Homecoming Week Hook Housekeeping Homework MONDAY Good morning
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Homecoming Week!
Hook, Housekeeping & Homework MONDAY Good morning & welcome back from your weekend! I hope it was whatever you wanted it to be. Please open your notebook and create a new writing section for “running” practice with punctuation and other mechanics of writing. Then, follow the directions: Make the following sentences into one compound sentence using coordinating conjunctions and commas (to show contrast and/or logical relationships). If you don’t understand these directions, copy the sentences down “as is. ” 1. Bill loves hiking and camping. Bill loves canoeing best. 2. Relaxation can be difficult to learn. Some people do seek help. Homework: and…. Claim & Body Paragraph
Instruction: Obtain https: //gato-docs. its. txstate. edu/jcr: 6 c 3 b 7672 -4 d 1 e-4173 -844 d-93 ce 35 cb 7904/Sentence%20 Combining%20 Part%20 One. pdf Besides the simple sentence, you can create three more sentence patterns by combining sentences through coordination and subordination: First, is a compound sentence, which consists of two or more main or independent clauses (clauses that can stand alone as sentences) joined by a coordinating conjunction and a comma You can also join by a semicolon alone (when the thoughts expressed in the clauses are of relatively equal value), or by a conjunctive adverb (e. g. , therefore, however, instead, then) and a semicolon; Compound sentences created with coordinating conjunctions The coordinating conjunctions are and (shows addition), or (shows choice), but and yet (show contrast), for and so (show logical consequence), nor (shows addition of a negative point). Together with a comma, coordinating conjunctions can join two independent clauses. Example: • Life is short. [independent clause] • Art is long. [independent clause] • Life is short, but art is long.
Instruction: Obtain Make the following sentences into one compound sentence using coordinating conjunctions and commas. 1. Bill loves hiking and camping. Bill loves canoeing best. 2. Relaxation can be difficult to learn. Some people do seek help. • Bill loves hiking and camping, but he loves canoeing best. • Relaxation can be difficult to learn, so some people do seek help. REMEMBER: two or more independent clauses
Past, Present, Future MONDAY Summative on Poetry + Summative on Poetry Revisit, Model Analysis, Selfevaluation Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 1 Passage College Application Day Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 2 Passage
Unit 3: Longer Fiction 1 New Unit Guide- Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Activity: Develop & Apply I Do – We Do – You Do Purpose: to practice our 3 step close reading ritual = read for details, what? – look for patterns, how and why? - come to a new understanding, so what? Tasks: Re-read annotate the text • Identify the specific textual details related to character, character perspective, and character motives • • Which words, phrases, and details contribute to a character’s characterization? How is a character described physically, emotionally, and/or psychologically? Which aspects of a character’s background contribute to how the character perceives his or her world? What drives the character to think, feel, and/or act in the manner her or she does? • Identify specific textual details that convey or reveal a setting • How do details in a text convey or reveal one or more aspects of a setting (e. g. , location, time of day, year, season, geography, culture)? • Explain the function of conflict in a text • • • How might a conflict represent opposing motivations or values? How might a conflict arise from a contrast? What is the relationship of a particular conflict to other conflicts? Outcome: What patterns do you notice? • Describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives • Describe specific textual details that convey or reveal a setting. • Then, come to a new understanding: How would you respond to the following prompt? • In the passage above from the opening of Zora Neale Hurston’s novel Their Eyes Were Watching God (1937), Hurston introduces the “porch sitters” as well as the protagonist, Janie. Read the passage carefully. Then write a well-organized essay in which you discuss how the author introduces and begins to develop the characters of Janie Starks and the townspeople and their relationship. You may want to consider such literary elements as narrative perspective, diction, dialogue (including dialect), and figurative language.
Activity: Develop & Apply I Do – We Do – You Do Purpose: to practice our 3 step close reading ritual = read for details, what? – look for patterns, how and why? - come to a new understanding, so what? Tasks: Re-read annotate the text • character, character perspective, and character motives • setting • conflict 1. “Ships at…. things accordingly” 2. “So the beginning of this…gate slammed behind her. ” 3. “Pearl Stone opened… round that side. ” Outcome: You = How would you respond to the following prompt? • In the passage above from the opening of Zora Neal Hurston’s novel Their Eyes Were Watching God (1937), Hurston introduces the “porch sitters” as well as the protagonist, Janie. Read the passage carefully. Then write a well-organized essay in which you discuss how the author introduces and begins to develop the characters of Janie Starks and the townspeople and their relationship. You may want to consider such literary elements as narrative perspective, diction, dialogue (including dialect), and figurative language We = Share & Compare
Review & Release Homework: You = How would you respond to the following prompt? Write a CLAIM (as if you had to write multiple paragraphs) but then write only A BODY PARAGRAPH (remember, lit. terms are suggested; you can also use elements like setting detail, characterization, and/or conflict, personification, etc. ) In the passage above from the opening of Zora Neal Hurston’s novel Their Eyes Were Watching God (1937), Hurston introduces the “porch sitters” as well as the protagonist, Janie. Read the passage carefully. Then write a well-organized essay in which you discuss how the author introduces and begins to develop the characters of Janie Starks and the townspeople and their relationship. You may want to consider such literary elements as narrative perspective, diction, dialogue (including . dialect), and figurative language
TUESDAY HAVE YOU WRITTEN YOUR CLAIM & PARAGRAPH?
