Tag Archive for hunger games

The Death of Tuesday

April 17, 2012 / / No comments

Standard: ›ELA10RL3 The student deepens understanding of literary works by relating them to contemporary context or historical background, as well as to works from other time periods.

Learning Target: Students will read the classic poem “Morte d’Arthur” and examine the differences between the Arthurian Legends we have read in class, as well as drawing on their own research from their Pick Three! Project thus far.

Activator: The Search for King Arthur

So, today we read the poem “Morte d’Arthur,” which was written in by 1835 Alfred, Lord Tennyson. If that name sounds familiar, it’s because we read a poem by him, “The Kraken,” way back in our poetry unit. His poem was based on a much older work by Sir Thomas Mallory which was written in the 1400s. So we’re going way back in the day for this reading!

I figured that before we read this, we should do a quick review of poetic meter, specifically iambic pentameter, since that’s what the poem is written in. And, because anything written in iambic pentameter is easier to understand when we read it aloud, that’s what we did! Popcorn reading, yay!!

Anywho, after reading the poem aloud and working our way through what it meant, we revisited the PowerPoints we started last week and continued our notes. After we got all that done, we spent some time reading The Hunger Games, which we need to catch up on 🙂

Tomorrow, we’ll read the other half of the poem, and then talk about parodies and satires, because we’re going to be reading something a little silly on Thursday, and then watching one of the most famous King Arthur Parodies on Friday and Monday. And I’ll say no more here, wouldn’t want to ruin the surprise!

 

 

1….

March 30, 2012 / / No comments

…SPRING BREAK after today!! YAAY

Hey, did you guys forget about the Fix-it up strategies from way back at the beginning of the semester? Well, I didn’t!

Standard: EL10RL1, Subheading 1, Bullet A: the student analyzes and explains the structures and elements of nonfiction works such as newspaper articles and editorials, magazine articles, journal articles, and/or other informational texts.

Learning Target: Students will look at two paragraphs of information and apply reading comprehension strategies to help interpret the text of the first paragraph, and then compare their version to the much-simpler second paragraph.

Activator: Daily video! More Schrodinger’s Cat!

Schroedinger’s Cat from the Big Bang Theory

Today, we revisited those fix-it-up strategies from the beginning of the year. One of the strategies we do all the time in class is making predictions, but we’re gonna change it up today and do a different strat.

I’ll put the strategy list on the board. I would like everyone to choose a strategy from the list, write it down on your paper, and in one or two lines, summarize the strategy. Got it?

Okay, now divide the rest of your paper into four squares and let’s look at some pretty complicated text…and see if we can’t use the strategies to help us understand it!

In this box, write down one sentence from the paragraph that you do not understand. In this square, write the individual words that are hardest for you to understand. No more than four words.
In this box, write down how your strategy applies to this sentence. For example, if you chose “reread,” you might say that slowing down and carefully reading each word will help. In this box, rewrite the sentence in an easier-to-understand way.

Schrödinger

This is a paragraph about a scientist and an experiment he did involving a cat. We’ll fix-it-up on the first paragraph, then see how well our strategies worked by looking at the (much easier to understand) second paragraph.

Here’s a picture of my cat, Schroedinger 🙂

 

 

3… (Happy Birthday to MEEEE!)

March 28, 2012 / / No comments

Standard: ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

Learning Target: Students will play some fun word games like Boggle and Scrabble, as well as continue reading The Hunger Games.

Activator: Rufus Xavier Sarsaparilla

Welcome to Wednesday…. only today, tomorrow, and Friday before SPRING BREAK! But today, today is even MORE awesome than you thought, because IT’S MY BIRTHDAY!!!

I should wear a tiara and bake a cake and everything! But… I’m kinda lazy and tiaras hurt my head so… we’ll celebrate in other ways!

If it’s open and sunny, I thought we might go down to the outdoor classroom if y’all want to. We’ll read some Hunger Games, and then I thought we could play Scrabble or maybe Boggle! Whatever we play, I figure it’s fair to do whole class vs. teachers 🙂 So we’ll see who can win!

We can also do some other fun things – maybe birthday mad libs, a birthday thinking map, that sort of thing. But whatever we do, I hope you guys all have a happy my-birthday!

4…

March 27, 2012 / / 4 comments

Welcome to the lab! Today we’re catching up 😀

Standard: ELA10W3 The student uses research and technology to support writing.

Learning Target: Students will complete their overdue assignments and take missed tests.

Activator: Unpack your adjectives!

So, today we’re catching up! The plan is for everyone to get a chance to turn in things they’re missing or make up work they haven’t done yet.

  • If you missed a test, you’ll stay behind in the classroom and take it. Afterward, you’ll join us in the computer lab.
  • While in the lab, I want you guys to work on completing anything you have due for me still – for most of you, this’ll be your Julius Caesar essay, but some people still need to work on their short story. Whatever it is, I have a list of those of you that have everything done and turned in 🙂
  • After you’re finished with EVERYTHING, I want you to play on USA Test Prep. Get some practice in for those EOCTs and graduation tests!!

Countdown to Spring Break in 5…

March 26, 2012 / / 3 comments

Welcome back, everyone! I know Mondays are no fun, but take heart, for spring break is nigh!

Standard: ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.

Learning Target: Students will discuss symbolism in The Hunger Games.

Activator: INTERJECTIONS!

So, I was thinking we’d start our next unit this week, but actually we’re a little ahead of schedule (no idea how that happened) and I didn’t really want to start right before spring break, so we’re going to do all Hunger Games stuff this week and really push through to try and get more of the book finished. First thing? Reading! Yep, yep, reading, I know, isn’t it fantastic?

Anyway, after reading some Hunger Games today I want to take some time to talk about the symbolism in the book. How do you think the following things are symbolic in The Hunger Games? What do they represent?

  • Pearls
  • Flowers
  • Colors (Effie’s pink hair, Octavia’s green body, Flavius’s blue hair, Katniss’s blue dress, etc.)
  • Names (Cinna, Octavia, Portia, Flavius, Caesar, and several other characters have names borrowed from famous Romans.)
  • Coal

After we talk about symbolism, we’re going to write a little bit about them, doing a silent discussion. Tomorrow we’ll read more and then write more and maybe even get the book done by the end of the week!!

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