In Class:
We began class with a quiz on Grapes List 2 Vocabulary, and then we moved into a brief warm-up comparing The Avett Brothers song "Head Full of Doubt/Road Full of Promise" to chapter 11 of GoW. We then discussed the value in making real world connections to texts and how they enrich our engagement and learning. Finally, students broke up into groups to complete an activity on the Exodus chapters (10-18) in which they presented one minute performances/ narratives, critical quotes, level 2 questions, and a level 3 connection to their chapter (music, movies, texts, art, articles, news, etc.) At Home: Please read/annotate chapters 21-22 of GoW. Also, please begin working on your Got Vocabulary List 3 definitions. Essay revisions are due by Sunday night at 10:00 PM! See below for your Gatsby Google Doc Link Submission form! In Class:
We began class with a warm-up on diagramming direct objects. We reviewed (and checked) Grapes vocabulary list 2 and then we moved into a reading check on the assigned readings from over the break. For the remaining time in class, we reviewed chapters 13-18 and fielded any questions. At Home: Please read/annotate chapters 19 and 20. Study for your vocabulary list 2 quiz and remember to be revising your essays for submission by the end of the weekend. In Class:
Students were given the first 20 minutes of class to wrap up their Roosevelt Inaugural Speech Analysis, after which we moved into a time to discuss general comments and issues on The Great Gatsby Essay. Students were able to view their essay comments on Turnitin.com and begin revising their essays on Google or start the assigned reading for Grapes. At Home: Please read/annotate chapters 13-18 over the break. Grapes Vocabulary list 2 definitions will also be due on Tuesday, but essay revisions will note be due until Thursday 11/29 in class. Have a good break!
In Class:
We began class today with a mini lesson on Sentence Diagramming (see below for the presentation on these lessons). Then we moved into analyzing chapter 1 in small groups looking at Steinbeck's language (dust, colors, figurative language) and the actual process of the Dust Bowl. We then came together to analyze these elements to see the motif of war and Biblical language he uses to create an atmosphere and context to the story. In our remaining time, we discussed chapter 2 and the dynamic between Tom Joad and the truck driver. Students were also handed out their vocabulary and annotation rubrics. At Home: Please read and annotate chapters 3 and 4 for Tuesday. Vocabulary list 1 won't be due until Thursday the 8th. |
English 10 HHere you will find instructions and links to you daily assignments. Archives
January 2019
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