Objectives: Students will analyze and evaluate setting, character development, and figurative language in "How It Feels to Be Colored Me."
SWBAT: Analyze how setting relates to conflict, character development, and the effectiveness of figurative language in a nonfiction essay. Students will be able to use specific examples from the essay to answer questions about the essay.
Do Now:
Take an index card.
On the index card, answer the following question in 2-3 sentences:
Where are you from? What does this say about who you are as a person?
Class activity:
"How It Feels to Be Colored Me” question part 2
Tuesday, March 19, 2013
Objectives: Students will continue to use active reading strategies to annotate an informational text. Students will also analyze the use of metaphors, tone, mood, theme, setting, conflict, and character development in an informational text.
SWBAT: Write a detailed summary highlighting key points from the first two pages of Zora Neale Hurston's essay "“How It Feels to Be Colored Me.”
Do Now:
Take a 3X5 card.
Write a 3-5 sentence summary of the first page (what you read for homework) of Zora Neale Hurston's essay "How It Feels To Be Colored Me."
START LIKE THIS:
The first part of Zora Neale Hurston's essay “How It Feels to Be Colored Me” takes place in _____________________, an exclusively ___________________. On the first page, the little girl...
Class Activities:
1. Review of figurative language - metaphors
2. Guided practice - analyze the metaphor in the 3rd paragraph of Hurston's essay "How It Feels to Be Colored Me."
3. Group work - analyze another metaphor from this essay and to answer guided reading questions.
SWBAT: Write a detailed summary highlighting key points from the first two pages of Zora Neale Hurston's essay "“How It Feels to Be Colored Me.”
Do Now:
Take a 3X5 card.
Write a 3-5 sentence summary of the first page (what you read for homework) of Zora Neale Hurston's essay "How It Feels To Be Colored Me."
START LIKE THIS:
The first part of Zora Neale Hurston's essay “How It Feels to Be Colored Me” takes place in _____________________, an exclusively ___________________. On the first page, the little girl...
Class Activities:
1. Review of figurative language - metaphors
2. Guided practice - analyze the metaphor in the 3rd paragraph of Hurston's essay "How It Feels to Be Colored Me."
3. Group work - analyze another metaphor from this essay and to answer guided reading questions.
Monday, March 17, 2013
Objectives: Demonstrate understanding of new vocabulary terms relating to mood and tone. Also, students will use active reading strategies to read and synthesize the main points of a nonfiction essay.
SWBAT: Analyze and apply knowledge of new vocabulary terms. Demonstrate understanding of active reading strategies by reading and annotating Zora Neale Hurston's essay "How It Feels To Be Colored Me."
Do Now:
Take a Vocabulary Review handout.
Read each sentence.
Use the word bank of vocabulary words to fill-in the blanks.
Class Activities:
1) Review of how to annotate an essay.
2) Read "How It Feels to Be Colored Me" and apply active reading stategies.
SWBAT: Analyze and apply knowledge of new vocabulary terms. Demonstrate understanding of active reading strategies by reading and annotating Zora Neale Hurston's essay "How It Feels To Be Colored Me."
Do Now:
Take a Vocabulary Review handout.
Read each sentence.
Use the word bank of vocabulary words to fill-in the blanks.
Class Activities:
1) Review of how to annotate an essay.
2) Read "How It Feels to Be Colored Me" and apply active reading stategies.
Friday, March 15, 2013
Objectives: Students will demonstrate their ability to analyze mood across genres.
SWBAT: Identify and analyze mood in poetry, prose, and paintings. Students will also evaluate an author's word choice in poetry and prose to determine mood. Furthermore, students will review historical information about the Harlem Renaissance to analyze essential questions about this movement.
Do Now: Review your notes to prepare for the TEST.
Harlem Renaissance Test:
SWBAT: Identify and analyze mood in poetry, prose, and paintings. Students will also evaluate an author's word choice in poetry and prose to determine mood. Furthermore, students will review historical information about the Harlem Renaissance to analyze essential questions about this movement.
Do Now: Review your notes to prepare for the TEST.
Harlem Renaissance Test:
- Background information on the Harlem Renaissance (Who, What, Why, Where, and When)
- Analyzing mood in specific poems
- Analyzing mood in a prose passage
- Analyzing mood in a painting
- Comparing and contrasting mood in two poems
Wednesday, March 13, 2013
Objectives: Students will evaluate mood, metaphor, and themes in poetry using evidence to support reasoning. Students select the most relevant facts and details to explain their reasoning.
SWBAT: Evaluate mood in different genres of poetry and in art using specific evidence from the text to support their reasoning. Students will also be able to evaluate metaphor and themes in poetry.
