E. Quinson

Room D-201

8R, periods 2 and 3

 

Monday April 20, 2009

SWBAT:  research Anne Frank and get some understanding of her family’s experiences in the Holocaust. 

DO NOW:  Independent reading.  DEVELOPMENT:

  1. Distribute then read “Anne” from Chicken Soup for the Teenage Soul.
  2. Distribute Cybejourney worksheet. 
  3. Due tomorrow, but we will get started together in class.  but I thought I would give you extra time, in case you are busy this weekend.
  4. Help students find website.

H.W.:  1.  Independent reading!  J  2.  Complete Cyberjourney worksheet.  You will turn it in tomorrow!  3.  Blog it!  Write a well-developed paragraph of at least 150 words:  What new information did you find out about Anne Frank?  What new information do you hope to discover as we read the play based on her diary?

 

Tuesday, April 21, 2009

SWBAT:  read Scene 1 and part of Scene 2 of The Diary of Anne Frank.

DO NOW:   Turn in your cyberjourney worksheet.   Independent reading.

DEVELOPMENT:

  1. Share knowledge about Anne Frank. 
  2. Discuss Holocaust speakers who will visit later this week.  Although it is virtually impossible that they knew Anne, they may have had similar experiences.
  3. Distribute textbooks and begin reading. 
  4. Discuss setting, characters, and clarify if necessary.
  5. Assign parts and read aloud.

H.W.:  1. Read through page 712 in new textbook.  It is 314 in the OLD TEXTBOOK!  2.  Blog it!  Write a well-developed paragraph of at least 150 words:  What would you miss most if you had to go into hiding?  3.  Independent reading.

 

Wednesday, April 22, 2009

SWBAT:  Begin reading Scene 3 of The Diary of Anne Frank.

DO NOW:   Independent reading.

DEVELOPMENT:

  1. Review H.W. and DO NOW entries.
  2. Assign parts and continue read aloud. 
  3. Possible discussion questions as we read: 
    1. What does Anne miss most? 
    2. What kind of a person is Anne? 
    3. How does he differ from Margot?  Peter? 
    4. What differences do we see in the adults? 
    5. What kind of people are they? 
    6. What kinds of conflicts do we see as likely to arise?
  4. Stop to discuss as necessary.

H.W.:  1. Read through the bottom of p. 723 in the new textbook.  It is the first column on page 325 of the old textbook.  2.  Blog it!  Write a well-developed paragraph of at least 150 words:  Would you take a new member in?  Why or why not?  3.  Independent reading.

 

Thursday, April 23, 2009

SWBAT:  Finish reading Scene 3 and Scene 4 of The Diary of Anne Frank.

DO NOW:   Independent reading.

DEVELOPMENT:

  1. Last night you wrote your opinion for taking or not taking a new person into the Secret Annex.  Regardless of your opinion, make a list the pros and cons of such a proposition.
  2. Discuss H.W. and do now entries.
  3. Assign parts and continue read aloud. 
  4. Stop to discuss as necessary.
  5. A question to consider:  Why does Anne say she has two parts of her personality?  Is this because she has been in hiding for so long or is this something that everyone shares? 
  6. Review/summarize.

H.W.:  1. Read through the end of Act I, page 745 in new textbook (p. 342 in old textbook).  2.  Blog it!  Write a well-developed paragraph of at least 150 words:  I may give free choice to see what topics arise, or I may write a prompt…  3.  Independent reading. 

 

Friday, April 24, 2009

SWBAT:  read Scene 1, Act II of The Diary of Anne Frank.

DO NOW:  Independent reading and/or Pop Quiz?  What interrupted the Hannukah celebration?  Other questions?

DEVELOPMENT:

  1. Discuss developments in the Scene 5, Act I. 
    1. What is Hannukah?
    2. Why have celebrations in such a circumstance?
    3. What is significant about the Hannukah story?  How does it relate to the Frank family in hiding?  What is their miracle?
  2. Assign parts and begin read aloud.
  3. Stop to discuss as necessary.  In particular, Margot says, “Sometimes I wish the end would come…whatever it is.”  Why does she say this?  Would you feel the same way?
  4. Review and summarize.

H.W.:  1. Read through Scene 2 to page 766 in new textbook, (p. 359 in old textbook) if we have not done so in class.  2.  Blog it!  Write a well-developed paragraph of at least 150 words:  In what way has life for Anne, Margot, and Peter remained fairly normal?  3. Independent reading. 

