tag:blogger.com,1999:blog-21283495387985099252023-11-15T07:15:21.084-08:00Pust 9th GradeJennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-2128349538798509925.post-30584636175963133712014-05-05T08:46:00.000-07:002014-05-06T08:46:48.374-07:00AGENDA 5/5Watch and read Act I.i.1-247<br />
Complete a 5-sentence outline for Act I, scene i<br />
<br />
Sample outline:<br />
<br />
1. Two servants from the Capulets begin a street fight with a servant of the Montagues.<br />
2. Benvolio (Montague) tries to stop the fight; Tybalt (Capulet) makes the situation worse.<br />
3. Prince Escalus stops the fight--he threatens that anyone who disturbs the peace again will be killed, and he orders Lord Capulet and Lord Montague to discuss this further, later that day.<br />
4. In the aftermath, Lord Montague asks Benvolio about the fight, and they talk about why Romeo has been so sad lately. Benvolio promises to find out the reason.<br />
5. (complete for homework)<br />
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HW: Finish reading Act I scene i and complete the fifth sentence of your outline.<br />
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<a href="http://www.youtube.com/watch?v=RuP-w-dgbCs&list=RD5SvEttR6HTY">Link to Renaissance music for Dance Practice </a>Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-23189386004350370592014-04-03T12:15:00.001-07:002014-04-04T12:35:21.157-07:00AGENDA 4/3SSR<br />
Read <i>Night</i>, pages 58-65 in class<br />
<a href="https://www.youtube.com/watch?v=FgXJqmJqQP8">audiobook, part 9</a>, start at 5:43<br />
<a href="https://www.youtube.com/watch?v=DyfEJGxcMZk">audiobook, part 10</a>, page 63-65, stop at 4:08<br />
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HW: Read <i>Night</i>, pages 65-75<br />
<a href="https://www.youtube.com/watch?v=DyfEJGxcMZk">audiobook link</a>, part 10, begin at 4:08<br />
<a href="https://www.youtube.com/watch?v=LObPopFyKPY">audiobook link</a>, part 11, stop at 8:35Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-16896707685106775802014-03-31T12:24:00.001-07:002014-03-31T15:26:11.608-07:00AGENDA 3/31Continue reading <i>Night, </i>pages 52-<br />
Begin <a href="https://www.youtube.com/watch?v=Mtt1QA90mm4">audiobook link, part 8</a> at 8:49<br />
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Please take testing seriously this week!<br />
Discussion questions over pages 52-58 in small groups:<br />
1) What evidence can you find that shows Elie being disappointed in himself?<br />
2) What evidence can you find that shows Elie's love for his father, and his father's love for Elie?<br />
3) What sentence/word best represents pages 52-58?<br />
4) What connections can you make between <i>Night</i> and <i>Kindred</i>? How do both show dehumanization, pain/loss, and courage?<br />
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HW: Read <i>Night</i> to page 58; in <a href="https://www.youtube.com/watch?v=FgXJqmJqQP8">audiobook, part 9</a>, stop at 5:43Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-32192422619601025972014-03-21T15:30:00.000-07:002014-03-21T15:30:05.966-07:00AGENDA 3/21Score Tuesday's grammar quiz over semicolons<br />
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R<a href="http://www.readwritethink.org/lesson_images/lesson884/ReciprocalTeachingNotes.pdf">eciprocal teaching</a> discussion over Chapter 2<br />
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Listen to the beginning of Chapter 3 together using the audiobook link -- chapter 3 starts at 8:12<br />
and continue through page 43.<br />
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<a href="http://www.youtube.com/watch?v=FxRTse5Pr04">First part of Chapter 3 audiobook link</a> (chapter 3 starts at 8:12)<br />
<a href="http://www.youtube.com/watch?v=hZCeclPjhDM">Second part of Chapter 3 audiobook link</a><br />
<a href="http://www.youtube.com/watch?v=Wk4ah-npTrk">Third part of Chapter 3 audiobook link</a> (chapter 3, page 43 ends at 8:43)<br />
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HW: Complete <a href="http://www.readwritethink.org/lesson_images/lesson884/ReciprocalTeachingNotes.pdf">Reciprocal Teaching Notes</a> (questions for each section) for Chapter 3, pages 29-43, and be prepared to discuss on Monday.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-1192463007395688112014-03-20T14:55:00.000-07:002014-03-21T15:44:40.848-07:00AGENDA 3/20Model <a href="http://www.readwritethink.org/files/resources/lesson_images/lesson884/reciprocal-overview.pdf">Reciprocal Teaching Guidelines</a> and <a href="http://www.readwritethink.org/files/resources/lesson_images/lesson884/discussion-guide.pdf">Deeper Discussion Questions</a> using <a href="http://www.schooltube.com/video/856ef6780e3ceb99868e/Winfrey%20&%20Wiesel%20-%20Auschwitz%20(Part%202)">Oprah Winfrey's interview with Elie Wiesel, part 2</a><br />