Do Now:
In Edgar Allan Poe's poem, "The Raven," the mood is ____________________. It is evident that
Each group will receive a painting. In your groups, analyze the painting for mood and find three details from it that support your choice of mood.
Analyzing mood in paintings:
Exit pass: Do question 4 of the Understanding Mood handout.
SWBAT: Evaluate mood in different genres of poetry and in art using specific evidence from the text to support their reasoning. Students will also be able to evaluate metaphor and themes in poetry.
Do Now:
Directions: Read the first stanza Edgar Allan Poe's poem "The Raven." Circle words and
phrases that help you determine the mood of the passage. Then, complete all blanks
below. You may use the tone/mood word list to find a word that describes the mood.
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
"'Tis some visitor," I muttered, "tapping at my chamber door-
Only this, and nothing more."
In Edgar Allan Poe's poem, "The Raven," the mood is ____________________. It is evident that
the mood is __________________ because of the words (or phrases) ________________,
__________________, and _________________.Each group will receive a painting. In your groups, analyze the painting for mood and find three details from it that support your choice of mood.
Analyzing mood in paintings:
In _______________________'s painting "__________________," the mood is ______________________. It is evident that the mood is ______________________ because of ___________________, _______________________, and _______________________.
Exit pass: Do question 4 of the Understanding Mood handout.
Monday, March 11, 2013
Objectives: Evaluate poetry for tone, mood, themes, poetic techniques, and author purpose. Students will also identify and define unknown vocabulary words.
SWBAT: Students will be able to evaluate poetry by several authors for tone, mood, themes, poetic devices, rhetorical devices, and author purpose.
Do Now:
Take a sheet of paper.
In "Elements of Literature," turn to p. 745 and read "Tableau" by Countee Cullen.
Answering the following questions:
1. What is the tone of the poem?
2. What is the mood?
3. What are the themes in the poem?
4. List an example of alliteration?
5. What is the author's purpose?
Review "Tableau"
Bio of Langston Hughes - write down three facts, then write a short bio on Hughes
Begin analysis of "A Dream Deferred."
SWBAT: Students will be able to evaluate poetry by several authors for tone, mood, themes, poetic devices, rhetorical devices, and author purpose.
Do Now:
Take a sheet of paper.
In "Elements of Literature," turn to p. 745 and read "Tableau" by Countee Cullen.
Answering the following questions:
1. What is the tone of the poem?
2. What is the mood?
3. What are the themes in the poem?
4. List an example of alliteration?
5. What is the author's purpose?
Review "Tableau"
Bio of Langston Hughes - write down three facts, then write a short bio on Hughes
Begin analysis of "A Dream Deferred."
Friday, March 8, 2013
March 8, 2013
Object: Students will learn how to synthesize information from a film using transitions.
Do Now:
Pick up the Video
Response Sheet
Finish the two sentences below to start the 6 sentence video summary.
In “Chapter 27,” Jared Leto portrays Mark David Chapman, the
man who…
In the beginning of the film, Chapman…
Complete the last four sentences of the summary and the other two sections for homework.
Tuesday, March 5, 2013
Objectives: Evaluate the role of theme, mood, tone, setting, speaker, and author's purpose in poetry.
SWBAT: Evaluate mood, theme, speaker, tone, and themes in poems by several authors. Students will be able to evaluate how words, phrases, and author purpose shape the meaning of literature.
DO NOW:
Take an index card.
Describe a time when you, or someone you know, dealt with racism. What happened and how did you (or he/she) respond?
Next: introduction to the Harlem Renaissance
Complete a graphic organizer using information from "Elements of Literature" and a short video about the Harlem Renaissance.
SWBAT: Evaluate mood, theme, speaker, tone, and themes in poems by several authors. Students will be able to evaluate how words, phrases, and author purpose shape the meaning of literature.
DO NOW:
Take an index card.
Describe a time when you, or someone you know, dealt with racism. What happened and how did you (or he/she) respond?
Next: introduction to the Harlem Renaissance
Complete a graphic organizer using information from "Elements of Literature" and a short video about the Harlem Renaissance.
Monday, March 4, 2013
Objectives: Teach students to evaluate words and phrases for the correct placement of punctuation, especially apostrophes. Use images, poetry, and videos to evaluate how themes and symbols occur across generations of people and literary genres. Students will also evaluate how words and phrases shape the meaning and tone of poetry and images.
SWBAT: Evaluate words and phrases for the correct use of apostrophes. Evaluate images, poetry, and videos to determine how themes and symbols develop across genres.
Class activities:
1) Look at Norman Rockwell's painting, "The Problem We All Live With."
Write down 10 things you see in this painting.
Also, answer the question: what theme (message) does this painting address?
