Objective: Students will create poems using interactive poetry websites.
Journal: FREE WRITE
Agenda: 1) Vocabulary Quiz #10
2) Finish your Titanic blog you started on Monday. Ms. W will be coming around the room to write down your blog address so your blog can be graded. If you used Googledocs to type your Titanic story, make sure to share the story with TeacherWinberg@gmail.com
3) Playing with Poetry Online: Use the following websites to create your own original poems. Make sure to make a paper copy of each poem (write the poem down on a piece of paper) to get credit!
Website 1 : Create a haiku CLICK HERE
Website 2 : Fill in the blank poetry templates CLICK HERE
Website 3 : Magnetic Poetry CLICK HERE
Homework: Compose an original free verse poem (at least 20 lines long).
Thursday, April 28, 2011
Wednesday, April 27, 2011
Thursday, April 28
Objective: Students will be able to explain how poets use their bodies and voices to enhance their poetry.
Do-Now: Vocabulary Practice: ostentatious, mundane, intuitive, frugal, evervating
Agenda: 1) Vocabulary Practice Quiz
2) Poetry Videos: We will be watching a series of TEN spoken word poetry videos. As you watch each video, you will complete a reflection for the video on your worksheet. Focus on how the poet uses his/her voice and body to deliver his/her poem more effectively and engage his/her audience.
Homework: Study for tomorrow's vocabulary quiz!
Do-Now: Vocabulary Practice: ostentatious, mundane, intuitive, frugal, evervating
Agenda: 1) Vocabulary Practice Quiz
2) Poetry Videos: We will be watching a series of TEN spoken word poetry videos. As you watch each video, you will complete a reflection for the video on your worksheet. Focus on how the poet uses his/her voice and body to deliver his/her poem more effectively and engage his/her audience.
Homework: Study for tomorrow's vocabulary quiz!
Tuesday, April 26, 2011
Wednesday, April 27
Objective: Students will be able to compose Japanese haikus and tankas following the correct format.
Do-Now: Vocabulary Practice: submissive, sagacity, rancorous, querulous, precocious
Agenda: 1) Note-taking: Haiku vs. Tanka
2) Class will read and discuss "Three Japanese Tankas" on pg. 490 and Haiku handout for participation credit.
3) Compose TWO tankas and THREE haikus following the correct format for each. Remember, tankas are generally about love and haikus give an image from nature.
4) Poetry Reading: Choose a haiku or tanka you have written to read out loud to the class for participation credit.
Homework: Chart last FIVE vocabulary words: ostentatious, mundane, intuitive, frugal, enervating
Do-Now: Vocabulary Practice: submissive, sagacity, rancorous, querulous, precocious
Agenda: 1) Note-taking: Haiku vs. Tanka
2) Class will read and discuss "Three Japanese Tankas" on pg. 490 and Haiku handout for participation credit.
3) Compose TWO tankas and THREE haikus following the correct format for each. Remember, tankas are generally about love and haikus give an image from nature.
4) Poetry Reading: Choose a haiku or tanka you have written to read out loud to the class for participation credit.
Homework: Chart last FIVE vocabulary words: ostentatious, mundane, intuitive, frugal, enervating
Monday, April 25, 2011
Tuesday, April 26
Objective: Students will be able to find and label examples of figurative language in poetry.
Do-Now: Vocabulary Practice: wary, transient, surreptitious, superficial, subtle
Agenda: 1) Note-taking: Figurative Language: simile, metaphor, hyperbole, onomatopoeia, personification
2) Figurative Language Worksheet: Read each poem and find examples of figurative language. Copy each example onto the worksheet next to the type of figurative language it represents.
3) Exit Slip: Create your own example for each of the following: simile, metaphor, hyperbole
Homework: Chart next FIVE vocabulary words: submissive, sagacity, rancorous, querulous, precocious
Do-Now: Vocabulary Practice: wary, transient, surreptitious, superficial, subtle
Agenda: 1) Note-taking: Figurative Language: simile, metaphor, hyperbole, onomatopoeia, personification
2) Figurative Language Worksheet: Read each poem and find examples of figurative language. Copy each example onto the worksheet next to the type of figurative language it represents.
3) Exit Slip: Create your own example for each of the following: simile, metaphor, hyperbole
Homework: Chart next FIVE vocabulary words: submissive, sagacity, rancorous, querulous, precocious
Monday, April 25
Objective: Students will complete a series of blog posts pretending to be a person who died/survived aboard the Titanic or a person who died/survived the climb to Mt. Everest
Journal: If you had been aboard the Titanic, would you have given up your seat on a lifeboat to save someone who you cared about? Explain why or why not. What would you have been willing to do in order to survive the ship's sinking? What would you have done to help others? Explain.
