Agenda Day Six Qtr. 2

EH I     Agenda Day Six  November 6&7, 2013 Wed./Thurs.   Ms. Lewis

Objective:  2.1.7 The student will be able to identify and interpret figurative language within a grade level text. Essential Question:  How does an author’s use of figurative language impact the meaning and tone of the text? Higher Order Question:  How does Maya Angelou’s style contribute to the expression of her ideas?  Resources:  from All God’s Children Need Traveling Shoes

Step One

• Students write 25 min. essay on All God’s Children Need Traveling Shoes.
• Students type and improve their essay at home, please double space to leave room for my feedback.
• Bring a printed copy of your essay to turn in to Ms. Lewis Friday.  Submit essay to turnitin.com by Fri.

Step Two

• Review Part III HL, Suffixes, and Roots tests.

Step Three

• Students pair up and review their synonyms, antonyms, definitions, companion forms, and sentences to prepare for Voc. 3 test.  Students make review cards with their original sentences & identified context clue.  Turn in cards to Ms. Lewis.

Home Learning: 

• Essay for All God’s Children Need Traveling Shoes must be submitted to turnitin.com by Friday, November 8, 2013. 

“All God’s Children Need Traveling Shoes” by Maya Angelou Essay 100 pts. (Writing 40% of grade)

Prompt:  How does Maya Angelou’s style contribute to the expression of her ideas? 

Directions:  Discuss how Angelou uses literary elements to support her meaning; use quotations from text to prove your thesis; explain the quotations and how they relate to your thesis. Literary elements you may use: imagery, diction, parallelism, asyndeton, polysyndeton etc.

Introduction:  Must have:  topic sentence, author’s name (Maya Angelou) and title (“All God’s Children  Need Traveling Shoes”), thesis statement—citing literary elements you will discuss and defining the meaning of Angelou’s selection.

Two Body paragraphs 

1^st body paragraph:   topic sentence, lead-in to quotation, one quotation, commentary/explanation for each quotation (at least three sentences), concluding sentence.

2nd body paragraph:   topic sentence, lead-in to quotation, one quotation, commentary/explanation for each quotation (at least three sentences), concluding sentence.

Conclusion:  Must have:  topic sentence and restatement of your thesis.

Agenda Day 5 Qtr. 2

EH I     Agenda Day Five  November 4&5, 2013 Mon./Tues.   Ms. Lewis

Objective:  2.1.7 The student will be able to identify and interpret figurative language within a grade level text. Essential Question:  How does an author’s use of figurative language impact the meaning and tone of the text? Higher Order Question:  How does the description of Ghana’a capital city Accra parallel the description of “the eternal melodrama…an open-air auditorium watching a troop of tragic players enter and exit the stage” page 229 & page 330 column 2? Resources:  from All God’s Children Need Traveling Shoes

Activities:

• 3B complete Part III HL test & review Syntax and Roots tests.
• Students review their text analysis chart in pairs for from All God’s Children Need Traveling Shoes

using their Modes of Development booklet.   

Home Learning: 

• Essay for All God’s Children Need Traveling Shoes must be submitted to turnitin.com by Friday, November 8, 2013.  Double space your essay.  Refer to page 501 “Writing Your Essay”

“All God’s Children Need Traveling Shoes” by Maya Angelou Essay 100 pts. (Writing 40% of grade)

Prompt:  How does Maya Angelou’s style contribute to the expression of her ideas? 

Directions:  Discuss how Angelou uses literary elements to support her meaning; use quotations from text to prove your thesis; explain the quotations and how they relate to your thesis. Literary elements you may use: imagery, diction, parallelism, asyndeton, polysyndeton etc.

Introduction:  Must have:  topic sentence, author’s name (Maya Angelou) and title (“All God’s Children  Need Traveling Shoes”), thesis statement—citing literary elements you will discuss and defining the meaning of Angelou’s selection.

Two Body paragraphs 

1^st body paragraph:   topic sentence, lead-in to quotation, one quotation, commentary/explanation for each quotation (at least three sentences), concluding sentence.

2nd body paragraph:   topic sentence, lead-in to quotation, one quotation, commentary/explanation for each quotation (at least three sentences), concluding sentence.

Conclusion:  Must have:  topic sentence and restatement of your thesis

• Read Ch 1 Of Mice and Men by John Steinbeck.

·        Continue studying for your SAT #3 test upcoming. 

·        Begin text analysis chart for Of Mice and Men.

Agenda Day Four Qtr. 2

EH I     Agenda Day Four  October 31 & November 1, 2013 Thurs./Fri.          Ms. Lewis

Objective:  2.1.7 The student will be able to identify and interpret figurative language within a grade level text. Essential Question:  How does an author’s use of figurative language impact the meaning and tone of the text? Higher Order Question:  How does the author’s choice of language support her intended message? Resources:  from All God’s Children Need Traveling Shoes

Activities:

• Students present their final answers to Part III questions.  Study for 10 minutes.  Take test.
• Students submit their best SAT #3 sentence.
• Students continue their text analysis chart for from All God’s Children Need Traveling Shoes

using their Modes of Development booklet.

Home Learning: 

• Purchase and begin reading Of Mice and Men by John Steinbeck.

·        SAT #3 list Submit your original SAT #3 sentences.  Underline the word and its context clue.  Identify the type of context clue.  Remember to vary sentence structure.  Refer to your handout.  Include definitions, synonyms, antonyms, and companion forms.  This should have been posted on turnitin.com.

·        Start studying for your SAT #3 test upcoming. 

·        Complete text analysis chart for from All God’s Children Need Traveling Shoes.

Agenda Day Three Quarter 2

EH I    Agenda Day Two  October 24/28, 2013 Thurs./Mon.            Ms. Lewis

Objective:  RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly and inferred. Essential Question:  How does the author convey meaning explicitly and inferred? Higher Order Question:  Based on the information given, how does each piece/detail contribute to the meaning of the text? Resources:  The Immortal Life of Henrietta Lacks

Activities:

• Students complete assigned questions on The Immortal Life of Henrietta Lacks Part III
• Students present their answers to the class.
• Students create a text analysis chart for “All God’s Children Need Traveling Shoes” analysis using Modes of Development booklet.

text	Annotations:
title 1st paragraph Identify the mode of development. Identify 5 types of imagery used in the 1st paragraph.  Give examples of each. What is the purpose of the description?	What is the significance of the title? Modes: Narration, description

Home Learning: 

• Continue reading The Immortal Life of Henrietta Lacks Part Three; answer questions from handout that corresponds with pages you read.

·         SAT #3 list Submit your original SAT #3 sentences.  Underline the word and its context clue.  Identify the type of context clue.  Remember to vary sentence structure.  Refer to your handout.  Include definitions, synonyms, antonyms, and companion forms.