3/24/2023

10^th Bell Work: Write about someone experiencing a bad day.

Student Objective: Students will read, comprehend, and analyze nonfiction texts.

Student Target: Students will identify and discuss logical fallacies.

Success Criteria:

• Students will identify different logical fallacies.
• Students will begin to apply logical fallacies to examples.
• Students will take notes over the essential fallacies we’re focusing on.

Agenda

• Bell work
• Go over general handout on logical fallacies.
• PowerPoint practice

Logical fallacy—errors in logic.  Things that don’t make logical sense! 

Today was an introduction to logical fallacies.  We watched 2 videos and will get a handout tomorrow (3rd period got it today) to start applying logical fallacies to identify how they are used.

Quiz #2, and AIR #3 due today.

3/22/2023—Wednesday Wordsday #2!

Bell Work: The prompt is from my Storymatic—take two gold cards and two copper cards.  Here is what they are:

“here comes trouble” “offer is refused” / “person who believes in fairies” “carnival worker”

Student Objective: Students will demonstrate command of the conventions of standard English grammar, spelling, and usage when writing or speaking.

Student Target: I will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Success Criteria:

• I can identify correct definitions, synonyms, and/or antonyms for vocabulary words.
• I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• I can read independently and document for my AIR journal.

Agenda

• Bell Work
• Wednesday Wordsday
• academic vocabulary and spelling words
• New vocabulary and spelling words
• AIR reading

 

5 New Vocabulary Words for Conference Week

jingoistic, implacable, affinity, coquette, and harangue

 

15 New Spelling Words for Conference Week

facility, galaxy, hallucination, icicle, Japanese, kaleidoscope, laboratory, machinery, naïve, obedience, pancreas, quiche, receipt, salary, thief

Tomorrow, AIR #3 is due.  I allowed today to be a reading day to work on assignments and for students who missed the test to have a chance to make it up in class.

3/21/2023

Bell Work: S/he has been walking for hours.  Can’t stop moving or it will find him/ her again.

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will read and document for my AIR check #3
• I can work on missing work

Agenda

• Bell Work
• AIR reading

In-class test over "Letter From Birmingham Jail."

3/17/2023

Bell Work: You find strange muddy footprints leading away (or towards) your front door…

Student Objective: Students will read, comprehend, and analyze nonfiction.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.

Agenda

• Bell Work
• Prepare for test
• Go over rubric/ standards assessed on TEST
• Evidence Collection Tool
• Put CENTRAL IDEAS and CLAIMS either on the sheet, or on notes.
• Notes will be turned in with test on Monday.

3/16/2023

10th Bell Work:  Successfully identify a claim that King makes in Letter From Birmingham Jail, and how he develops and refines his purpose.

 

Student Target: Students will be able to determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

 

Student Success Criteria: 

• Students will draw evidence from literary or informational texts to support analysis, reflection, and research.
• Students can delineate and evaluate the argument and specific claims in a text, assess whether the reasoning is valid and the evidence is relevant and sufficient.
• Students will determine or clarify the meaning of unknown words and multiple-meaning words and phrases based on grades 9-10 reading and context, using context as a clue.

 

Agenda

• Bell work–discussion
• Read the remainder of the letter
• Questions
• Collect evidence

 

Questions

1. To what “other point” does king respond to in paragraph 35?
2. What is King’s central claim in paragraph 36?
3. According to King, why are the police being disciplined and nonviolent?
4. What is King’s purpose in paragraph 37, according to the first sentence?
5. How does King use repetition to advance his purpose in paragraph 37?
6. What is the effect of King’s explanation for writing a long letter?

 

Discuss entire letter.

 

Some rhetoric used: pathos, ethos, logos, repetition, word choice, imagery, understatement, contrast, parallel structure, rhetorical questions…

Test today.  New words are below.

3/15/2023—Wednesday Wordsday #1!

Bell Work: Uhthur thin spellen tahsts, wut iz sumthin that maykes yu nurvis orr unkomfortabul?

Student Objective: Students will demonstrate command of the conventions of standard English grammar, spelling, and usage when writing or speaking.

Student Target: I will acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

Success Criteria:

• I can identify correct definitions, synonyms, and/or antonyms for vocabulary words.
• I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• I can read independently and document for my AIR journal.

Agenda

• Bell Work
• Wednesday Wordsday
• academic vocabulary and spelling words
• New vocabulary and spelling words
• AIR reading

 

5 New Vocabulary Words for 3/22

Slipshod, nefarious, precursor, impregnable, demure

 

15 New Spelling Words for 3/22

aardvark, babble, cabbage, dairy, eczema, pamphlet, questionnaire, raspberry, salamander, Seattle, ukulele, vacuum, weather, yesterday, zoology

We read paragraphs 30-35 in class today.

 

3/14/2023—Happy Pi(e) Day!

Bell Work: What does America mean to you?

Student Objective: Students will read, comprehend, and analyze poetry.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.

Agenda

• Bell Work
• Read Let America Be America Again—annotate
• Identify figurative language
• Identify tone/mood
• Discussion questions
• Back to Martin Luther King Jr.’s Letter—try to finish the letter

Tomorrow is Wednesday Wordsday #1!

 

Let America be America Again questions

1. Who is the speaker of the poem and how do you know?
2. Why are some lines written in parenthesis?
3. What are some challenges to freedom and equality mentioned in the poem?
4. What words and images help to convey a shift in tone in the poem?
5. How optimistic is the speaker that the dream will survive?
6. Summarize the last stanza of the poem in your own words.  Do you find the tone at the end of the poem hopeful?  Why or why not?
7. What connections can you make from this poem and yesterday’s poems—Freedom and Women?  Explain.
8. What connections can you make between the poems and Letter From Birmingham Jail?

Read and annotate the poems.  Think/ pair/ share the questions.

3/13/2023

Bell Work: Using figurative language, write me a short poem (worth at least 5 sentences)!

Student Objective: Students will read, comprehend, and analyze poetry.

Student Target: I will determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Success Criteria:

• I can use context as a clue to the meaning of a word or phrase.
• I will analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
• I will compare themes/ideas between two mediums.
• I will read and document my AIR journal

Agenda

• Bell Work—share
• Figurative language—simile, metaphor, personification, hyperbole, imagery, alliteration, assonance…
• Read and annotate “Freedom,” “Women,” and “Let America Be America Again”. 

Listen and follow along to each poem, annotating as needed, and look for a central idea in each poem.

• Freedom by Rabindranath Tagore
• Women by Alice Walker
• Let America Be America Again by Langston Hughes 

 

 

 

 

 

 

 

Questions

Freedom

1. What image does Tagore use to describe fear at the beginning of the poem?
2. How does the imagery used to describe fear change over the course of the poem?
3. How does Tagore use imagery to develop the relationship between fear and freedom in the poem?
4. How do King and his affiliates in the civil rights movement differ from Tagore’s motherland in response to oppression?
5. To whom do King and Tagore address their texts? What are some similarities and differences between their addressees? 
6. What central idea does Tagore develop in the poem?
7. How do King and Tagore use imagery to develop the idea of freedom in relation to their individual circumstances?

 

Women

8. How does the speaker describe the women? What inferences might you make about these descriptions?
9. How does Walker describe the women’s actions?
10. How does Walker use physical characteristics to depict inner qualities of the women she describes?
11. What is the women’s goal?
12. What is the impact of repetition in the final four lines of the poem?
13. What central idea does Walker develop in the poem?
14. How does Walker develop a central idea also present in King’s letter?