Agenda: 1) Introduce new SAT vocabulary words: wary, transient, surreptitious, superficial, subtle, submissive, sagacity, rancorous, querulous, precocious, ostentatious, mundane, intuitive, frugal, enervating
2) Survivor/Victim Blog: You will choose to be either a survivor or victim of the Titanic tragedy or a survivor/victim of the climbing ofMt. Everest Mt. Everest
Homework: Chart first FIVE vocabulary words: wary, transient, surreptitious, superficial, subtle
Journal: If you had been aboard the Titanic, would you have given up your seat on a lifeboat to save someone who you cared about? Explain why or why not. What would you have been willing to do in order to survive the ship's sinking? What would you have done to help others? Explain.
Agenda: 1) Introduce new SAT vocabulary words: wary, transient, surreptitious, superficial, subtle, submissive, sagacity, rancorous, querulous, precocious, ostentatious, mundane, intuitive, frugal, enervating
2) Survivor/Victim Blog: You will choose to be either a survivor or victim of the Titanic tragedy or a survivor/victim of the climbing of
Homework: Chart first FIVE vocabulary words: wary, transient, surreptitious, superficial, subtle
Friday, April 15, 2011
Friday, April 15
Objective: Students will find THREE similarities and THREE differences between an article and a film.
Journal: FREE WRITE
Agenda: 1) Vocabulary Quiz #9
2) Finish watching "Titanic" and filling out "Titanic vs. RMS Titanic" Worksheet
3) Watch Video Clip about the sinking of the Titanic
Homework: Spring Break Poetry Project: Find FIVE poems (you must either print them out or make a handwritten copy of each). For each poem, you will be writing a 5-7 sentence reflection surrounding the following questions:
1) What is the poem about?
2) What did you like about the poem?
3) What did you dislike about the poem?
4) What do you think the poem's message is?
5) How can you relate the poem to your own life?
Journal: FREE WRITE
Agenda: 1) Vocabulary Quiz #9
2) Finish watching "Titanic" and filling out "Titanic vs. RMS Titanic" Worksheet
3) Watch Video Clip about the sinking of the Titanic
Homework: Spring Break Poetry Project: Find FIVE poems (you must either print them out or make a handwritten copy of each). For each poem, you will be writing a 5-7 sentence reflection surrounding the following questions:
1) What is the poem about?
2) What did you like about the poem?
3) What did you dislike about the poem?
4) What do you think the poem's message is?
5) How can you relate the poem to your own life?
Tuesday, April 12, 2011
Wednesday, April 13
Objective: Students will be able to list FOUR more effects of decisions made by the climbers of Mt. Everest
Do-Now: Vocabulary Practice: crucial, speculate, traverse, jeopardize, tenuous
Agenda: 1) Class will read pp. 358 – 360 of “Into Thin Air” and complete Cause & Effect questions three, four, and five.
2) Students will finish reading “Into Thin Air” pp. 360 – 362 and complete Cause & Effect question six.
3) Exit Slip: Give TWO examples of situational irony which occurred in “Into Thin Air.”
Homework: Response & Analysis Pg. 364 # 3, 5, 6, 8, 9
Do-Now: Vocabulary Practice: crucial, speculate, traverse, jeopardize, tenuous
Agenda: 1) Class will read pp. 358 – 360 of “Into Thin Air” and complete Cause & Effect questions three, four, and five.
2) Students will finish reading “Into Thin Air” pp. 360 – 362 and complete Cause & Effect question six.
3) Exit Slip: Give TWO examples of situational irony which occurred in “Into Thin Air.”
Homework: Response & Analysis Pg. 364 # 3, 5, 6, 8, 9
Monday, April 11, 2011
Tuesday, April 12
Objective: Students will be able to list TWO effects of decisions made by the climbers of Mt. Everest
Do-Now: Vocabulary Practice #1 : deteriorate, innocuous, notorious, benign, apex
Agenda: 1) Note-taking: Cause vs. Effect
Do-Now: Vocabulary Practice #1 : deteriorate, innocuous, notorious, benign, apex
Agenda: 1) Note-taking: Cause vs. Effect
Cause = the reason why something happens
Effect = the result of some event
2) Class will read the background to “Into Thin Air” pg. 350. Next, we will begin reading the story on pp. 353 – 355 stopping at the first Cause & Effect Question. Finally, we will complete the first Cause & Effect Question together.
3) Students will independently read pp. 355 – 358 and complete the second Cause & Effect Question.
Exit Slip: List TWO effects of decisions made by the climbers of Mt. Everest
Homework: Fill out Word Study Organizers for TWO of the vocabulary words you got wrong on your Vocab Quiz. If you only got one word wrong, you only need to fill out the organizer for one word. If you got a 100% on your quiz, have a relaxing night!
