Tag Archive for vocab

World Lit: Cultural Narrative

Standard: ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can analyze a narrative and identity key narrative components.

Opening Session: What’s a memoir? Let’s work together to figure out a working definition of a memoir. Can you think of any famous memoirs?

Work Session: Today we’re going to read an excerpt from the memoir Funny in Farsi by Firoozah Dumas. You guys will be reading the story today, and then I want to give you some time to work on the Second Read questions from the book. This is actually a really hilarious story, and I really hope you enjoy it!

Closing Session: VOCAB!!!

  1. Drift
  2. Anaphora
  3. Facilitate
  4. Prestigious
  5. Sole
  6. Attributes
  7. Progressive
  8. Negated
  9. Eloquence
  10. Matriarchs

Assessment: Informal – book check

Differentiation: Process (scaffolded questions)

World Lit: Writing a Literary Analysis Essay, DUE TODAY!

Standard: ELAGSE9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target: I can develop an argument about a theme in Julius Caesar.

Opening Session: VOCAB!

  1. Barren
  2. Conceit
  3. Augmented
  4. Insurrection
  5. Affability
  6. Conceit
  7. Stoic
  8. Salutation
  9. Peril
  10. Gallant

Work Session: Grab a laptop and work on your essay! Finish it up because it’s due today!

Closing Session: Upload your essay to tinyurl.com/BristowWorldLit! Make sure you save your essay with YOUR NAME in the file name!!

Assessment: Formal (essay)

Differentiation: Process (scaffolding)

World Lit: Recap!

Standard: ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can understand rhetorical devices and find examples of them in “Caesar’s Funeral Speech” from Julius Caesar.

Opening Session: Caesar THUGNOTES!

Work Session: VOCAB!!!

  1. Visage
  2. Puissant
  3. Emulation
  4. Interred
  5. Ambitious
  6. Honorable
  7. Grievously
  8. Coffers
  9. Heir
  10. Bequeath

And I swear to you, we WILL have a quiz this week, and I WILL NOT FORGET!! Sheesh…

After vocab, we will recap the questions you guys did last Thursday and Friday. Then, I’ll give you your assignment for tomorrow while I’m out. Have fun!

Closing Session: Share out rhetorical devices.

Assessment: Informal – book check

Differentiation: Process – reading in groups or solo.

AP Lang: Continue Reading The Crucible

Standard:  ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Learning Target: I can analyze the characters’ actions and the author’s intent in The Crucible.

Opening Session:  VOCAB!!!

  1. —Abhor
    1. —(verb) to regard with horror or loathing; to hate deeply
  2. —Amend
    1. —(verb) to change in a formal way; to change for the better
  3. —Buffet
    1. —(verb) to slap or cuff; to strike repeatedly; to drive or force with blows; to force one’s way with difficulty
    2. —(noun) a slap, blow
  4. —Chaos
    1. —(noun) great confusion, disorder
  5. —Commodious
    1. —(adj.) roomy, spacious
  6. —Corrosive
    1. —(adj.) eating away gradually; acidlike; bitterly sarcastic
  7. —Discern
    1. —(verb) to see clearly, recognize
  8. —Extant
    1. —(adj.) still existing; not exterminated, destroyed, or lost
  9. —Implicate
    1. —(verb) to involve in; to connect with or be related to
  10. —Inter
    1. —(verb) to bury, commit to the earth; consign to oblivion
  11. —Martinet
    1. —(noun) a strict disciplinarian; a stickler for the rules
  12. —Obviate
    1. —(verb) to anticipate or prevent; to remove, dispose of
  13. —Reprehensible
    1. —(adj.) deserving blame or punishment
  14. —Renegade
    1. —(noun) one who leaves a group; a deserter, outlaw
    2. —(adj.) traitorous; unconventional, unorthodox
  15. —Somber
    1. —(adj.) dark, gloomy; depressed or melancholy in spirit
  16. —Squalid
    1. —(adj.) filthy, wretched, debased
  17. —Turbulent
    1. —(adj.) disorderly, riotous, violent; stormy
  18. —Vociferous
    1. —(adj.) loud and noisy; compelling attention
  19. —Voluminous
    1. —(adj.) of great size; numerous; writing or speaking at great length
  20. —Waive
    1. —(verb) to do without, give up voluntarily; to put off temporarily, defer—

Work Session: Today we’re continuing to read The Crucible! Here’s the cast list, in case anyone has forgotten their part:

  • Rev. Parris – Ivan
  • Betty Parris – Katrina
  • Tituba – Jaytin
  • Abigail Williams – Fatima
  • Susanna Walcott – Alexa
  • Mrs. Ann Putnam – Mauricio
  • Mr. Thomas Putnam – Kathy
  • Mercy Lewis – Evelin
  • Mary Warren – Aracely
  • John Proctor – Adriana
  • Rebecca Nurse – Ivon
  • Giles Corey – Stella
  • Rev. Hale – Katrina
  • Elizabeth Proctor – Joselyn
  • Francis Nurse – Ore
  • Ezekiel Cheever – Ashley
  • Marshal Herrick – Janae
  • Judge Hathorne – Aveia
  • Deputy Governor Danforth – Khmeya
  • Sarah Good – Darlene
  • Hopkins –  Joshua

Closing Session: Journal entry: What’s significant or ironic about John Proctor being unable to remember the Commandment “Thou shalt not commit adultery”?

Assessment: Formative (journal check, class discussions)

Differentiation: Process (scaffolding)

Homework: Read 20 minutes in your Free Choice book

World Lit: Colliding Worlds

Standard: ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target: I can analyze the structure of a text to explain how the author unfolds a series of events.

Opening Session: For our opening today, we’re going to flip to page 59 in our text and preview the writing prompts you’ll be working with on your next embedded assessment!

Work Session: Today we’re going to read a brief essay called “Where Worlds Collide” by Pico Ayer. This essay is more about cultural identity, and specifically about feeling your cultural identity in a new environment. As we read, we will be looking for vocab words that just might turn up on your vocab list next week 😉

After reading, we will talk about the Second Read questions together. Then, I’m going to give you the Constructed Response form and I would like for you to do the “Writing To Sources: Argument” Prompt on page 67.

Closing Session: VOCAB QUIZ!!!! Do your quiz, turn it in, and have a great weekend!!

Assessment: Formal – vocab quiz, constructed response

Differentiation: Process (scaffolded writing prompt); product (varied length writing prompt)