Objectives/Goals: Students Will…



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Garaux’s 9 Honors Week Fourteen – November, 28 – December 2 Fall ‘11

Objectives/Goals: Students Will…

  • Use a variety of strategies to enhance listening comprehension.

  • Analyze interactions between characters in literary text and how the interactions affect the plot.

  • Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.

  • Identify similar recurring themes across different works.

  • Analyze the use of a genre to express a theme or topic.

  • Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.

  • Use context clues and text structures to determine the meaning of new vocabulary.

  • Examine the relationships of analogical statements to infer word meanings.

  • Recognize the importance and function of figurative language.

  • Explain how different events have influenced and changed the English language.

  • Apply reading comprehension strategies to understand grade appropriate text.

  • Demonstrate comprehension of print and electronic text by responding to questions

(e.g., literal, inferential, evaluative and synthesizing).

Class Activities/Assessments:

Major assignments due: Test on nonfiction, Friday, December 2
Monday, 11/28

  • Go over answers for the true-life adventure page

  • Persuasive Writing: Ask for examples of extreme sports and ask why some people may seek extreme sports out

-Read the interview with Joe Simpson and Mark Twight’s “Twitching with Twight” and discuss it: For Twight, climbing helps him cut to the core and makes him feel alive.

-On the SAT or ACT test, there are a lot of persuasive writing questions. What they are looking for is a statement of opinion and logical reasons that build on each other all while supporting the statement of opinion.

-Write an extended response, using a statement of opinion and logical reasoning to answer either option 1,2, or 3 on the “Going to Extremes” handout.


  • Introduce the next piece of nonfiction, “The Interview”

-As you can see with Joe Simpson’s interview, they are often set up with questions and then answers. There is another style for publishing an interview, and this is the profile. We will be reading “Unfinished Buisiness” which is on the topic of death and dying. We are talking a lot about how risk makes you feel alive; in a similar vain, knowing that you are going to die may also make you feel alive.

-Listen to “Live Like You Were Dying” and watch video

-Introduce Elizabeth-Kubler Ross

-Read “Unfinished Business” and think about the questions the interviewer must have asked Ross

-Watch the end of the Bucket List

-What would you have to finish? Use this as a brainstorming to write questions you might ask someone who was dying.

Complete the Interview page in the packets

Tuesday, 11/29



  • Notes on personal essay

  • Brainstorm a list of possible subjects that an author could write about

  • Read Frank Pessado’s personal essays

  • Homework: Students read and complete the guided reading for “Life without Go-Go Boots”

  • Students complete an outline for a personal essay

Wednesday, 11/30



  • Briefly introduce the next writing assignment:

-You will be asking a question you want the answer to, but one that has more than one possible answer (you have to search for the answer)

- examples: Why do we crave horror movies? Will the world end in 2012? What type of dog should I get?



  • Notes on informational text and main idea

  • Students read a sample informational text and determine the main idea and supporting details: Doomsday

  • Students go to a computer lab to find articles that answer a question they may have and complete a main idea web for both articles. Find two articles that answer one question, or find two articles that answer two different questions. I also want you to make a works cited page for each one

Homework: Nonfiction test on Friday; you will need to study
Thursday, 12/1

  • Put together packets for Romeo and Juliet

  • What do you know about this play? Look through the play for information to add to this background information- Acts, scenes, important lines, characters, ending, beginning…

  • Read about the questionability of this play

  • Begin notes on Shakey Baby’s life and historical context

Friday, 12/2



  • Nonfiction unit test







  • Introduce Elisabeth Kubler-Ross and her findings/theories about dying

  • What do you think “Unfinished Business” means?

  • Students read “Unfinished Business” and note the author’s main idea and three supporting details:

[Live so that you have no unfinished business with the people around you who will someday die. Here you are the survivor and it is the people you are close with that are dying. Be open and honest. Say what you really mean. Get all of the negative stuff out of the way so that you can love stronger. Don’t regret not telling someone something even if it might hurt]

  • Listen to “Live like you were dying” by Tim McGraw and discuss his attitudes/main idea about this subject: [Life is a gift. Have fun while you can and deepen your relationships. Do not wait until you are dying to learn this lesson. Here you are the dying one]

  • Compare the two


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