Week three
1 / 28

Week Three - PowerPoint PPT Presentation

  • Uploaded on

Week Three. English II Honors 9-6-2011 through 9-9-2011. September 6, 2011 Bell Assignment. Take out your WORDLE and FAMILY INTERVIEW assignments. Have them on your DESK. Group Share.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Week Three' - tayten

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Week three

Week Three

English II Honors

9-6-2011 through 9-9-2011

September 6 2011 bell assignment
September 6, 2011Bell Assignment

  • Take out your WORDLE and FAMILY INTERVIEW assignments. Have them on your DESK.

Group share
Group Share

  • In groups, please share/show off your Wordle collages and talk about why you highlighted certain words to describe yourself.

  • Then, share at least 5 interesting things you learned about your family’s history based upon your interview assignment.

Turning in your work
Turning in your work

  • Please write your FIRST and LAST name on the BACK of your Wordle collage.

  • Turn in your Wordle and Family Interview to the class basket.

The kite runner
The Kite Runner

  • Take home this permission letter, have your parent/guardian read it and sign it.

  • Return it to Mrs. Goad!

Things fall apart
Things Fall Apart

  • Raise your hand if you currently HAVE IN YOUR POSSESSION a copy of your book.

What might the future hold
What Might the Future Hold?

  • On a sheet of paper, create the two columns you see below.

  • This is PERSONAL and will not be shown to anyone, so explore your thoughts freely by filling out the chart.


Article of the week 2
Article of the Week #2

  • Find an article about a CAREER you are interested in pursuing. Try to get an article that is RECENT and RELEVANT to what is going on in that career currently.

  • Remember to follow the procedures very carefully on the assignment sheet you received last week (you can find it on my website as well).

    • Annotations on the article itself

    • Summary

    • AND Reflection

  • Due on FRIDAY, Sept. 9


  • In your Interactive Reader workbook, read “Two Kinds” by Amy Tan on pg. 41-51.

  • Respond to the MARGIN questions. Be prepared for a reading check tomorrow.

  • Then, complete the activity on pg. 52.

  • Get the PERMISSION LETTER signed by a parent and RETURN it to Mrs. Goad.

Levels of questioning brainstorm 1 st period
Levels of Questioning Brainstorm: 1st period

Level 1 – Most important event in the plot, Characters’ names, Descriptions, Who’s the villain!?, Setting, Events

FACTS – actually FIND and SEE in the text

Level 2 – How, “feel,” Vocabulary, Moral/Theme

Use the FACTS to draw conclusions

Level 3 – Explain, Paraphrasing, WHY, Purpose, Literary terms, Themes, Allusions

Looking at the text in the LARGER context of other stories, humanity

Levels of questions brainstorm 2 nd period
Levels of Questions Brainstorm:2nd Period

Level 1 – Sequence of Events, Definition of a word, Specific details about characters, True/False, Who is the main character, Who is the author, What is the setting (where/when)

FACTS that are actually written in the story

Level 2 – Compare/Contrast, Author’s purpose, “How“ questions, Theme,

Use FACTS to draw conclusions

Level 3 - Why (Reflection), Literary Terms/Allusions (connections to OTHER texts or events other themes), Identifying patterns and explaining, Explaining conflict, Really analyzing characters (motivations)

Using information from the text itself to make LARGER SCALE conclusions

Levels of questions brainstorm 6 th period
Levels of Questions Brainstorm:6th period

Level 1 – What is the main character’s name? How did the story end? Where did it take place? What was it about? What color was the character’s hair?

FACTS – identify IN the text itself

Level 2 – What lesson did this story teach? Why did a character do something? How did something happen? How did the main character grow?

Use the FACTS to make conclusions

Level 3 – Compare/contrast, inferring, Explaining; Why (cause/effect); Text in context of the world

Using a broader vision (text and everything that surrounds it)

Levels of questions brainstorm 7 th period
Levels of Questions Brainstorm:7th Period

Level 1 – definition, actually in the text, setting, who is the main character, what’s the main idea, when did it take place, what happened in the plot

FACTS – Recall from what you’ve read

Level 2 – what kind of characteristics did this main character have, why something happened, literary terms/elements: examples

FACTS – USE them to draw conclusions

Level 3 – analysis using prior knowledge, looking for implications, symbols, themes, mood, tone, author’s purpose, intended audience

APPLYING those facts to LARGER issues

Cinderella questions
“Cinderella” Questions

  • In groups/partners, create 2 level 1, level 2, and level 3 – 6 total questions

  • Options – A, B, C, D

September 7 2011 bell assignment
September 7, 2011Bell Assignment

  • Have your Interactive Reader out on your DESK, open to pg. 41-51. I will come by and do a homework check as soon as class begins.