Hook, Housekeeping & Homework WEDNESDAY Place your Claim & Body Paragraph for Chapter 1 TEWWG in the basket NOW! Open your notebook to your new writing section for “running” practice with punctuation and other mechanics of writing. Did you take any notes on Monday? Do you remember what writing mechanics rule we reviewed? Well, let’s do it again. Have fun with the first side (only) of this sheet (handout). I will give you a few minutes now to complete it (front side only) Questions? Yes, you will be assessed over the punctuation and mechanics rules that we are reviewing during this unit. Other questions? Homework:
Past, Present, Future WEDNESDAY Summative on Poetry + Summative on Poetry Revisit, Model Analysis, Self-evaluation College Application Day Unit 3: Longer Fiction – Their Eyes Were Watching God • Major Works Information Organizer • Chapter 2 Passage (? ) Unit 3: Longer Fiction – Their Eyes Were Watching God • Passages for Chapters 1 & 2 – commentary • Finish your Major Works Information Organizer for TEWWG • TEWWG characters & characterization – The Dating Game!!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Activities: Obtain & Apply Purpose: to review by identifying important plot elements, characters, literary devices & structures for TEWWG and organize it into a document for future review (exam in May!) Task(s): 1. Have out your novel and additional handouts for TEWWG • • 2. Reading Guide Structure/perspective/genre notes Hist/Bio research notes Look at the model of a Major Works Information Organizer As a group, discuss elements of the Major Works Information Organizer; complete it with pertinent information Outcome: Work on your Major Works Information Organizer = 7 sections Title, Author, Genre – Bio. /Hist. Info. - Plot Outline – Setting – POV – Opening Scene – Characters (role, signif. , adj. )
Review & Release HOMEWORK: Did you finish the 7 sections on the MWIO for TEWWG? 1. 2. 3. 4. 5. 6. 7. Title, Author, Genre w/ Characteristics Bio. & Hist. Info. Plot Outline Setting (time & place) POV (perspective) Opening Scene + Significance Characters (Role, Significance, Adjectives) Keep it with you, we will finish it in the next week
Hook, Housekeeping & Homework THURSDAY Open your notebook to the punctuation/mechanics review from yesterday. Please compete the back side now. Questions? Yes, you will be assessed over the punctuation and mechanics rules that we are reviewing during this unit. Other questions? HOMEWORK: Passage for Chapter 2 Did you finish the 7 sections on the MWIO for TEWWG?
Past, Present, Future THURSDAY Summative on Poetry + Summative on Poetry Revisit, Model Analysis, Self-evaluation College Application Day Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 1 Claim & Paragraph Due! • Major Works Information Organizer Unit 3: Longer Fiction – Their Eyes Were Watching God • Passage for Chapter 1 - Revisit • Passage for Chapter 2 – focus on commentary • Finish your Major Works Information Organizer for TEWWG • TEWWG characters & characterization – The Dating Game!!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Activity: Develop & Apply I Do – We Do – You Do Purpose: to commentary – explain AND elaborate Tasks: • Listen to a few student models – returns • As a group, complete a PIEE chart – FOCUS THE TIME ON COMMENTARY • Claim (may need to re-order line of reasoning based on what you select next) • Topic Sentence • Textual Evidence (do NOT use lengthy quotes – but don’t spend “forever” doing this) • ONCE YOU’VE SELECTED YOUR GROUPING – COMPLETE ONE FULL COLUMN FIRST (Illustration – Explanation - Elaboration) • Commentary – Explain AND Elaborate – THIS IS THE FOCUS TODAY= specific commentary – don’t restate the illustration, dissect it (e. g. deno/conno & inherent qualities) Outcome: PIEE chart - Question? Ready for Passage 2!
Review & Release HOMEWORK: Passage for Chapter 2 Did you finish the 7 sections on the MWIO for TEWWG? 1. Title, Author, Genre w/ Characteristics 2. Bio. & Hist. Info. 3. Plot Outline 4. Setting (time & place) 5. POV (perspective) 6. Opening Scene + Significance 7. Characters (Role, Significance, Adjectives) Keep it with you, we will finish it in the next week
AFTERNOON ASSEMBLY • Period 1 7: 35 - 8: 19 • Period 2 8: 24 - 9: 08 • Period 3 9: 13 -10: 00 • Period 4 10: 05 -10: 49 Lunch 10: 54 -11: 29 • Period 5 11: 34 -12: 18 • Period 6 12: 23 -1: 07 • Period 7 1: 12 -1: 56 Assembly 2: 01 - 3: 01
Hook, Housekeeping & Homework THURSDAY Clear your desks except for a writing utensil! You guessed it… HOMEWORK: Passage for Chapter 2 Did you finish the 7 sections on the MWIO for TEWWG?