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Audiobook links for Ch 2: <a href="https://www.youtube.com/watch?v=gE06PwpzLas">https://www.youtube.com/watch?v=gE06PwpzLas</a> (check the end)<br />
<a href="https://www.youtube.com/watch?v=FxRTse5Pr04">https://www.youtube.com/watch?v=FxRTse5Pr04</a><br />
<a href="http://www.readwritethink.org/files/resources/lesson_images/lesson884/ReciprocalTeachingNotes.pdf">Reciprocal Teaching Notes</a> to complete for class tomorrow<br />
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Things to remember:<br />
You're posing <b>questions</b> as the teacher--what will help your "students" (group members) understand the reading more deeply, and how will you know through your questions that your "students" actually "got it"?<br />
As the "teacher," you should have a sense of the answers to the questions you pose in the Summarizing, Deeper Questioning, and Predicting sections. It's ok if you don't know the answers to the questions you pose in the Clarifying section--but you could also anticipate where you think your "students" might have difficulty and try to put those questions in the Clarifying section.<br />
Answers to the questions you pose in the Summarizing section and the Questions of Fact from Deeper Questioning should be searchable in the text.<br />
Answers to<br />
HW: Complete <a href="http://www.readwritethink.org/files/resources/lesson_images/lesson884/ReciprocalTeachingNotes.pdf">Reciprocal Teaching Notes</a> for Chapter 2 of <i>Night</i>, pages 23-28Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-88615014158042291172014-03-17T00:07:00.000-07:002014-03-17T00:07:00.265-07:00AGENDA 3/17Complete Semicolon Study Guide to prepare for tomorrow's quiz<br />
<a href="https://www.youtube.com/watch?v=gE06PwpzLas">Listen to audiobook, pages 16-22</a> of <i>Night</i><br />
Complete Ch 1 Reading reflection<br />
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HW: Study for quiz as needed; complete Ch1 reading reflection if not finished in class.<br />
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<br />Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-3143973998488222772014-03-14T13:28:00.000-07:002014-03-14T15:59:05.136-07:00AGENDA 3/14Happy Pi Day! :-)<br />
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Semicolon Grammar Review<br />
<a href="http://erdos.isi.edu/dav/jennifer/GRAMMAR%20PRACTICE/Using%20Semicolons.pdf">Rules for semicolon use</a><br />
Quiz over semicolon use and rules next Tuesday<br />
Try playing<a href="http://mrnussbaum.com/semicolonwars-play/"> this adorable game</a> I found on the web to help you review!<br />
<br />
Clarification: yesterday's <i>Kristallnacht</i> activity<br />
Read the information on the <i>Kristallnacht </i>handout given in class to get a sense of this event. Then view the <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/Kristallnacht%20Photos.docx"><i>Kristallnacht</i> historical photographs</a> and write down your reactions, what you notice, details, etc. Finally, compose a creative piece (poem, letter, short story, or illustration) that captures the emotions and details that you notice and synthesizes the historical documents with your reactions. Be sure to include specific details, words, or phrases from the text and photographs in your creative piece.<br />
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<a href="http://www.youtube.com/watch?v=hyl4OYxD-3E">Listen to part I of <i>Night</i> using the audiobook link</a>, pages 3-6<br />
<a href="http://www.youtube.com/watch?v=YD66Wxa4zCY">Audiobook link, pages 7-13</a><br />
<a href="http://www.youtube.com/watch?v=VnIuUyfUS2Q">Audiobook link, pages 14-16</a><br />
