Make sure that you keep up with this quarter's
Outside Reading Project (Declaration & Project)!
Click below for LOADS of information...
Also don't forget to keep up with Achieve & Reading Logs!
Begin work for...
"A Rose for Emily"
Standards focus: (Analysis of theme & text structure)
- LAFS.910.RL.1.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. - LAFS.910.RL.2.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g. parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. |
RESOURCES:
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Making Predictions
(BEFORE reading reference sheet): Anticipation Guide (complete BEFORE and after reading): Story: "A Rose for Emily" (strategy work should be completed on this): Companion Guide: Part 1 (Reading Part 1 and feel completely lost with difficult vocabulary and tricky phrases? Let this help you!) (Teacher Model) Process for Part 1, Pg1: (Still lost? Let me guide you through it!) Viewing a Work of Art: Handout Paintings Critical Thinking Questions: |
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STRATEGY (GENERAL) DIRECTIONS:
You will complete this process with each page. Refer to the teacher model on page one to guide you. Refer to the timeline below to see which parts of this process (making predictions, anticipation guide, reading with strategy work, and short answers) you should have completed so far.
1. Read the page once focusing on comprehension. Mark the text for any clues of time and double check your understanding by completing an oral objective summary at the end of the page.
(Remember, an objective summary is part of this standard so don't skip this step. An objective summary puts the writing into your own words without personal opinions or feelings so focus on facts only. You do not need to write it down, just make sure it is clear in your head. If you would like to write one for each page though, I will be happy to give you some extra credit!)
2. Review your text marking for time to help you figure out how to code the text. Code the text as follows. (Some hints are given in blue.):
PR = present (The first page indicates that present day is at Miss Emily's funeral.)
P = past (The first page also indicates that it is past when Miss Emily is alive - as in a flashback.)
PWP = past within the past (Oh yes, good ol' Faulkner has a very complicated structure of time in this short story because at some point you will experience a flashback within a flashback! Don't get confused - keep track with a timeline.)
F = future (We assume this would be when Miss Emily is deceased but after her funeral has already occurred.)
3. Annotate theme in the "Theme Connections" text box, located in the margin on each page. To annotate means to take notes focused on critical thinking or explanation. You should indicate the paragraph number, which theme is connected, and a detailed/text based explanation of the evidence that proves this connection. Again, review the teacher model to guide you.
You will complete this process with each page. Refer to the teacher model on page one to guide you. Refer to the timeline below to see which parts of this process (making predictions, anticipation guide, reading with strategy work, and short answers) you should have completed so far.
1. Read the page once focusing on comprehension. Mark the text for any clues of time and double check your understanding by completing an oral objective summary at the end of the page.
(Remember, an objective summary is part of this standard so don't skip this step. An objective summary puts the writing into your own words without personal opinions or feelings so focus on facts only. You do not need to write it down, just make sure it is clear in your head. If you would like to write one for each page though, I will be happy to give you some extra credit!)
2. Review your text marking for time to help you figure out how to code the text. Code the text as follows. (Some hints are given in blue.):
PR = present (The first page indicates that present day is at Miss Emily's funeral.)
P = past (The first page also indicates that it is past when Miss Emily is alive - as in a flashback.)
PWP = past within the past (Oh yes, good ol' Faulkner has a very complicated structure of time in this short story because at some point you will experience a flashback within a flashback! Don't get confused - keep track with a timeline.)
F = future (We assume this would be when Miss Emily is deceased but after her funeral has already occurred.)
3. Annotate theme in the "Theme Connections" text box, located in the margin on each page. To annotate means to take notes focused on critical thinking or explanation. You should indicate the paragraph number, which theme is connected, and a detailed/text based explanation of the evidence that proves this connection. Again, review the teacher model to guide you.
Work Schedule: (I will continue to update the list below, after each class until we are finished with "A Rose for Emily".)
- As of today, Thursday 4/13/17, you should have completed the following:
- Making Predictions: (Examine the reference sheet and make a BEFORE reading
prediction on the back of the story packet.)
- Anticipation Guide: (BEFORE reading column and After Reading + explanation)
- 3 Step Strategy Work "A Rose for Emily" (We finished last class and it was due on 4/4 &
4/3. However, I extended the due date to 4/6 & 4/7.)
- FSA Practice Test: (We are working on this each day in computer rotations. It's due 4/7.
LAST date accepted will be Monday, 4/10 or BEFORE you FSA test - as confirmed by
your English teacher. The whole point in the assignment was to prepare you for testing.)
- As of today, Thursday 4/13/17, you should have completed the following:
- Making Predictions: (Examine the reference sheet and make a BEFORE reading
prediction on the back of the story packet.)
- Anticipation Guide: (BEFORE reading column and After Reading + explanation)
- 3 Step Strategy Work "A Rose for Emily" (We finished last class and it was due on 4/4 &
4/3. However, I extended the due date to 4/6 & 4/7.)
- FSA Practice Test: (We are working on this each day in computer rotations. It's due 4/7.
LAST date accepted will be Monday, 4/10 or BEFORE you FSA test - as confirmed by
your English teacher. The whole point in the assignment was to prepare you for testing.)