Past, Present, Future FRIDAY Summative on Poetry + Summative on Poetry Revisit, Model Analysis, Self-evaluation College Application Day Unit 3: Longer Fiction – Their Eyes Were Watching God • Chapter 1 Claim & Paragraph Due! • Major Works Information Organizer • Passage for Chapter 1 - Revisit Unit 3: Longer Fiction – Their Eyes Were Watching God • Passage for Chapter 1 - Revisit • Passage for Chapter 2 – focus on commentary • Passage for Chapter 2 Finish your Major Works Information Organizer for TEWWG • TEWWG characters & characterization – The Dating Game!!
Unit 3: Longer Fiction 1 Life Is a Journey: TEWWG Colorado Academic Standards 2. Reading for All Purposes and 3. Writing & Composition • • Interpret and evaluate complex literature using various critical reading strategies. Understand how language influences the comprehension of narrative, argumentative, and informational texts. Write thoughtful, well-developed arguments that support knowledgeable and significant claims, anticipating and addressing the audience’s values and biases Use a recursive writing process to produce, publish, and update individual or shared writing projects in response to ongoing feedback. Objective: to develop a claim that requires defense; to select relevant & sufficient evidence from the text to support the line of reasoning and provide commentary that establishes and explains relationships among textual evidence, the line of reasoning, and thesis. Relevance: What we say and how we say it, our actions, our attitudes, and our appearances leave impressions on others; reading a wide range of literary texts enables us to build knowledge and to better understand the human experience! Interpretation of a text, supported by citing evidence, fosters reading skills and coherent thinking, speaking, and writing, which are priority skills for the workplace and postsecondary settings Essential Questions: Who are the characters? What are their perspectives & motives? How and/or why do they change or remain unchanged? What is the function of the setting? What function do significant events and/or related events serve in the plot? What is the function of conflict(s) in the text?
Instruction: Obtain • These sitters had been tongueless, earless, eyeless conveniences all day long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were gone, so the skins felt powerful and human. • It was mass cruelty. A mood come alive. Words walking without masters; walking altogether like harmony in a song. • Not literal, so? ? Like “machines” doing work, have no opinions/say – connotation “conveniences” = sounds as if they are “used” & used up, provided (device) service for someone else's’ comfort or ease • Labors, hard working all day BUT no that work day is done they can be in charge of themselves – must feel a sense of power now (skins = metonymy = people) • Shift (from what tone to what tone? ) • Personification - A collective group now seen as seeking to cause pain • Feeling of callousness now has “feet” to work and walk they have been worked and walked on all day • No one is in charge of what they do or say • Sets the reader up for what is to come (and you, the writer, on a paragraph about dialogue!)
Instruction: Obtain • A string of questions conveys the town’s curiosity at Janie’s approach: “What she [Janie] doin’ coming back here in dem overhalls? Can’t she find no dress to put on? —Where’s dat blue satin dress she left here in? . . . What dat ole forty year ole ’oman doin’ wid her hair swingin’ down her back lak some young gal? ’” • "Humph! Y'all let her worry yuh. You ain't like me. Ah ain't got her to study 'bout. If she ain't got manners enough to stop and let folks know how she been makin' out, let her g'wan!" • Think back to syntax and punctuation from the Summer Reading Packet! – This dialogue is “unusual” in presentation – how? Why did she use one big paragraph with dashes in between questions? • Who is speaking in the next illustration? Why switch to individuals? What do the words reveal about the character speaking, her perspective? What do they reveal about the others? What do they reveal about the person of whom she speaks, Janie?
Here’s What Your Peers Had to Say! • • A string of questions conveys the town’s curiosity at Janie’s approach: “What she [Janie] doin’ coming back here in dem overhalls? Can’t she find no dress to put on? — Where’s dat blue satin dress she left here in? . . . What dat ole forty year ole ’oman doin’ wid her hair swingin’ down her back lak some young gal? ’” • • Yesterday’s model – • overalls usually deemed as work clothing, causal, dingy, definitely not a fancy dress, and unacceptable attire for marriage = illuminates judgment of Janie towards everything she does, down to her clothing • [gone off with TC illus] Judged for past AND present matters, not just clothing but life choices • • • The purpose of the dialogue is to show the reader the sense of curiosity and envy… …to set the tone of the book… …establishes Janie as a controversial character in the town. They have not seen her in quite some time so their judgements are based solely on observations. They are more focused on her looks…shows the town’s ignorance because they are quick to judge her for her appearance and not her story… don’t know she has come back from burying the dead. …see she is not the same person as when she left… Foreshadowing the conflict she may have faced in the past. Hurston’s negative portrayal of the towns people lead the reader to sympathize with Janie, and gain a deeper understanding of her need to trust Phoeby. The reader questions why Janie deserves such scorn from the townspeople.