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HW: Read <i>Night</i> to page 16, using the audiobook link if you would like. Complete creative piece in response to <i>Kristallnacht</i> information and the <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/Kristallnacht%20Photos.docx">historical photographs</a> that you viewed in class. Write a poem, short story, letter, or illustration that uses specific details from the photographs or the handout to craft your piece. I should be able to tell which photographs or sources you used in your creative response. If you are writing a poem, consider who the best speaker might be--yourself? A damaged building? Clara or Catherine? Someone else?Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-78384743931632185872014-03-03T22:57:00.001-08:002014-03-03T22:57:58.042-08:00SUPPORT FOR KINDRED ESSAYS<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KindredCharacterEssay.docx">Essay instructions</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KindredHooks.pptx">Introductions PowerPoint</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KindredBody%20(1).pptx">Body Paragraphs PowerPoint</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/Conclusions_9CP.pptx">Conclusions PowerPoint</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KindredPeerRevision.docx">Peer Revision Exercise</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/kindredprewriting.jpg"><i>Kindred</i> Essay Prewriting (my sample)</a><br />
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HW: Rough draft of complete essay due in class on Tuesday, 3/4. Final draft should be uploaded to Turnitin.com between Wednesday, 3/5 and Sunday, 3/9 for full credit.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-3391593604390940962014-02-20T10:48:00.000-08:002014-02-20T10:48:13.849-08:00AGENDA 2/19<a href="http://www.ndsu.edu/pubweb/~dasulliv/style/conjadv.htm">List of conjunctive adverbs</a> to help you craft your claim statements<br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/Kindred_semprep.pptx">PowerPoint on crafting claim statements</a><br />
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Today: work on finishing character chart with illustrations and quotations of significant scenes. <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/kindredprewriting.jpg">Here's a picture of my sample character chart</a> with quotations and illustrations for Nigel<br />
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Draft introduction paragraph: combine yesterday's claim statement with a hook<br />
Hook options: famous quotation, relevant statistic, creative story/poem, personal anecdote<br />
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HW: Finish character chart--four quotations and illustrations to accompany. Four quotations should demonstrate important moments for your chosen character--can include the character's own dialogue, or what other characters say or reveal about your character. Illustrations may be literal or symbolic, and should be neat, detailed, and use color purposefully.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-21632754577441747742014-02-18T18:47:00.000-08:002014-02-18T18:47:03.531-08:00AGENDA 2/18Continue <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KindredCharacterEssay.docx">prewriting for character essay</a>: choose scenes and make illustrations (steps 2-4)<br />
Begin step 6 by writing a claim statement for your essay <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/ClaimStatements.pptx">using this powerpoint</a> to help you<br />
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HW: Read to page 212 for tomorrow. Continue to draft claim statement if I gave you suggestions for revision in class.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-9438342563502918142014-01-28T21:30:00.003-08:002014-02-18T18:43:11.787-08:00AGENDA 1/28SSR - 14 minutes of independent reading<br />
Watch <a href="http://www.youtube.com/watch?v=S0kV_b3IK9M"><i>What Would You Do?</i> segment - "Bicycle Thief."</a> React and respond in your journal at 02:56, 06:30, and at the end, 11:40. Consider what you notice, what surprises you and/or angers you, and how this video connects with <i>Kindred</i>.<br />
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HW: Read pages 91-101 of <i>Kindred</i> tonight and choose one quotation that is worth sharing/discussing. You'll probably find something worthy on page 97!Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-16148474347450536302014-01-27T14:52:00.003-08:002014-01-27T14:52:37.034-08:00AGENDA 1/27Silent Pass discussion assignment over pages 74-91 of<i> Kindred</i><br />
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HW: Independent reading - 300 pages by 2/18 and make sure to have a book conferenceJennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-73776338601867536232014-01-24T15:46:00.001-08:002014-01-24T15:46:31.023-08:00AGENDA 1/24Grammar Semicolons 9.2<br />
Continue seminars over pages 58-74 of <i>Kindred</i><br />
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HW: read pages 74-91 of <i>Kindred</i> - what is worth discussing?Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-74730475027699093382014-01-23T15:43:00.001-08:002014-01-23T15:46:12.026-08:00AGENDA 1/23SSR - 15 minutes<br />
