Tag Archive for a few words you’re going to have to look up

Monsters are OUT THERE!!

Standards

  • L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.

Opening Session

It’s MUPPET TIME!

 

Learning Target

I will create my own definition of the word “monster,” examining what it means to be a monster, and look at the poem “Jabberwocky” to determine the meaning of words based on context.

Work Session

I hope you guys are psyched about our new unit, because I sure am! This is one of my favorite units so far, and I’m really excited to be teaching it to y’all. It’s all about….MONSTERS! I know, I know, I’m awesome, please hold your applause.

Anyway, today I would like to start out by asking YOU all a question! On a little sheet of colored paper, I would like each of you to define the word “Monster” for me. What does it mean? What makes a monster? We will read these definitions together and see if we can come up with some notes about what you guys think it means to be a monster… I’ll post them here!

Afterwards, we’re going to read an article called “What Makes a Monster” by Donald Fergus, in which the author tries to answer that very question. To read this article, we’re going to use the SQUEEPERS method. We’ve done this before, so maybe it’ll be familiar to some of you. But, if not, here’s the drill:

S=survey
-Preview the text
-Look at the pictures/captions
-Read highlighted/ bold words
-Read headings/subheadings
-Think about what you are about to read

Q=question
-Generate questions that we will be able to answer after we read (or look at questions on a test)

P=predict
-Predict 1 to 3 things we will learn while reading

R=read
Read:
-Alone
-With teacher
-With partner
-With a group

R=respond
-Discuss which questions were answered
-Review which questions weren’t answered
-Eliminate questions that aren’t likely to be answered
-Develop new questions
-Continue surveying process

S=summarize
Summarize what we have learned
Sounds relatively easy, right?

Next up, we’re going to read a poem called “Jabberwocky,” the same one that we saw the Muppets perform earlier! This poem is about a monster called the Jabberwock. We will go through each stanza together, and as we do, I would like you to write on your paper (below your article summary) what is going on. When we’re finished, we’ll see if we have a consensus on what Lewis Carroll is saying.

Closing Session

Finally, I would like you all to answer these three questions:

What is the mood or tone of the poem? What are three adjectives Lewis Carroll uses to set the scene?
Why is the Jabberwock dangerous? Why is it impressive that the boy killed the monster? List three words Lewis Carroll uses to tell you these things.
(this is the hard one) Look up all six of the words you used above and write down their definitions as the dictionary gives them to you.
When this is turned in, we’re done for the day! YAY!

Assessment

Graded Ticket Out The Door (Jabberwocky questions)
Monster definition / informal assessment of participation in discussion.

Differentiation

Students can use a variety of technologies to find definitions of the words in Jabberwocky, the article text can be differentiated to appeal to different reading levels, monster definitions are student-generated.

Chapter 10: Where did they go wrong?

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: I will finish reading Animal Farm by annotating chapter 10, and then discuss the ultimate outcome of the book.

Opening Session: Animal Farm Chapter 10 Summary by Book Cheats – check out this guys eyes. What’s up with that?

Work Session: Welcome back! Today we’re going to be reading chapter 10! But don’t reach for those novels yet, because today we’re going to be doing something called annotating the text. I’ve copied the chapter for each of you, and you’re going to be writing all over it.

  • Circle vocabulary words (or any word you’re unsure of) and write the definition in the margins (you can google the definitions on your phone! just search “define _______”)
  • Underline anything you think is an important detail (or highlight if you have a highlighter)
  • Place a star by anything interesting and write notes in the margin.
  • If you are confused and have to stop and figure something out, write down what you figure out in the margins so you can refer to it later on.
  • Make at least TWO ANNOTATIONS PER PARAGRAPH
  • You can work on another sheet of paper if you want (some people prefer this because then they don’t mark up their books! But I am like JK Rowling – I think once the book is yours, you should read it with all your heart. Crack the spine, make notes in the margins, destroy it because you read it so hard. That’s how you show a book you love it)

Ok, so after we read and annotate the text on our own, I’m going to call a few people up to the document cam. You’ll place your paper under the doc cam and show what you wrote down for one of your pages, and give the chance to copy some of your notes if they’re particularly insightful.

 

Closing Session: At the end of class today, we will have finished the book. I want to revisit how you felt at the beginning of the book versus how you feel now, and ask you this as your ticket out the door: Could you have predicted what happened to Animal Farm? Did you think it would end that way? Does it surprise you?

That’s it for today! Tomorrow we will read a short story about a very different tyrannical government. Until then!