 

Monsday, April 27, 2009

SWBAT:  Begin reading Scene 3, Act II of The Diary of Anne Frank.

DO NOW: Independent reading.

DEVELOPMENT:

  1. Review H.W. and DO NOW entries.
  2. Assign parts and continue read aloud. 
  3. Stop to discuss as necessary.  Consider Mr. Van Daan.  Is this simply a case of survival of the fittest?  Better?  Worse?
  4. Review/summarize.

H.W.:  1. Read through page 777 in new textbook (p. 364 in old textbook).  2.  Blog it!  Write a well-developed paragraph of at least 150 words:  Would you forgive Mr. Van Daan?  Why or why not?  3. Independent reading. 

 

Tuesday, April 28, 2009

SWBAT:  Finish reading Scene 4 and 5, Act II, of The Diary of Anne Frank.

DO NOW:  Independent reading or free write off the word HOPE.  (Discuss Pandora’s Box, and how after she had opened it, the only thing left in the box was hope.  She released this as well as all the evils in the world.  What if she had not?)

 DEVELOPMENT:

  1. Discuss HW and DO NOW entries.
  2. Review H.W. and DO NOW entries.
  3. Assign parts and continue read aloud. 
  4. Stop to discuss as necessary.  Can we find hope in this story?  Why does Mr. Frank feel that Anne puts him to shame?  Would we be able to be anything other than bitter? 
  5. Review and summarize.

H.W.:  1. Finish the play if we have not done so in class.  2.  Write one page in response to the ending.  Why did the playwrights choose to bookend the play in flashback?  What effect does that create?  3.  Independent reading.  4.   Book fair Friday.  Bring money.

 

Wednesday, April 29, 2008

SWBAT:  read various stories by Anne Frank and analyze how her personality shines through her fiction.

DO NOW:  Independent reading.

DEVELOPMENT:

  1. Review where students are with their their reading: check up with clipboard.
  2. Distribute Rita, Kathy, etc.
  3. Read and respond.
  4. Share as a whole group.
  5. Distribute essay. 
  6. Review test format.

H.W.:  Study for Anne Frank Test tomorrow!

 

Thursday, April 30, 2009

SWBAT:  demonstrate mastery of the literary aspects and plot devices of “The Diary of Anne Frank”

DO NOW:  Prepare for test!

DEVELOPMENT:

  1. Administer test.
  2. Collect tests.
  3. Review/summarize.

H.W.:   1.  Independent reading.

 

Friday, May 1, 2009

SWBAT:  consider various definitions and the nature of poetry.  (no small feat for one class period…J)

DO NOW:  Write an entry in your writer’s notebook:  free write off the word POETRY.

DEVELOPMENT:

  1. Discuss new genre study: POETRY.  Brainstorm a definition web of the concept.  Consider examples. 
  2. Distribute Poetry packet. 
  3. Read “Introduction to Poetry.”  What does the poet mean?  What poetic devices is he using?  How does he see poetry?  How does he want us to see it?  Do we agree with him?
  4. Read "Forgotten Language" by Shel Silverstein, p. 565.
  5. Discuss H.W. for tomorrow.  Bring in your favorite poem!  Each student must bring in one poem, typewritten if at all possible.  DO NOT bring in the book or CD or whatever.  Bring in a copy that you can turn into me and that I can keep.  I do not want to be responsible for people's belongings!

H.W.:  1.  Write one page in your writer’s notebook:  respond to one of the poems on pages 2 and 3 of your poetry packet.  2.  Start looking for the best poem in the world to bring in, Friday, 4/26/07. It should be written by someone else.  Not yourself.  Could be famous, could be something you mother wrote the day you were born.  It should be something that matters to you.  Not just the first thing you found on poetry.com.  3.  Independent reading.  4.  Poem in your pocket day is Thursday!  April 17th. 

 

Monday, May 4, 2009

SWBAT:   examine two poetic expressions of identity.

DO NOW:  Turn in your poem!  Then, in your writer’s notebook list as many ways as you can think of to identify yourself.  For example, I am a teacher, mother, woman, friend, student, daughter, etc.