Socratic Seminar - "The Fall" pages 58-74<br />
Complete <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/Kindred_semprep.pptx">seminar prep and review ground rules,</a> then get into fishbowl structure and discuss.<br />
<br />
Turn in reflection at end of class<br />
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HW: Catch up in <i>Kindred</i> journal if needed. Remember to take quiz over pages 1-51 tomorrow if you haven't already!Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-42037858280026931212014-01-22T15:44:00.000-08:002014-01-23T15:44:56.270-08:00AGENDA 1/22Read silently and individually in class to page 74, then complete the following tasks in your Kindred class journals:<br />
1)<span class="Apple-tab-span" style="white-space: pre;"> </span>Write a summary of at least 100 words explaining what happened in this section (pages 58-74).<br />
2)<span class="Apple-tab-span" style="white-space: pre;"> </span>Write two clarification questions: what are words, sentences, or parts that you had difficulty understanding? Be specific and write two questions.<br />
3)<span class="Apple-tab-span" style="white-space: pre;"> </span>Look at the following list of ten words. Which of these words is most relevant to this section, pages 58-74? Choose ONE and justify your answer in a couple of sentences by explaining how it connects.<br />
<br />
power<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
love<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
race<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
time<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
pain<br />
fear<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
family<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
freedom<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
money<span class="Apple-tab-span" style="white-space: pre;"> </span><br />
rules<br />
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HW: Finish today’s journal response if not finished in class. Continue to work on independent reading – complete 300 pages by 2/14 and have a book conference.<br />
<br />Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-19901064363779051542014-01-21T15:48:00.000-08:002014-01-23T19:44:11.832-08:00AGENDA 1/21SSR: 15 minutes of independent reading<br />
<div>
Teacher read-aloud from <i>Kindred</i>, pages 53-58. </div>
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As teacher reads aloud, respond & reflect four times along the way in your journal: What questions do you have? What do you think will happen next? What seems important, or what quotations are worth talking about? What are you feeling? How would you react? What does this make you think about?</div>
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<br /></div>
<div>
HW: By end of class tomorrow, read 58-74.</div>
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Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-82288212561410737332014-01-15T15:19:00.002-08:002014-01-15T15:31:52.948-08:00AGENDA 1/15Introduce <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/KINDRED%20VOCAB/Kindred_VocabIntro.pptx">vocabulary from <i>Kindred</i></a> -first 8 words<br />
Model <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/Kindred_DialJournal.docx">dialectical journal entry</a> - select important quotations from the text and respond (you can make connections to other texts, pose questions, discuss the author's choices, give your emotional reactions or personal opinions, etc.)<br />
<br />
See my sample for pages 21-25.<br />
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HW: Read pages 33-45 of "The Fire" in <i>Kindred</i> and complete 4 <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/KINDRED/Kindred_DialJournal.docx">dialectical journal entries</a>. Make sure to arrange the page in chart format, drawing a line down the center vertically. Label the left side "Quotation & Page Number" and the right side "Response." Select four excerpts from the text between pages 33 and 45 to respond to, and then add your thoughts on the right. Responses should include a variety of different types of thinking (see ideas above or refer to the sample for ideas) and should demonstrate critical thinking about or study of the text. This is due at the beginning of class tomorrow and should be in your <i>Kindred</i> class journal.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-27619480073389382012013-11-07T15:15:00.000-08:002013-11-07T15:17:47.002-08:00AGENDA 11/7<div class="post-footer" style="background-color: #f9f9f9; border-bottom-color: rgb(238, 238, 238); border-bottom-style: solid; border-bottom-width: 1px; color: #666666; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 11.111111640930176px; line-height: 1.6; margin: 20px -2px 0px; padding: 5px 10px;">