Assessment: Annotations will be graded (participation/completion at this point)

Differentiation: Students may be given the audio version if needed, or read with a partner or in a small group.

The money for another case of whisky.

Standard:

  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I will analyze how complex characters such as Boxer and the pigs develop over the course of Animal Farm, considering how they advance the plot of the story and develop various themes (such as power corrupts, trust no one, etc.).

Opening Session: Animal Farm summary by Shmoop

Work Session: Today we are going to continue our reading! We are close to the end of the book now, but today we are reading one of the most pivotal chapters in the book. One of my favorite reading strategies for this is question-by-pages. For this reading strategy, you will read a page on a time (4-5 minutes) and when the timer goes off, you will have a new question on the board to answer. The questions are short, reading comprehension questions, just to keep you engaged and looking at the details. When we finish reading, I want to stop and ask you to think and write for a few minutes.

Closing Session: TOTD: How did you feel about the ending of this chapter? Did it make you angry? Sad? Some combination of both? The animals didn’t understand what’s going on. If you were there, on Animal Farm, how would you react to this situation and what would you say or do to the other animals? Remember, no humans allowed on Animal Farm, so you need to write it as though you are one of the animals (what animal would you be?).

Differentiation: Process – high level readers can read independently

Assessment: Paragraphs will be graded

Welcome to day 2!

Standard:

  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Learning Target: I will illustrate my initials to symbolically represent myself and present my artwork to the class.

Opening Session: Daily video! A little John Green Mental Floss to get your day started 🙂

Work Session: Welcome back to World Literature, day 2! Today we’re going to start out with finishing up our letters of introduction that we began writing yesterday. As you finish, come turn them into the basket at the front of the room. When everyone is done, we’ll get started on our next assignment! This one is an art project, and we’re going to use them to decorate the room!

Illuminated Initials

You will create a visual image of your initials.  You may not use any words or symbols.  What you use to illustrate your initials should tell us a little about who you are and what is important to you.  You will present your initials to the class, so make sure that you know what each part of your initials means. You may use various colors, designs, shapes, patterns, or drawings to create your initials. Check out my example on the board!

You’ll draw your initials on regular printer paper, and I’ll bust out the art supplies so you can add a little color if you want. I actually really like art projects, and we will probably do quite a few, so go ahead and get ready to color 🙂

We will also take a few minutes in class to take a little quiz called a Learning Styles Inventory which is used to determine if you’re a visual, auditory, or kinesthetic (aka hands-on) learner.

Honors: You will also write a paragraph on the back of your initials explaining why you chose to decorate them in the way you did. You’ll share this paragraph with the class as we go around the room for our closing session.

Closing Session: Share out! Stand up at your desk (this isn’t like a formal presentation or anything) and show off your illuminated initials, and tell us why you chose to draw/color them the way you did.

Assessment: Letters of introduction will be graded

Differentiation: Learning style (visual/kinesthetic art project); product (paragraph added for honors students; letter templates provided as needed)

Welcome to World Literature!!

Standard: 

  • ELAGSE9-10SL1 Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Learning Target: I will participate in a collaborative discussion to introduce myself to the teacher and the class.

Opening Session: Buffalo Buffalo Buffalo

Welcome back to school, everyone! I hope you’re all excited for the Spring 2017 semester, because I know I am!

Let’s start today off with a little game called…

Ringtone Roulette

Here’s how we play: First, take out your phones. Then, turn to your neighbor and trade contact information – your name and phone number, and then store theirs in your phone. Make sure your phone isn’t silenced – in fact, go ahead and turn the volume up!

After everyone has had a chance to swap contact info, we’re going to go up and down the rows and as we come to each person, your partner will call your phone – and that means we all get to hear your ringtone! What do you think your ringtone says about you? What do you think your classmates’ ringtones say about them? And what do you think my ringtone says about me??

Oh, hey, a bonus to this game – after we’re done playing, you all have gotten the name and number of one other person in this class, and someone else has your info. That means if you’re ever out, you can call your buddy and ask what happened in class!

Anyway, after we finish with our little introductory game, I would like to give you all the opportunity to introduce yourselves to me a little more formally via a letter of introduction . Tomorrow, I would like for you all to share your letters with the class. I try to write back to you, too 🙂 So if you didn’t finish your letter in class, make sure you do so for homework.

Happy first day, everyone!!

Closing Session: Ticket out the door – on your way out, look at me and tell me your name again. I’m the WORST with names, but I’m really trying!!

Assessment: Letters will be graded

Differentiation: Learning style (video, auditory); process (scaffolded letter directions)