Here’s What Your Peers Had to Say! • "Humph! Y'all let her worry yuh. You ain't like me. Ah ain't got her to study 'bout. If she ain't got manners enough to stop and let folks know how she been makin' out, let her g'wan!" • This shows how the townspeople still feel superior to Janie because she does not want them to know about her life, villainizing Janie in the eyes of the town, In addition, her losing her manners [referencing walking by them] illustrates that Janie has changed who she was and no longer conforms to that society’s norms. [so reader is set up to find out why] • It could be inferred that if Janie had gone up they would’ve scrutinized [then? ] but they are judging her for not…. Judged regardless of her choices; they will always see something wrong with what she’s done.
Activity: Develop & Apply I Do – We Do – You Do Purpose: to practice our 3 step close reading ritual = read for details, what? – look for patterns, how and why? - come to a new understanding, so what? Tasks: Re-read annotate the text • Identify the specific textual details related to character, character perspective, character motives and changes in character • Identify specific textual details that convey or reveal a setting Outcome: What patterns do you notice? • Describe what specific textual details reveal about a character, that character’s perspective, and that character’s motives • Explain the function of a character changing or remaining unchanged • Describe specific textual details that convey or reveal a setting. • Then, come to a new understanding (see prompt after excerpt)
FYI: Throughout Their Eyes Were Watching God, Hurston employs a pear tree as a symbolic representation of Janie’s hopes and aspirations as well as her toils and challenges as a woman and wife. CLAIM: In the Chapter 2 excerpt from Zora Neale Hurston’s Their Eyes Were Watching God, Hurston’s use of figurative language and imagery reveal Janie Crawford’s discovery of her own sexuality. POINT/TOPIC SENTENCE: In this section, Hurston introduces the pear tree as a metaphor for Janie’s life and her hopeful thoughts on the union of marriage. TEXTUAL EVIDENCE/ILLUSTRATION: At the age of 16, the pear tree “called her to come gaze” upon its mysterious transformation from “barren brown stems to glistening leaf-buds. ” (10) • What is the figure of speech? How is being used? What are the connotations behind words like “called” and “gazed”? • What images are conveyed? What senses are touched? What are the implications behind “barren brown stems” vs. “glistening leaf-buds”? What does this represent (inherent qualities) vs. what might they represent here?
Continued… CLAIM: In the Chapter 2 excerpt from Zora Neale Hurston’s Their Eyes Were Watching God, Hurston’s use of figurative language and imagery reveal Janie Crawford’s discovery of her own sexuality. POINT/TOPIC SENTENCE: In this section, Hurston introduces the pear tree as a metaphor for Janie’s life and her hopeful thoughts on the union of marriage. TEXTUAL EVIDENCE/ILLUSTRATION: Experiencing the “alto chant of the visiting bees” and “the gold of the sun and the panting breath of the breeze, ” she expresses her first wish: “Oh to be a pear tree… with kissing bees singing of the beginning of the world” (11). • What figures of speech are used? What images are conveyed? What senses are touched? How are they being used? What is the purpose and effect? What are the connotations behind words like “chant” or “gold” or “panting”? • What are the implications behind “Oh to be a pear tree”? What about “kissing bees singing of the beginning of the world”? CONCLUSION:
Review & Release Questions? ? TURN YOUR PIEE CHART INTO THE FRONT BASKET BEFORE YOU LEAVE Homework:
- Cómo se dice buenas tardes
- Good morning class.
- How do you greet your teacher in the afternoon
- Good morning everyone or everybody
- Good morning i am fine
- Good morning december
- Good afternoon
- Good evening students
- Happy homecoming week
- Comic strip about plate movement
- Hello good morning what's your name jenny
- Monday is my favorite day of the week
- Enum day sunday=1 monday tuesday=5
- Have you finish your homework
- Homework for monday
- Simplify √150
- Monday morning prayer
- Come monday morning
- Ladies and gentlemen good morning
- Good charlotte good morning revival
- Good morning good lookin
- Teacher good morning class student
- Good evening ladies and gentlemen. we are now
- Week by week plans for documenting children's development
- Week 16 homework: penetration testing 1
- Last week's homework
- Last week's homework
- Jack prelutsky homework oh homework
- Homework oh homework i hate you you stink
- Parts of a poem
- Oh homework oh homework poem
- Alitteration definition
- Literal language