E. Quinson

Room D-201

English 9H, period 1

 

Monday, October 6, 2008

SWBAT:  begin writing a literary essay which analyzes one of the major themes of Great Expectations.

DO NOW:  Sign onto the network using your password.  Open Microsoft Word and save the blank document in my QUINSON folder on the S:COMMON drive as YOUR LAST NAME! 

DEVELOPMENT:

  1. Review any questions about logging on. 
  2. Students use all the time they have to work on their essays.  They are encouraged to save early and often to their drives and to the Quinson folder  on the s:common drive.
  3. Students work and I circulate to help.
  4. Review/summarize.  MAKE SURE YOU SAVE!!!

H.W.:  1.   Great Expectations character report due Friday.  Be prepared to share!   2.  Continue planning essay?  Finding new and better quotations from the text to support your opinions?

 

Tuesday, October 7, 2008

SWBAT:  finish writing a literary essay which analyzes one of the major themes of Great Expectations.

DO NOW:  Sign onto the network using your password.  Open Microsoft Word and save the blank document in my QUINSON folder on the S:COMMON drive as YOUR LAST NAME! 

DEVELOPMENT:

  1. Review any questions about logging on. 
  2. Students use all the time they have to work on their essays.  They are encouraged to save early and often to their drives and to the Quinson folder  on the s:common drive.
  3. Students work and I circulate to help.
  4. Students who are finished may read literary criticism handout.
  5. Review/summarize.  MAKE SURE YOU SAVE!!!

H.W.:  1.   Great Expectations character report due Friday.  Be prepared to share!   2.  Read entire literary criticism handout about Great Expectations.  3.  Writers’ notebooks will be collected tomorrow.

 

Wednesday, October 8, 2008

SWBAT:  Read, interpret, discuss, and analyze various literary critics’ opinions about Great Expectations.

DO NOW:   Complete Writer’s Notebook Self-Evaluation.

DEVELOPMENT:

  1. Students turn in writer’s notebooks.
  2. Students review handout and are sorted into groups.  I will probably do this randomly?
  3. As a group students
    1. must interpret the thesis of their particular critic. 
    2. explain what evidence the critic provides for his or her opinion
    3. provide additional evidence from the text
    4. decide whether or not they agree with the critic and explain WHY!
  4. Groups come together and share their findings.

H.W.:  Take a break!  Read a wonderful book!  Try to find 1 hour each day…?

 

Friday, October 10, 2008

SWBAT:  present their representations of their characters to the whole class.

DO NOW:  Complete Character Self-Evaluation, attach it to the character analysis.  Past your portrait of your character to the construction paper. Make sure your name is on the back of the construction paper and put your character’s name, legibly beneath the portrait as it might actually be in the museum.  (I’ll draw an example, perhaps?)

DEVELOPMENT:

    1. Review that essays and multiple choice tests will be returned as soon as possible.  Don’t nag me.  That only delays things.
    2. I will distribute construction paper.  Students are to paste their portraits onto the construction paper, as explained in the DO NOW.
    3. Students present their portraits explaining why they portrayed their characters as they did.
    4. If time allows, ask students to put up portraits?  Or see if they can name the parts of speech.  Grammar is our next unit.

H.W.:  1. Independent reading.  That’s it.  Just read a book.  So!  Read at least 2 full hours this weekend.  Or more!  Enjoy a good book!  J

 

 

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