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
Review <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Essay_Formatting.docx">MLA formatting</a> for <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Of%20Mice%20and%20Men%20Definition%20Essay_Pust2013.docx"><i>Of Mice and Men</i> Definition of Friendship Essay</a></div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
Try visiting <a href="https://owl.english.purdue.edu/owl/resource/747/09/">the Purdue OWL page for help with Works Cited</a></div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
Continue working on <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Of%20Mice%20and%20Men%20Definition%20Essay_Pust2013.docx"><i>Of Mice and Men</i> Definition of Friendship Essay</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Rubric_DefinitionEssay_Pust.docx">Scoring guide</a> for essay with all requirements</div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/DefinitionPaper_Brainstorm_Pust2013.docx">Brainstorming worksheet</a> to help you craft evidence to use in your essay</div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/blank_thesis%20generator_Pust2013.docx">Thesis generator</a> to help you form the beginning of your introduction</div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
Handout to explain required <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Enemy%20Intro%20Examples_Pust.docx">introduction styles</a> (choose one type of hook for your introduction)</div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
Instruction <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Enemy_body_Pust.docx">explaining format for body paragraphs</a> (each body paragraph must have TWO different kinds of specific evidence in it...when using evidence from <i>Of Mice and Men</i>, you must include a specific direct quotation and the page numbers)</div>
<div style="color: black; font-family: Times; font-size: medium; line-height: normal;">
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Conclusions_9CP.pptx">PowerPoint to assist with conclusions</a></div>
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HW: Continue to work on your essays--due to <a href="http://turnitin.com/">Turnitin</a> by 9pm on Saturday</div>
</div>
Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-64632698766488637462013-11-05T15:34:00.002-08:002013-11-07T15:10:41.388-08:00AGENDA 11/5Continue working on <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Of%20Mice%20and%20Men%20Definition%20Essay_Pust2013.docx"><i>Of Mice and Men</i> Definition of Friendship Essay</a><br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/DefinitionPaper_Brainstorm_Pust2013.docx">Brainstorming worksheet</a> to help you craft evidence to use in your essay<br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/blank_thesis%20generator_Pust2013.docx">Thesis generator</a> to help you form the beginning of your introduction<br />
Handout to explain required <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Enemy%20Intro%20Examples_Pust.docx">introduction styles</a> (choose one type of hook for your introduction)<br />
Instruction <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Enemy_body_Pust.docx">explaining format for body paragraphs</a> (each body paragraph must have TWO different kinds of specific evidence in it...when using evidence from <i>Of Mice and Men</i>, you must include a specific direct quotation and the page numbers)<br />
<a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/Conclusions_9CP.pptx">PowerPoint to assist with conclusions</a><br />
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HW: Continue to work on your essays--due at the end of this week!Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-29454703008559997252013-10-22T15:33:00.001-07:002013-10-22T15:33:23.090-07:00AGENDA 10/22Re-Quiz over Grammar: Verbs<br />
Watch <i>Of Mice and Men</i>, parts of film corresponding to Chapters 3-5<br />
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HW: Finish reading Chapter 6 and write two questions, either clarifying or discussion questions, for tomorrow's class.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-79511309851414627502013-10-21T15:34:00.000-07:002013-10-22T15:34:25.710-07:00AGENDA 10/21Read Chapter 5, <i>Of Mice and Men</i>, and complete 3-2-1<br />
3 quotations worth discussing<br />
2 questions (clarifying or discussion)<br />
1 observation of writer's craft<br />