2) Watch the video of Ruby Bridges' (the girl in the painting) meeting with President Obama.
3) Read Countee Cullen's poem, "Incident."
Answer the questions about analyzing a poem.
SWBAT: Evaluate words and phrases for the correct use of apostrophes. Evaluate images, poetry, and videos to determine how themes and symbols develop across genres.
Class activities:
1) Look at Norman Rockwell's painting, "The Problem We All Live With."
Write down 10 things you see in this painting.
Also, answer the question: what theme (message) does this painting address?
2) Watch the video of Ruby Bridges' (the girl in the painting) meeting with President Obama.
3) Read Countee Cullen's poem, "Incident."
Answer the questions about analyzing a poem.
Thursday, February 27, 2013/Friday, February 28, 2013
CC.1.4.11-12.O ,
CC.1.4.11-12.R
Objective: Teach students how to evaluate writing for the correct usage of grammar and punctuation. Also, students will write poetry from the narrator's point of view and create a visual aid that reflect themes, symbols, characterization, setting, and mood.
SWBAT: Evaluate sentences for proper grammar and punctuation. Also, students will be able to write poetry from a specific point of a view using specific details from the text (themes, symbols, tone, setting, characterization) and grade appropriate grammar and punctuation.
Do Now:
Take the handout.
Do 1-10.
Place the apostrophes where needed.
Work on the "I Am" poem/poster project. Poems must be proofread then typed.
PROJECTS DUE FRIDAY!
Apostrophe Handout
Handout from yesterday
Objective: Teach students how to evaluate writing for the correct usage of grammar and punctuation. Also, students will write poetry from the narrator's point of view and create a visual aid that reflect themes, symbols, characterization, setting, and mood.
SWBAT: Evaluate sentences for proper grammar and punctuation. Also, students will be able to write poetry from a specific point of a view using specific details from the text (themes, symbols, tone, setting, characterization) and grade appropriate grammar and punctuation.
Do Now:
Take the handout.
Do 1-10.
Place the apostrophes where needed.
Work on the "I Am" poem/poster project. Poems must be proofread then typed.
PROJECTS DUE FRIDAY!
Apostrophe Handout
Handout from yesterday
Tuesday, February 26, 2013
Class Plan for Tuesday, February 26, 2013
CC.1.2.11-12.F, CC.1.3.11-12.C, CC.1.4.11-12.C
SWBAT: Use poetry to evaluate how words and phrases effect the meaning of poetry and literature. Write a poem from Holden’s perspective that references specific details from the text.
DO NOW:
Read and analyze the following poem.
"Dreams" by Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
ANALYZE THE POEM- ANALYZE: Break
something down into its parts/identify the parts
- Read the poem.
- Find and label rhyme.
- Find an example of metaphor
- Find and label one symbol.
- In 1-2 sentences, explain what the symbol represents (what it means).
Class work:
Work on “I Am” poems – from Holden’s point of view; they MUST be typed
Work on the collages.
Remember to use both literal and symbolic images.
Monday, February 25, 2013
Class Plan for Monday, February 25, 2013
Objectives: Further students' knowledge of conventional and contrived symbols through active reading strategies, poetry, and visual aids. Also, students will demonstrate an understanding of tone, setting, themes, and character development.
SWBAT:: Demonstrate their understanding of symbols by successfully completing Example 2 of the Do Now independently. Students will also demonstrate their understanding of symbols (multiple-meaning words) by creating a visual aid that includes many of the symbols present in the novel. The "I Am" poem component of the "symbols project" will show that students have an understanding of symbols, themes, tone, setting, and character development.
Do Now:
Pick up a copy of the symbols handout.
Do "Thinking it Through"
As a class, we will do Example 1.
Individually, complete Example 2 (on the back).
Share out your results.
Brief Overview of the Catcher in the Rye Symbols Project:
Objectives: Further students' knowledge of conventional and contrived symbols through active reading strategies, poetry, and visual aids. Also, students will demonstrate an understanding of tone, setting, themes, and character development.
SWBAT:: Demonstrate their understanding of symbols by successfully completing Example 2 of the Do Now independently. Students will also demonstrate their understanding of symbols (multiple-meaning words) by creating a visual aid that includes many of the symbols present in the novel. The "I Am" poem component of the "symbols project" will show that students have an understanding of symbols, themes, tone, setting, and character development.
Do Now:
Pick up a copy of the symbols handout.
Do "Thinking it Through"
As a class, we will do Example 1.
Individually, complete Example 2 (on the back).
Share out your results.
Brief Overview of the Catcher in the Rye Symbols Project:
- "I Am" poem from Holden's (the narrator) point of view - you must use specific evidence from the novel. Your poems should cover tone, setting, character development, symbols, and themes.