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- Viewing a Work of Art (activity + synthesis constructed response): (See handout,
paintings, and prompt in the References above. Due at the end of class 4/4 & 4/5.)
- Constructed Responses (x4): (See handout. Due at the end of class 4/12 & 4/13. Last date accepted Thursday, 4/20.)
4/12-4/13: Students each had an individual conference with me the class before on grades, missing work, and behavior. This class was given to make up any missing work to get everyone caught up.
DON'T FORGET to:
- Keep track of due dates mentioned in class and posted on the classroom door.
- Continue to study KFC even though we are currently taking a break from new words (you still have 6 words you will be accountable for on the quiz next month). The power points are on the Quarter 3 tab until I have time to move them over.
- (No Achieve articles right now while we work on the FSA Practice Online Test.)
- Keep up with your project. The Outside Reading Project page is now also completely updated so visit it for great tips and ideas!)
paintings, and prompt in the References above. Due at the end of class 4/4 & 4/5.)
- Constructed Responses (x4): (See handout. Due at the end of class 4/12 & 4/13. Last date accepted Thursday, 4/20.)
4/12-4/13: Students each had an individual conference with me the class before on grades, missing work, and behavior. This class was given to make up any missing work to get everyone caught up.
DON'T FORGET to:
- Keep track of due dates mentioned in class and posted on the classroom door.
- Continue to study KFC even though we are currently taking a break from new words (you still have 6 words you will be accountable for on the quiz next month). The power points are on the Quarter 3 tab until I have time to move them over.
- (No Achieve articles right now while we work on the FSA Practice Online Test.)
- Keep up with your project. The Outside Reading Project page is now also completely updated so visit it for great tips and ideas!)
-------- End of "A Rose for Emily" --------
You were to finish this by the end of class 4/12-13. LAST DATE accepted (extended)= Thursday, 4/27.
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Begin work for...
"The Most Dangerous Game"
RESOURCES:
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Text
(Copy of "The Most Dangerous Game"): Foreshadowing, Imagery, & Diction - Oh My! Tracking Chart (Example, teacher model, and we do/class included. For every GREAT extra row you get 10 extra credit points tacked on!) Finished in class on 4/21. DUE = 4/27; LAST DATE Accepted = 5/4 STEAL: Character Analysis Chart (Complete both sides! Teacher model included. Zaroff can be worked on, equally, with a partner but Rainsford is independent work. You must provide TWO quotes per characterization type. Your Explanation is an inference not a translation of the quote, so it should reveal a personality trait/characteristic or deeper truth about the character.) Beginning in class on 4/25. DUE = end of class, 5/4-5; LAST DATE Accepted = Friday, 5/12 Critical Thinking Questions (x4) (Use the help guide if you get confused or stuck!) Beginning to analyze questions on 5/4 in Small Group. Written work begins on 5/8. DUE = beginning of class, 5/12 - 15; LAST DATE Accepted = 5/22 ***Do not work ahead! Day 1 = #1 & 2; Day 2 = #3 & 4 |
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---------End work for "The Most Dangerous Game" ---------
Continuation of Unit Theme: The Value of Human Life
In addition to the "Most Dangerous Game" (already completed), you will read three articles (focusing on central idea & text evidence) and one poem (focusing on poetry analysis) on this common theme. The second to last class, you will use all texts to gather evidence on a graphic organizer for a Concept Chairs Debate, which will be held the last class. While you do not have an official exam (FSA was, in essence, your EOC), exam week will consist of creative work with making "Found Poetry" and "Mask Monologues," both used for extra credit as grades will be finished by then.
"Your iPhone Was Built, In Part,
By 13 Year-Olds Working 16 Hours a Day for 70 Cents an Hour" Completed in class on 5/12 & 15. (Teacher model for pg 1 included.) DUE = beginning of class, 5/16 - 17; LAST DATE Accepted = 5/24 "Why the Syrian Regime is Killing Babies" & "Stem Cells in Court, Scientists Fear for Careers" Completed in class on 5/16-17. Student choice. (Article not chosen for Whole Group work counts as extra credit.) (Independent stage. No teacher model.) DUE = beginning of class, 5/18 - 19 LAST DATE Accepted = 5/26 TP-CASTT (choice between three poems) Completed in class on 5/18-19. Student choice. (Independent stage - standards review. No teacher model.) DUE = beginning of class, 5/22 - 23 LAST DATE Accepted = 5/26 Debate Preparation Graphic Organizer Completed in class on 5/22-23. DUE = beginning of class, 5/24 - 25 LAST DATE Accepted = 5/26 Debate (Participation) - SeeSaw Graphic Organizer Completed in class on 5/24-25. DUE = end of class, 5/24 - 25 LAST DATE Accepted = 5/30 |
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The last week of school is exam week (5/30-6/2). The last day is for make up exams that you missed during the previous three days.
READING HAS NO FINAL EXAM.
If you attend class during exam week, prepare to work. We will create a found poem (version of blackout poetry) and a mask monologue (creating a character/story from a high interest picture). You will be able to earn an extra credit grade for these assignments.
REMEMBER that you also have work in Rotations!!! (Small Group must be completed in class so showing up is half the battle.)
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