  • Turn in KITE RUNNER PERMISSION LETTER to class basket.

  • While I am walking around checking your work, please complete this JOURNAL entry:

    • Have you ever had a “culture clash?” Describe your experience and why it was difficult for you.

Two kinds
“Two Kinds”

  • Quick Summary (setting, main character, main conflict, quick recap of events)

  • What did you think about this story?

  • Margin questions - discussion

Assignment i am from
Assignment: “I am from…”

  • Think about all of the lists you’ve created about yourself: the labeling activity we did as a bell assignment, your adjectives list from class during week two, your Wordle, and your family interview assignment.

  • Now, write a poem starting each line with “I am from…” and fill in the rest of the statement using what you know about yourself, your culture, personality, and heritage. Your statements must go beyond just a “simple” sentence and should reflect effort to express yourself.

    • AVOID Simple Sentences like: “I am from Virginia.”

    • INSTEAD, write COMPOUND or COMPLEX sentences:

      • Compound: “I am from Virginia, born and raised there, and I miss hiking across my grandfather’s farm on a sunny afternoon.”

      • Complex: “I am from Virginia, where there seems to be more cows than there are people.”

  • Your poem must be at least 25 lines long.

  • You must add color, images, and other visuals to your poem. You may be creative with its presentation!

    DUE: MONDAY, Sept. 12

Dave barry does japan
“Dave Barry Does Japan”

Reader Response Questions:

  • What did you think about this? (content, author’s style of writing, certain incidents)

  • Did anything bother you about this text? If so, what and why?

  • Did this remind you of anything you’ve experienced? If so, what?

September 8 2011 bell assignment
September 8, 2011Bell Assignment

  • Turn in PERMISSION LETTER to class basket.

  • Pick up a copy of “Dave Barry Does Japan” (at computer desk).

  • What did you think about this? (content, author’s style of writing, certain incidents)

  • Did anything bother you about this text? If so, what and why?

  • Did this remind you of anything you’ve experienced? If so, what?

Discussion dave barry
Discussion – “Dave Barry…”

  • What are some distinctions between Japanese culture and American culture identified by Dave Barry in this humorous article?

  • What do you think about his last sentence, that we will never be able to understand one another?

Mind map
Mind Map

  • On a sheet of paper, write the word HERO in a center bubble.

  • Then, for every thought you have about that word, create branches and bubbles connecting to the center.

  • Bubble Ideas:

    • Adjectives to describe heroes

    • People (real or fictional)

    • Events when someone has been heroic

    • Personal or public definitions of “heroes”

A hero is
A Hero is…

  • Pair up and share your mind maps

  • Class discussion

Hero by superchick
“Hero” by Superchick

  • Write a response on the back of your mind map you created earlier.

  • What do you think about what this song is saying?

The man in the water
“The Man in the Water”

  • Interactive Reader pg. 151-154

  • Respond to the margin questions

    • You do not need to do the “Words to Own” sections.

September 9 2011 bell assignment
September 9, 2011Bell Assignment

  • Have your AOW #2 on your desk. We will share these in small groups at the start of class.

  • Also have your Interactive Reader out and OPEN to pg. 151. I will come by to check your margin questions for a grade while you are sharing your AOW’s.

The man in the water1
“The Man in the Water”

  • What was your reaction to this story?

  • What did you think about the man’s actions?

Text summaries
Text Summaries

  • Pick up one of each of our texts we’ve read and open your Interactive Reader to “Two Kinds” on pg. 41. Also take out your cultural vocabulary definitions.

  • Use the SUMMARY TEMPLATE and write a summary for each of the stories on your own paper. Remember to add and fill in sentences to fully explain what we’ve read.

Summary template
Summary Template

  • In the (text/article/essay/memoir) “Title” written by AUTHOR, (main characters) struggle with (what?) in (setting: time AND place). The main character (or speaker) is ____________ and she/he is [description]. In the text, the characters/speaker (do what?…..provide a list of chronological events, character descriptions in the text). *You will have multiple sentences here* The author’s purpose in writing this text is […..].

  • The cultures represented in this text were [culture] and [culture]. These two cultures are similar/different because [insert evidence from plot in text]. [Use cultural vocabulary terms to explain]

  • Overall, after reading this text, a reader thinks/believes/knows/sees [main idea/lasting impression]. A reader thinks/believes/knows/sees this because [provide evidence/examples from the text to explain why].