- A collage of images and words that relate to Holden and the novel.
- The visual needs to be a combination of both literal and symbolic images and words/phrases.
Friday, February 22, 2013
Objectives: Use informational texts to teach students about the significance of Catcher in the Rye. Also, students will continue to develop their understanding of multiple-meaning words (symbols).
SWBAT: Read and analyze an informational text that relates to Catcher in the Rye. Also, students will be able to demonstrate their understanding of symbols, both conventional and contrived.
Do Now:
Use Active Reading Strategies
Read the first THREE paragraphs of the article.
Mark David Chapman is the main character in "Chapter 27."
Circle information to share out from the first THREE paragraphs and the last THREE paragraphs.
NY Post article
SWBAT: Read and analyze an informational text that relates to Catcher in the Rye. Also, students will be able to demonstrate their understanding of symbols, both conventional and contrived.
Do Now:
Use Active Reading Strategies
Read the first THREE paragraphs of the article.
Mark David Chapman is the main character in "Chapter 27."
Circle information to share out from the first THREE paragraphs and the last THREE paragraphs.
NY Post article
Thursday, February 21, 2013
Objectives: Learn how to evaluate words and images for a deeper meaning (symbols). Use narrative techniques to write a poem using specific details from the novel from the narrator's point of view.
SWBAT: Identify and interpret the meaning of everyday symbols, as well as symbols that are specific to the novel.
Do Now:
Take a sheet of paper.
Look at the symbols on the wall.
You know the literal meaning of these images, but what ideas do these images represent? What is the deeper meaning of these images?
Pick 5 out of 7 symbols and write what they mean/represent.
Symbols handout for group work
SWBAT: Identify and interpret the meaning of everyday symbols, as well as symbols that are specific to the novel.
Do Now:
Take a sheet of paper.
Look at the symbols on the wall.
You know the literal meaning of these images, but what ideas do these images represent? What is the deeper meaning of these images?
Pick 5 out of 7 symbols and write what they mean/represent.
Symbols handout for group work
Tuesday, February 19, 2013
Class Plan Tuesday, February 19, 2013
CC.1.3.11-12.C, CC.1.4.11-12.E, CC.1.4.11-12.F
Objectives: Evaluate the motive, emotions, and relationship between two characters in a fictional text. Also, students will use a formal tone in their essays. They will also demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
SWBAT: Analyze a specific scene in literature to establish the emotions, motives, and relationship between two characters. Students will also be able to use a self-editing checklist to ensure that their essays demonstrate a grade appropriate command of English grammar, capitalization, punctuation, and spelling.
DO NOW:
Take an OPEN MIND graphic organizer and a project handout.
Do # I. on the graphic organizer.
Write down 10 words, places, concepts, ideas, people, and symbol on the Open Mind head.
The final draft of the Catcher in the Rye essay is DUE TOMORROW, February 20th.
Students will revise their essays using the self-editing checklist
CC.1.3.11-12.C, CC.1.4.11-12.E, CC.1.4.11-12.F
Objectives: Evaluate the motive, emotions, and relationship between two characters in a fictional text. Also, students will use a formal tone in their essays. They will also demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
SWBAT: Analyze a specific scene in literature to establish the emotions, motives, and relationship between two characters. Students will also be able to use a self-editing checklist to ensure that their essays demonstrate a grade appropriate command of English grammar, capitalization, punctuation, and spelling.
DO NOW:
Take an OPEN MIND graphic organizer and a project handout.
Do # I. on the graphic organizer.
Write down 10 words, places, concepts, ideas, people, and symbol on the Open Mind head.
The final draft of the Catcher in the Rye essay is DUE TOMORROW, February 20th.
Students will revise their essays using the self-editing checklist
Conclusion for Catcher in the Rye Essay
1. Restate thesis
· ______ and _________ are two of the symptoms of teenage depression that Holden Caulfield exhibits.
· Through the symptoms of __ and ___, Holden demonstrates that he is a troubled young man who suffers from depression.
· The symptoms of teenage depression that Holden Caulfield exhibits are common from teenagers suffering from this disorder.
2. Summarize your two symptoms from your body paragraph in 1-2 sentences
· Holden’s _______ and his _________ are both evidence that Holden is a depressed young man.
· Write 1-2 summarizing the points from your body paragraphs à show how the points in your paper fit together.
3. Concluding sentence – leaves the reader something to think about
· Even though Holden is a fictional character, he represents the depression that many teenagers in the United States, and beyond, experience.
· Many of the symptoms of depression that Holden experiences are also shared by teenagers throughout the world
· Thankfully, in real life, teenagers suffering from these and other mental health issues can get the help that they need and recover from this disorder.
