E. Quinson

Room D-201

8R, periods 5 and 8

 

Monday, January 5, 2009

SWBAT:  infer character traits of the narrator in “Flowers for Algernon” by Daniel Keyes.

DO NOW:   Independent reading.

DEVELOPMENT:

1. Check on page numbers over the vacation.
2. Write an entry in your writer’s notebook:  what was it like to do your good deed over the vacation?  Did you expect it to be like that?  Why or why not?  Would you do it again?  Why or why not?
3. Teach that we are going to be reading a short story written in journal form.  Discuss prior knowledge of journals.    Discuss that it is science fiction.  Discuss prior knowledge of science fiction and define the genre as a class.
4. Begin reading.  Ask all students to read the first paragraph silently and then write an entry in their writer’s notebooks explaining what the paragraph means.  Who is the narrator/writer probably?  Why does he or she make the grammatical errors he/she does? 
5. Read aloud and discuss for figurative as well as literal meaning.  
6. Summarize and review class reading as well as H.W.

H.W.:  1.  Independent reading.  2.  Write one page in response to “Flowers for Algernon” so far.  Predict what you think this story will really be about.

 

Tuesday, January 6, 2009

SWBAT:  analyze the change in Charlie in “Flowers for Algernon” by Daniel Keyes and how it will affect him and those around him.

DO NOW:  Independent reading. 

DEVELOPMENT: 

1. Ask students to write an entry:  write off the word “intelligence.”
2. Review DO NOW entries and last night’s reading.  IS Charlie intelligent?  What are the different components of intelligence? 
3. Begin reading together.  Discuss as necessary. 
4. We should read to the top of p. 203, the beginning of progress report 13. 
5. Summarize and review reading as well as H.W.

H.W.:  1.  Write one page in your writer’s notebook in response to this reading.  How is Charlie changing?  How will this change affect him?  What is the author trying to get us to think about?   2.  Independent reading.

 

Wednesday, January 7, 2009

SWBAT:  differentiate between the good change and bad change in Charlie in “Flowers for Algernon” by Daniel Keyes.

DO NOW:  Reread the end of Progress Report 12.  Write an entry in your writer’s notebook:  DEVELOPMENT: 

1. Ask students to reread the end of Progress Report 12. 
2. Then write an entry:  How has Charlie’s point of view changed in the course of the story?  How has it remained the same?
3. Review DO NOW entries. 
4. Begin reading together.  Discuss as necessary.  Be sure to review why his old friends defend him now.  Discussion questions:

·        How has Charlie changed since the beginning?  Has he made a complete circle?  Is he better off or not?  Why?  Make graph?

·        How has Charlie’s view of friendship changed throughout this story?  Has it also made a complete circle?  How has the reader’s view of friendship changed?  How are the two different?  Make Graph?

·        How would you react?  Would you forgive?  Etc.

5. We should get as far as the end of p. 210. 
6. Summarize and review. 

H.W.:  1.  Write one page in your writer’s notebook:  How has Charlie made a complete cycle?  Has his experience changed him?  For the better?  For the worse?  2.  Independent reading.

 

Thursday, January 8, 2008

SWBAT: outline and begin writing a persuasive essay about whether or not Charlie should have had the operation in “Flowers for Algernon.”

DO NOW:  Read the assignment sheet.

DEVELOPMENT:

1. Review assignment.
2. Review how to use outline worksheet. 
3. Explain that your homework was to create an outline or a list of evidence for your opinion.  Now you need to put those ideas down on this sheet to help you keep focused and organized.
4. Distribute copies of two good first paragraphs for students to read once they finish writing their outlines.
5. As students finish the worksheet, they may go to the lab and begin work on the actual essay.  They may use the good first paragraphs as models, but of course, they cannot copy them!
6. Go to the computer lab, sign in, and work on essay.
7. Send your essay to yourself via email.
8. Review/summarize.

H.W.:  1.  Finish at least the first paragraph and two body paragraphs, and put it in your weblocker.  2.  Independent reading.

 

Friday, January 9, 2008

SWBAT:  write a persuasive essay about whether or not Charlie should have had the operation in “Flowers for Algernon.”

DO NOW:  Sign on and continue working on your essay.

DEVELOPMENT:

1. Allow students to work.
2. Mini-lesson on a good example of an essay, mine!
3. Have students read my essay on writing essays and notice how all of the parts of the essay are accounted for, as per the outline checklist. 
4. Continue writing.
5. Send your essay to yourself via email.
6. Review/summarize.

H.W.:  1.  Finish the whole essay and put it in your weblocker!  2.  Independent reading.

 

Monday, January 12, 2008

SWBAT:  write a persuasive essay about whether or not Charlie should have had the operation in “Flowers for Algernon.”

DO NOW:  Sign on and continue working on your essay.

DEVELOPMENT:

7. Allow students to work.
8. Mini-lesson on a good example of an essay, mine!
9. Have students read my essay on writing essays and notice how all of the parts of the essay are accounted for, as per the outline checklist. 
10. Continue writing.
11. Send your essay to yourself via email.
12. Review/summarize.

H.W.:  1.  Finish the whole essay and put it in your weblocker!  2.  Independent reading.

 

Wednesday, January 13, 2008

SWBAT:  revise, edit, and finish their persuasive essays about “Flowers for Algernon.”

DO NOW:  Sign on and pull up your latest greatest versions of your essays – print it out!!!

DEVELOPMENT:

1. Mini-lesson on editing. 
2. Allow time for students to pair-share their essays and discuss how important it is to take the editing process seriously!
3. Writing/revising/conference time.
4. Print if you are really done!  Otherwise—put it in your weblocker and bring it in for me tomorrow!
5. Review/summarize.

H.W.:  1.  Finish essay if not already done.  2.  Independent reading.