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HW: Review for tomorrow's grammar quiz on verbs.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-2929221966153429052013-10-14T09:17:00.000-07:002013-10-15T09:17:36.098-07:00AGENDA 10/14Vocabulary<br />
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Reading Response: How does Slim show his leadership on the ranch at the end of Chapter 3? How does Steinbeck show the power Slim has in this chapter?<br />
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HW: Finish reading Ch 3 and complete the reading response before class tomorrow.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-48317810498516287882013-10-11T09:18:00.000-07:002013-10-15T09:19:17.488-07:00AGENDA 10/11Grammar - Verbs 9.8<br />
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Share and complete 3-2-1-1 for the next 10 pages of Chapter 3<br />
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HW: Complete 3-2-1-1 for pages 48-58 of Chapter 3. Continue to work on independent reading.Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-16390581357256951012013-10-10T11:10:00.000-07:002013-10-10T11:10:00.440-07:00AGENDA 10/10SSR - 15 minutes<br />
<br /><b>Reading Response 10/10</b><br />
Define the word <i>foreshadow</i> or <i>foreshadowing</i>. What event(s) is/are<br />
foreshadowed on pages 26–27? Write your prediction, then list the specific words from the text that support your prediction.<br />
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Finish reading Chapter 2 aloud. Model <b>3-2-1 strategy</b> for reading review:<br />
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<b>3: </b>Go back and find <b>3 quotations</b> worth discussing. Copy them down, with the page numbers.<br />
<b>2: </b>Create <b>2 text-dependent questions</b> for discussion. These should be questions that would force someone to go back to the text for the answer, but they should also be questions that require some thought and not just a quick answer. Example questions might be: <i>How do we know that George actually does care about Lennie?</i> or <i>Why does Steinbeck keep repeating the word "handy" to describe Curley?</i> or <i>What dream do George and Lennie have for the future? </i>or <i>In what ways does the boss seem like a bad man, and why does the swamper describe him as "a pretty nice fella"?</i><br />
<b>1: </b>Make <b>1 observation about the author's craft:</b> in a sentence or two, explain a literary device or a stylistic choice that the author makes. For example, On page 3, Steinbeck uses animal imagery to describe Lennie, saying that he "dabbled his big paw in the water" and was "snorting into the water like a horse" to show that Lennie is a big, almost animal-like guy. He is strong, but also sweet, simple, and gentle.<br />
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If time permits, continue to <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/OMAM_Vocab.pptx">introduce vocabulary</a> and work on completing your <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/VocabNotebook_Generic.docx">vocabulary notebook </a>(check on Monday)<br />
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HW: Read Chapter 3, <i>Of Mice and Men</i>, pages 38-48, and complete <b>3-2-1 </b>for tomorrow's class. (If your page numbers are different, you'll read to the part where it says, "Candy did not answer. The silence fell on the room again. It came out of the night and invaded the room."Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0tag:blogger.com,1999:blog-2128349538798509925.post-46716910247981715072013-10-09T10:50:00.000-07:002013-10-10T10:50:54.606-07:00AGENDA 10/9Begin to introduce <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/OMAM_Vocab.pptx">vocabulary from <i>Of Mice and Men</i></a>. Complete <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/VocabNotebook_Generic.docx">vocabulary notebook</a> by describing the definition, writing a sentence using the word and showing the word's meaning in context, drawing a picture, and providing a synonym and antonym. Vocabulary notebooks will be checked on Monday.<br />
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Here are the <a href="http://erdos.isi.edu/dav/jennifer/ENG%209CP%202013-2014/OMAM/OMAMvocab%20(1).docx">definitions</a> if you missed class.<br />
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Continue to read aloud Ch 2<br />
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HW: Independent reading - 300 pages and book conference complete by 11/6Jennifer Pusthttp://www.blogger.com/profile/02436934953542930308noreply@blogger.com0