· Depression is a serious psychological problem that affects millions of teens in America, and it is often literary figures that remind us of this/bring this to mind.
· Is Holden a true symbol of teenage depression?
· ______ and _________ are two of the symptoms of teenage depression that Holden Caulfield exhibits.
· Through the symptoms of __ and ___, Holden demonstrates that he is a troubled young man who suffers from depression.
· The symptoms of teenage depression that Holden Caulfield exhibits are common from teenagers suffering from this disorder.
2. Summarize your two symptoms from your body paragraph in 1-2 sentences
· Holden’s _______ and his _________ are both evidence that Holden is a depressed young man.
· Write 1-2 summarizing the points from your body paragraphs à show how the points in your paper fit together.
3. Concluding sentence – leaves the reader something to think about
· Even though Holden is a fictional character, he represents the depression that many teenagers in the United States, and beyond, experience.
· Many of the symptoms of depression that Holden experiences are also shared by teenagers throughout the world
· Thankfully, in real life, teenagers suffering from these and other mental health issues can get the help that they need and recover from this disorder.
· Depression is a serious psychological problem that affects millions of teens in America, and it is often literary figures that remind us of this/bring this to mind.
· Is Holden a true symbol of teenage depression?
Introduction Paragraph Information
WAYS TO START AN INTRODUCTORY PARARGRAPH
Statistic
Definition
Rhetorical Question
Anecdote
Joke
Shocking statement
Quotation
In the United States, depression is the most common mental health disorder.
Each year depression affects 17 million people of all age groups, races, and
economic backgrounds.
Studies suggest that 1 in 8 teens has depression.
Depression is like a never-ending sad story, where you're the main
character.
“I’m the most terrific liar you ever saw in your life.”
“People never notice anything.”
Why do people get depressed?
How do teenagers show signs of grief?
Very often in literature, main characters tend to make decisions and
act based on their emotions. In J.D. Salinger’s novel, The Catcher in the Rye,
Holden Caulfield, the main character, made decisions and is swayed by his
overwhelming depression. There are many illustrations of Holden’s depression
throughout this novel.
Statistic
Definition
Rhetorical Question
Anecdote
Joke
Shocking statement
Quotation
In the United States, depression is the most common mental health disorder.
Each year depression affects 17 million people of all age groups, races, and
economic backgrounds.
Studies suggest that 1 in 8 teens has depression.
Depression is like a never-ending sad story, where you're the main
character.
“I’m the most terrific liar you ever saw in your life.”
“People never notice anything.”
Why do people get depressed?
How do teenagers show signs of grief?
Very often in literature, main characters tend to make decisions and
act based on their emotions. In J.D. Salinger’s novel, The Catcher in the Rye,
Holden Caulfield, the main character, made decisions and is swayed by his
overwhelming depression. There are many illustrations of Holden’s depression
throughout this novel.
Thursday, February 14, 2013
Class Plan for February 14, 2013 (20 min. period)
CC.1.4.11-12.P
Objectives: Students will write a conclusion that smoothly transitions between ideas. Students will write a conclusion that reflects the thesis and the arguments made in the body paragraphs.
SWBAT: Students will work a conclusion paragraph for their Catcher in the Rye essays. In this paragraph, they will be able to restate the thesis, summarize the main points from their papers in 1-2 sentences, and write a strong concluding sentence.
Do Now:
CONCLUSIONS!
Take a sheet of paper.
You will write the conclusion to essays! You are almost done!
Like the introductory paragraph, the conclusion must include three parts:
1. Restatement of your thesis - reaffirm your position that Holden is a depressed teen
2. 1-2 sentences that summarize the main points you made in your essays
3. A concluding sentence that leaves the reader something to think about
In your conclusion, move from specific info. about Holden and depression to general information about depression.
CC.1.4.11-12.P
Objectives: Students will write a conclusion that smoothly transitions between ideas. Students will write a conclusion that reflects the thesis and the arguments made in the body paragraphs.
SWBAT: Students will work a conclusion paragraph for their Catcher in the Rye essays. In this paragraph, they will be able to restate the thesis, summarize the main points from their papers in 1-2 sentences, and write a strong concluding sentence.
Do Now:
CONCLUSIONS!
Take a sheet of paper.
You will write the conclusion to essays! You are almost done!
Like the introductory paragraph, the conclusion must include three parts:
1. Restatement of your thesis - reaffirm your position that Holden is a depressed teen
2. 1-2 sentences that summarize the main points you made in your essays
3. A concluding sentence that leaves the reader something to think about
In your conclusion, move from specific info. about Holden and depression to general information about depression.
