Welcome back! I hope you guys were able to use your catch up day yesterday to great effect and get any work you needed to finish all complete and turned in.
Standard: RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Learning Target: Students will demonstrate their knowledge of vocabulary on a short quiz, read an article about teenagers, and then finish composing their sonnet.
Activator: The Who – Baba O’Riley
Today we’ve got two things on the docket. The first is reading this cool article that talks about how teenagers have a harder life than their parents did. We’re going to use a new way of reading this where I give all of you a copy of the article and ask you to mark the margins with the following symbols (and how many of each):
- Put a * next to anything you think would be worth discussing with the class. (3)
- Put a ? next to anything that confuses you or that you have questions about. (2)
- Put a ! next to any statement with which you strongly agree. (1)
- Put a X next to any statement with which you strongly disagree.(1)
Then we’ll discuss what you needed discussed, answer questions, and see if we, as a group, fall into an agreement or disagreement category.
Afterwards, we need to work on our sonnets. I have a lovely little sonnet worksheet for you guys that outlines everything we need to do. Most of you are still seriously struggling with this, so hopefully this worksheet will help you out. If you happen to have already finished and your poem is in perfect iambic pentameter, then just copy it over onto your worksheet and read ahead in Oedipus for next week.
And that’s it! Sidenote, today is my last day of National Novel Writing Month, so everyone cross your fingers that I can pull it off and win!