DEVELOPMENT: 

1.      Share H.W. and DO NOW entries. 

2.      Discuss responding to poetry in notebooks.  Perhaps brainstorm ways we can respond? 

3.      Read aloud “Identity,” p. 598.  Respond in notebooks. 

4.      Discuss what two kinds of identity are being expressed.  Examine symbolism, metaphor, simile.

5.      Read “The Road Not Taken,” p. 600.  Respond in notebooks. 

6.      Discuss how the two roads are different.  Why might the poet be alluding to?  Respond in notebooks again.  Consider the poet’s craft in each.  Rhythm, rhyme scheme, stanza, line placement, word choice, mood, extended metaphor, etc. 

7.      Share responses. 

8.      Distribute laminated copies of “The Road Not Taken.”  Discuss declamation assignment.  (8E will have a different assignment. – Sonnets!)

9.      Review and summarize.

H.W.  1.  Read pages ??? of poetry packet.  Write one page in your writer’s notebook in response to your favorite poems thereon.  2.  Independent reading. 3.  Bring your favorite poem to class FRIDAY! 8R Memorize the first stanza of “The Road Not Taken,” for Friday.  4.  Poem in your pocket day is Thursday, 4/17/08

 

Tuesday, May 5, 2009

SWBAT:  read “O Captain, My Captain” and recognize its extended metaphor, symbolism, use of rhyme scheme and stanzas.

DO NOW:  Consider:  so far we have read poems about poetry, identity and choices.  What are other appropriate patriotic subjects for poetry?

DEVELOPMENT:

  1. Discuss H.W.
  2. Discuss DO NOW entries.
  3. Read “O Captain, My Captain” aloud.
  4. Write responses in writer’s notebook.
  5. Share responses.  Probe students for their interpretations.
  6. Discuss symbolism, extended metaphor, use of rhyme scheme and stanzas (as concrete poetry, perhaps???).
  7. Read “The New Colossus.”
  8. Discuss symbolism, extended metaphor, use of rhyme scheme and stanzas, sonnet form, metaphor, alliteration, etc. .
  9. Review/summarize.

H.W.:  1.  Bring in your independent reading book.  2.  Read pages 8 and 9 in poetry packet and write one page in your writer’s notebook in response to your favorite poems thereon.  2.  Independent reading.  3.  8R Memorize the second stanza of “The Road Not Taken,” for Friday.

 

Wednesday, May 6, 2009

SWBAT:  share their favorite poems.

DO NOW:  practice “The Road Not Taken” 

DEVELOPMENT:

  1. Practice first two stanzas/quatrains.
  2. Review group procedures.
  3. Arrange groups
  4. Share poems, and respond in turn.
  5. Review/share.

H.W.:  1.  Independent reading.  2.  Make a list in your writer’s notebook of what you might like to write a poem about and another list on what you would NEVER EVER want to write a poem about.  3.  Memorize the whole poem!!!  .

 

Thursday, May 7, 2009

SWBAT:  read three poems “By Morning” and “January” and “Silver”

DO NOW:  Turn in your favorite poem.

DEVELOPMENT:

  1. Quick review of favorite poems and why they are your favorites!
  2. Quick review of “Road.”
  3. Discuss how each time of day has a certain feel to it.  Then have students write the word “Morning” at the top of the page of your writer’s notebook and write off it.
  4. Discuss entries.
  5. Read “By Morning” (p. 540) aloud.  What is happening?  What is coming?  What will everyone have?  Read aloud a second time.
  6. Poetic devices to cover:  metaphor, free verse, line breaks and white space, and so forth.
  7. How else can we discuss winter?
  8. Read “January” (p. 576) aloud.  How is Updike’s view different from Swenson’s?
  9. Poetic devices to cover:  quatrain, rhyme scheme, imagery, and so forth.
  10. Read “Silver” together.  Discuss personification, imagery and figurative language.
  11. Write one page in response to the poems we read today in class.  Compare and contrast them.  Be careful and specific in your response.  Use actual details from the poems to support your response.
  12. Share responses.
  13. Review “The Road Not Taken.” With 8R, and sonnets with 8E.
  14. Review/summarize.

H.W.:  1.    Read pages 7, 8, and 9 of poetry packet.  Write one page in your writer’s notebook in response to your favorite poems thereon. 2.  Book club reading.  3.  Memorize the 2nd stanza of “The Road Not Taken,” for Friday.

 

 

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