Wednesday, February 13, 2013
Class Plan for Wednesday, February 13, 2013
CC.1.4.11-12.H, CC.1.4.11-12.N
Objective: Introduce the argument made in a formal essay that draws on evidence from a novel and an informational text. Use the introductory paragraph as a way to activate reader interest and to inform the reader of the essay of the claims that will be made in the body paragraphs.
SWBAT: Write a well-formulated introductory paragraph that includes an attention getter, brief overview of the novel, and a thesis.
Do Now:
Take a sheet of paper.
Write the introduction to your Catcher in the Rye essays!
Your introduction needs to have three parts:
Self-editing checklist
CC.1.4.11-12.H, CC.1.4.11-12.N
Objective: Introduce the argument made in a formal essay that draws on evidence from a novel and an informational text. Use the introductory paragraph as a way to activate reader interest and to inform the reader of the essay of the claims that will be made in the body paragraphs.
SWBAT: Write a well-formulated introductory paragraph that includes an attention getter, brief overview of the novel, and a thesis.
Do Now:
Take a sheet of paper.
Write the introduction to your Catcher in the Rye essays!
Your introduction needs to have three parts:
- An attention getter - ex. a quotation, relevant fact, shocking statement, rhetorical question
- A story summary that includes the author (J.D. Salinger), main character (Holden Caulfield), and the title of the book. IF you are feeling ambitious (eager, motivated), you can include another sentence that briefly discusses issues from the novel that relate to the thesis.
- THESIS - state the two (or three) symptoms that you discuss in your paper. Through Holden's three-day journey at Pencey Prep and in New York City, it is evident that he suffers from depression when he displays ____________ and ____________ (or ______, _______, and _______).
Self-editing checklist
Due Dates - Week of February 11th
1. Body paragraphs DUE WEDNESDAY, Feb. 13
2. Introductory paragraph DUE WEDNESDAY, Feb. 13
3. Quiz on end of the novel on FRIDAY, Feb. 15
4. NEW chapter questions DUE FRIDAY, Feb. 15
Chapter Questions: 22-26
Chapter 22:
1. What are some of the reasons Holden tells Phoebe about why he hated Pencey Prep?
2. What does it tell us about Holden when Phoebe states, “You don’t like anything that’s happening.”
3. Describe three things Phoebe and Holden discuss when he sneaks into his parents’ house to visit her. (You can use chapter 21 to help you answer this question)
4. Who does Holden start thinking about when he is talking to Phoebe? What happened to this person?
5. Explain what it means when Holden tells Phoebe that he wants to be the “catcher in the rye.”
Chapter 23
1. Who does Holden call from his parents’ apartment? What does he want from this person?
2. What does Phoebe give Holden? What does Holden give Phoebe?
3. Holden says that he is nervous about his parents coming home, but at the end of the chapter he states, “I figured if they caught me, they caught me. I almost wished they did, in a way.” What do you think this means?
Chapter 24
1. Why did Holden fail his speech class?
2. Why is it ironic that Holden tells Mr. Antolini, “I’m a moderate smoker.”
3. What advice does Antolini give Holden?
4. What is Holden’s relationship with Mr. Antolini? What happens between them that makes Holden leave?
Chapter 25
1. What does Holden say when he steps off the curb? Why does he keep repeating this?
2. What is Holden’s reaction to the article about hormones?
3. Although Holden uses bad language, why was he so upset about the curse words on the school wall?
4. What does Phoebe bring with her when she meets Holden at the museum? How does he react to this?
5. What does Holden mean when he states, “The thing with kids is, if they want to grab for the gold ring, you have to let them do it, and not say anything. If they fall off, they fall off, but it’s bad if you say anything to them”?
Chapter 26
1. What do you think happens to Holden between the end of Chapter 25 and Chapter 26?
2. What are the last two lines of the story? What does Holden mean when he says this?
2. Introductory paragraph DUE WEDNESDAY, Feb. 13
3. Quiz on end of the novel on FRIDAY, Feb. 15
4. NEW chapter questions DUE FRIDAY, Feb. 15
Chapter Questions: 22-26
Chapter 22:
1. What are some of the reasons Holden tells Phoebe about why he hated Pencey Prep?
2. What does it tell us about Holden when Phoebe states, “You don’t like anything that’s happening.”
3. Describe three things Phoebe and Holden discuss when he sneaks into his parents’ house to visit her. (You can use chapter 21 to help you answer this question)
4. Who does Holden start thinking about when he is talking to Phoebe? What happened to this person?
5. Explain what it means when Holden tells Phoebe that he wants to be the “catcher in the rye.”
Chapter 23
1. Who does Holden call from his parents’ apartment? What does he want from this person?
2. What does Phoebe give Holden? What does Holden give Phoebe?
3. Holden says that he is nervous about his parents coming home, but at the end of the chapter he states, “I figured if they caught me, they caught me. I almost wished they did, in a way.” What do you think this means?
