82 Sentence strip # 2 – Compare and Contrast Function and forms
They both have but has A is er than . is , but Is They are both

83 sentence strip # 3 – Distinguish fact & opinion Function and forms
My idea is that is going to . I think because

84 sentence strip # 4 – Form Ideas Function and forms
I think because This is a(n) because we can/cannot prove

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