Past Lessons

Monday, May 19, 2014

Week 33 - Period 9

  MONDAY - Double - ELA  
  • Do Now - COPY into Vocabulary List 9
    • 5.  barbarity (barbarian, barbarous) - crude or unsophisticated
    • 6.  languid (languidly) relaxed.
    • 7.  hirsute - covered in long, stiff hairs
    • 8.  sinewy - muscular; strong
    • 9.  ostracized - excluded, by general consent, from society, friendship, conversation, or privileges.
    • 10.  bilingual - a person who can speak two languages.
    • 11.  interred - (inter) - to place in the earth or a tomb.
    • 12.  disoriented (disorient) - confused.

  • Learning Targets
    • I can identify and use vocabulary in context.
    • I can create study aides that will help me memorize definition of vocabulary words.

  •   WHAT'S Due by the End of the Double Period Today?  

  • Homework:  Complete 12 Sentences Using Vocabulary Words - Due Monday
REMEMBER to Use TREES!!
T - Topic sentence
R - Reason you wrote the topic sentence.
E - Evidence
E - Explain how evidence connects with topic sentence.
S - Segue out (restate your topic sentence)



  TUESDAY - Single - Ramp-up  
  • Reminder:  St. Lucy's Essay, Sentences and Vocab Study Guide are all due tomorrow!

  • Do Now:  Independent Reading Time
    • Read your independent reading book for 15 minutes.
    • Start a new DIRT Day Entry and use proper Comp Book Format! See poster.
    • Write down at least 10 thoughts as you read!

  • Learning Target - I can be a productive member of a group that is working on a role play in order to practice proper courtroom procedures.

  • Things to Do:
    • 1.  Your teacher will assign your team as the prosecutors or the defense. (See handout for cast list)
    • 2.  Mark the text with all evidence to support your side of the case.
    • 3.  Help the prosecutor and the defense attorneys write their opening speeches.
    • 4.  Determine which witnesses you will want to question.
    • 5.  Help attorney write questions for the witnesses.
    • 6.  Help attorney write cross-examination questions.
    • 7.  Help the attorney write their closing remarks.



  WEDNESDAY - Double - ELA   
  • PLEASE SIT WITH A PARTNER TODAY!

  • Do Now - Copy
    • Entry Title:  Purgatory
      • Copy the following diagram into your notes.


  • Learning Target: I can cite strong textual evidence to support my analysis of a text; analyze how complex characters develop throughout a story and propel a discussion by asking & answering questions.

  • Read Aloud Paragraph 1 "At first our pack was all..."
    • How are the girls acting in this paragraph? Be able to provide textual evidence.

  • Refresher:  CLOSE READING
    • Re-reading text in small chunks.
    • Gain new understanding.
    • Learn more details and nuances of the text.

  • Identifying New Vocabulary
    • Read from Paragraphs 2 and 3. Stop before, "Our mothers and fathers were werewolves."
    • Draw a box around unfamiliar words.

  • Words, Words, Words.... (record answers in Comp Book for a grade)
    • 1. How are the girls in Copacabana different from those at St. Lucy's?
    • 2.  What phrases or descriptions help you determine what languid means in this context?  What does it mean?
    • 3.  What could barbaridad mean and how do you know?
    • 4.  What do sinewy and hirsute have to do with in this context and how do you know?
    • 5.  How are the girls showing that they are neither couth nor kempt?

  •   Period 8  

  • Marking the Text
    • With a partner or independently, mark the parts of the text with a star that support the description of the Stage 1 Epigraph.
    •  TURN and TALK:  Share the parts of the text you marked with your partner.  Use the following sentence stems to help you share out your answers when done.
      • The quote ________ teaches me about ________ because...
      • This part of the text ________ connects to the the Stage 1 epigraph because...

  • Class Discussion (record answers in Comp Book for a grade)
    • Get out your discussion stem handout.
    • 6.  Why does sister Josephine use the word backwoods?
    • 7.  What does the phrase, "We went knuckling along" reveal about the girls?
    • 8.  From Claudette, the narrator's point of view, what is Stage 1 really like?

  • Close Read
    • Read the paragraph beginning with, "Our mothers and fathers were werewolves."
    • Box any unfamiliar words or phrases.

  • Class Discussion (record answers in Comp Book for a grade)
    • 9.  Who is ostracized in the text and how do you know?
    • 10.  Why do the farmers ostracize the parents?
    • 11.  Why do the parents ostracize the local wolves?
    • 12.  Where is the werewolves purgatory?
    • 13.  What are the qualities of this purgatory?
    • 14.  What is the meaning of the word purgatory in this context.  How does this compare with the diagram you copied down at the beginning of class?
    • 15. Why does Russell, the author, say that the pack grew up in a "purgatory"?
    • 16. What important information do we learn about the girls and their parents in this paragraph?
    • 17.  How will the girls be bilingual and what does the word bilingual mean?
    • 18.  What offer did the nuns make to the parents?  How do you know?
    • 19.  Why is St. Lucy's culture better?

  • Assessment
    • Answers to all discussion questions should be recorded in your composition book or on paper and kept in your folder!
    • Your grade for today will be determined by the number of questions accurately answered with textual evidence before ht e end of the period.
    • You will need these answer and evidence in order to complete an essay next ELA class.



  THURSDAY - Single - Ramp-up  

  • Learning Target - I can be a productive member of a group that is working on a role play in order to practice proper courtroom procedures.

  • Today's Goals:
    • 1.  Complete attorneys' (prosecution and defense) opening speeches. Use these samples as a guide.
    • 2.  Complete the attorney's closing speeches.  Here are examples... DEFENSE     PROSECUTION
    • 3.  Identify witnesses based on evidence from the story.
    • 4.  Identify the evidence your team will use to make your case. (Marking the text.)

  • Things to Do:
    • 1.  Your teacher will assign your team as the prosecutors or the defense. (See handout for cast list)
    • 2.  Mark the text with all evidence to support your side of the case.
    • 3.  Help the prosecutor and the defense attorneys write their opening speeches.
    • 4.  Determine which witnesses you will want to question.
    • 5.  Help attorney write questions for the witnesses.
    • 6.  Help attorney write cross-examination questions.
    • 7.  Help the attorney write their closing remarks.
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