Chapter 24
1. Why did Holden fail his speech class?
2. Why is it ironic that Holden tells Mr. Antolini, “I’m a moderate smoker.”
3. What advice does Antolini give Holden?
4. What is Holden’s relationship with Mr. Antolini? What happens between them that makes Holden leave?
Chapter 25
1. What does Holden say when he steps off the curb? Why does he keep repeating this?
2. What is Holden’s reaction to the article about hormones?
3. Although Holden uses bad language, why was he so upset about the curse words on the school wall?
4. What does Phoebe bring with her when she meets Holden at the museum? How does he react to this?
5. What does Holden mean when he states, “The thing with kids is, if they want to grab for the gold ring, you have to let them do it, and not say anything. If they fall off, they fall off, but it’s bad if you say anything to them”?
Chapter 26
1. What do you think happens to Holden between the end of Chapter 25 and Chapter 26?
2. What are the last two lines of the story? What does Holden mean when he says this?
Monday, February 11, 2013
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Class Plan for Monday, February 11, 2013
CC.1.4.11-12.
Objectives: Students will use transitions to link ideas, sentences, and paragraphs. Students will use information from a novel and an informational text to find evidence that supports and explains a specific claim.
SWBAT: Write a paragraph using various transitions to place events in the order in which they occur in a story. Students will learn how to introduce a series of claims, and how to write a conclusion that supports and summarizes the claims made in an essay.
DO NOW:
Re-write the
paragraph by rearranging the sentences into the correct sequence of
events. Also, when you re-write the
paragraph you MUST use different transitions. Don't forget to indent.
Holden goes to
his parents’ house to visit Phoebe, his little sister, who gets mad at him for
being kicked out of another school.The bartender at
the Wicker Bar tells Holden to go home because he was drunk and soaking wet
from dunking his head in the sink. Holden arranges
to meet Carl Luce, his student advisor from Whooten, for a drink. Holden tells
Sally how much he hates the guys who go to all boys’ schools because of all the
phonies there. The date with
Sally Hayes ends because he yells at her for not agreeing to run away with him.
Friday, February 8, 2013
Class Plan for Friday, February 8, 2013
Objectives: Students will evaluate how an author’s background shapes the content, including character development, themes, setting, and mood. Also, students will evaluate the novel and the Psych Central article to find relevant facts, quotations, and symptoms to support the argument that the main character suffers from depression. The reason for selecting evidence and facts to support specific symptoms of depression will be explained in each body paragraph.
DO NOW:
Who is J.D. Salinger?
Read the J.D. Salinger bio and circle 1-2 pieces of information in ONLY the first FOUR PARAGRAPHS.
Next,
Watch the video from NBC's Nightly News.
While watching the video, write down two facts on the back of the Do Now that you find interesting (other than that he is an author).
Exit pass:
Objectives: Students will evaluate how an author’s background shapes the content, including character development, themes, setting, and mood. Also, students will evaluate the novel and the Psych Central article to find relevant facts, quotations, and symptoms to support the argument that the main character suffers from depression. The reason for selecting evidence and facts to support specific symptoms of depression will be explained in each body paragraph.
SWBAT:
Students will
use visual aids and an informational text to learn and understand how an
author’s personality influences his work.
Also, students will continue to analyze the novel and an informational
text to develop arguments that use concrete details, quotations, and relevant
facts. Students will also be able to
integrate transitions into their written work.
DO NOW:
Who is J.D. Salinger?
Read the J.D. Salinger bio and circle 1-2 pieces of information in ONLY the first FOUR PARAGRAPHS.
Next,
Watch the video from NBC's Nightly News.
While watching the video, write down two facts on the back of the Do Now that you find interesting (other than that he is an author).
Exit pass:
· If you were at
a business event and people started talking about Salinger, what is something
you could discuss about him (aside from him being an author) with them?
At a business meeting, my colleagues were discussing J.D. Salinger, the author of Catcher in the Rye, and I told them that he...
Homework: Finish the rough drafts of the 1st and 2nd body paragraphs.
Tuesday, February 5, 2013
Class Plan for Tuesday, February 5, 2013
Objectives:
SWBAT:
DO NOW:
Take a piece of paper.
Find three of your favorite lines from Catcher in the Rye. Each line must be from different parts of the story, SO:
Write your three lines and page numbers on the piece of paper.
Choose one line and create a sentence strip.
We are going to use the lines you found from the novel to create a FOUND POEM.