Friday, April 8, 2011
Monday, April 11
Objective: Students will be able to recall the major events in the “RMS Titanic” article. Students will be able to list THREE major causes of the Titanic tragedy.
Do-Now: Copy New Vocabulary Words From Pg. 349 into your NOTEBOOK: deteriorate, innocuous, notorious, benign, apex, crucial, speculate, traverse, jeopardize, tenuous
Agenda: 1) Vocabulary Test #8
2) Class will read sections 3, 4, and 5 of “RMS Titanic” pp. 341-343 examining the aftermath of the Titanic’s sinking.
3) Students will independently read “A Fireman’s Story” pg. 345 and “From a Lifeboat” pg. 346.
4) Exit Slip: List THREE major causes of the Titanic tragedy (before, during, and after the ship sank).
Homework: Response & Analysis on pg. 347 # 1-4, 8, 9, 10, 11, 12
Do-Now: Copy New Vocabulary Words From Pg. 349 into your NOTEBOOK: deteriorate, innocuous, notorious, benign, apex, crucial, speculate, traverse, jeopardize, tenuous
Agenda: 1) Vocabulary Test #8
2) Class will read sections 3, 4, and 5 of “RMS Titanic” pp. 341-343 examining the aftermath of the Titanic’s sinking.
3) Students will independently read “A Fireman’s Story” pg. 345 and “From a Lifeboat” pg. 346.
4) Exit Slip: List THREE major causes of the Titanic tragedy (before, during, and after the ship sank).
Homework: Response & Analysis on pg. 347 # 1-4, 8, 9, 10, 11, 12
Thursday, April 7, 2011
Friday, April 8
Objective: Students will read survivor stories from passengers who were aboard the Titanic in preparation to read “R.M.S. Titanic.”
Do-Now: Vocabulary Practice #2
Agenda: Today you will use several websites to read stories of people who survived the Titanic's sinking. You will be reading a total of FIVE stories. For each story, you will list the survivor's name and give a summary of his/her story using the graphic organizer that is given to you.
Titanic Website #1
Titanic Website #2
Titanic Website #3
Titanic Website #1
Titanic Website #2
Titanic Website #3
Homework: Vocabulary Practice Quiz; Study for Monday's Vocab Quiz!!!
Wednesday, April 6, 2011
Thursday, April 7
Objective: Students will be able to find TWO instances of irony in "RMS Titanic" and explain how each instance is ironic.
Do-Now: Vocabulary Practice #1
Agenda: 1) Review THREE main types of irony: situational, dramatic, verbal
2) Read Section #2 of "RMS: Titanic" Pp. 334 - 341. Look for one example of each of the three types of irony. Write each of the three examples on the literary device chart.
Homework: Chart your last five vocab words: pefunctory, garbled, recriminations, pertinent, vainly
Do-Now: Vocabulary Practice #1
Agenda: 1) Review THREE main types of irony: situational, dramatic, verbal
2) Read Section #2 of "RMS: Titanic" Pp. 334 - 341. Look for one example of each of the three types of irony. Write each of the three examples on the literary device chart.
Homework: Chart your last five vocab words: pefunctory, garbled, recriminations, pertinent, vainly
Wednesday, April 6
Objective: Students will be able to explain the difference between the THREE main types of irony. Students will be able to find TWO instances of foreshadowing in the beginning of the "RMS Titanic."
Do-Now: Copy new vocabulary words and definitions from pg. 329 into your notebook: superlative, ascertain, corroborated, quelled, poised, perfunctory, garbled, recriminations, pertinent, vainly
Agenda: 1) Note-taking: 3 Main Types of Irony
Situational Irony: When the opposite of what is expected to happen occurs
Dramatic Irony: When the reader/audience knows something a character in the story doesn't know.
Verbal Irony: Saying one thing and meaning the opposite.
2) Read "RMS Titanic" Section 1 pp. 331 - 334. Find TWO examples of foreshadowing and fill out your literary device chart. The first example has been done for you.
Homework: Chart your first five vocabulary words: superlative, ascertain, corroborated, quelled, poised
Do-Now: Copy new vocabulary words and definitions from pg. 329 into your notebook: superlative, ascertain, corroborated, quelled, poised, perfunctory, garbled, recriminations, pertinent, vainly
Agenda: 1) Note-taking: 3 Main Types of Irony
Situational Irony: When the opposite of what is expected to happen occurs
Dramatic Irony: When the reader/audience knows something a character in the story doesn't know.
Verbal Irony: Saying one thing and meaning the opposite.
2) Read "RMS Titanic" Section 1 pp. 331 - 334. Find TWO examples of foreshadowing and fill out your literary device chart. The first example has been done for you.
Homework: Chart your first five vocabulary words: superlative, ascertain, corroborated, quelled, poised
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