Objectives:
CC.1.4.11-12.O
Use narrative techniques such as dialogue, description, reflection, multiple
plot lines, and pacing, to develop experiences, events, and/or characters; use
precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, settings, and/or characters.
CC.1.4.11-12.P
Create
a smooth progression of experiences or events using a variety of techniques to
sequence events so that they build on one another to create a coherent whole
and build toward a particular tone and outcome.
SWBAT:
Students will
be able to create a found poem on Catcher in the Rye with a smooth
progression of experiences and events using narrative techniques. The phrases will be used to create a
representation of the tone, events, setting, and characters in the novel, which students will compile into a poem.
DO NOW:
Take a piece of paper.
Find three of your favorite lines from Catcher in the Rye. Each line must be from different parts of the story, SO:
- One line from Chapters 1-7
- One line from Chapters 8-14
- One line from Chapters 15-21
Write your three lines and page numbers on the piece of paper.
Choose one line and create a sentence strip.
We are going to use the lines you found from the novel to create a FOUND POEM.
2nd Body Paragraph
In the second body paragraph, you will choose
another symptom and different examples that show that Holden is depressed.
Another indication that Holden is depressed is when he…
Another indication that Holden is depressed is when he…
- speaks of or efforts to run away from home
- engages in self-injurious behavior.
- exhibits signs of alcohol and drug abuse.
THEN,
For example, for instance, to illustrate
First of all, To begin with,
First of all, To begin with,
OR
Holden
says, “I ordered a Scotch and soda, which is
my favorite drink, next to frozen Daiquiris. If you were only around six years
old, you could get liquor at Ernie's.” This demonstrates that he is a heavy
drinker which is self-destructive for a teenager.
Friday, February 1, 2013
Class Plan for Friday, February 1, 2013
Objectives:
CC.1.3.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
CC.1.4.11-12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
SWBAT: Demonstrate knowledge of key facts, themes, and characters from Catcher in the Rye. They will be able to demonstrate appropriate command of English grammar, and be able to use information from a novel and informational text to support a thesis in a formal essay.
DO NOW:
Catcher in the Rye crossword puzzle!
The first person who finishes the puzzle gets 10 extra credit tickets; next THREE people get five extra credit tickets; and everyone who finishes gets one point.
Reminder: Chapter questions for 17-21 are due today!!
Objectives:
CC.1.3.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.
CC.1.4.11-12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
SWBAT: Demonstrate knowledge of key facts, themes, and characters from Catcher in the Rye. They will be able to demonstrate appropriate command of English grammar, and be able to use information from a novel and informational text to support a thesis in a formal essay.
DO NOW:
Catcher in the Rye crossword puzzle!
The first person who finishes the puzzle gets 10 extra credit tickets; next THREE people get five extra credit tickets; and everyone who finishes gets one point.
Reminder: Chapter questions for 17-21 are due today!!
Thursday, January 31, 2013
Class Plan for Thursday, January 31, 2013
Objectives:
CC.1.4.11-12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
SWBAT: Demonstrate command of standard English grammar by using it appropriately in body paragraphs. Also, students will demonstrate that they are able to make connections between literature and informational texts through the body paragraphs of a formal essay.
DO NOW:
Take a sheet of paper and put your name on it.
Their -- used when something belongs to more than one person.
There -- refers to a place or the existence of something; always used when "is" and "are" follow it.
Bonus question: Write a sentence using "they're" correctly.
REMINDER: Chapter questions for 17-21 are due tomorrow, Friday, February 1st.
You should be working on your BODY PARAGRAPHS!
Objectives:
CC.1.4.11-12.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.11-12.S Draw evidence from literary or
informational texts to support
analysis, reflection, and research,
applying grade level reading
standards for literature and literary
non-fiction.
DO NOW:
Take a sheet of paper and put your name on it.
Rewrite the following sentences using the correct form of there
or their
1. I wanted to see my sister, Phoebe, and I knew she usually
went to the park on Saturdays, so I waited (there, their) until she arrived.
2. “I took (their, there) check off them, but they wouldn’t let me pay
it. The one with the glasses made me
give it back to her.”
3. “She said she had to meet her friend. Kids always have to meet (there, their) friend. That kills me.”
4. I decided to leave Elkton Hills because everyone (their, there) was
so phony.
Next,
Write ONE sentence using their AND one sentence using there.
Their -- used when something belongs to more than one person.
There -- refers to a place or the existence of something; always used when "is" and "are" follow it.
Bonus question: Write a sentence using "they're" correctly.
REMINDER: Chapter questions for 17-21 are due tomorrow, Friday, February 1st.
You should be working on your BODY PARAGRAPHS!
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