Day 63 (2.28.11) B Day

Objective:

Students will be able to:

review previously taught material. 

Class Activities

• Computers: No
• Review: TAKS

• Homework:

1. None

Work Collected in Class:

• None

• TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 62 (2.25.11) A Day

Objective:

Students will be able to:

practice writing short answers;

Class Activities

• Review: TAKS

• Homework:

1. None

Work Collected in Class:

• None

• TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 61 (2.24.11) B Day

Objective:

Students will be able to:

practice writing short answers;

Class Activities

• Remediations of TAKS Summative
• COMPUTER - NO
• Read and Annotate: "The Gossiper"
• Open Ended Question: "The Gossiper"
• Read and Annotate: "Betty Ann"
• Open Ended Question: "Betty Ann"
• Crossover Question

Homework:

1. DUE on Today (2.24.11) B Day: Independent Reading Packet Numbers 11,12 (Page 5)
2. DUE on Today (2.24.11) B Day: Annotations for "The Gossiper"
3. DUE on Today (2.24.11) B Day: Questions for "The Gossiper"
4. DUE on Today (2.24.11) B Day: Questions for "Betty Ann"
5. DUE on Today (2.24.11) B Day: Annotations for "Betty Ann"

Work Collected in Class:

• SUMMATIVE: Independent Reading Packet Numbers 11,12
• SUMMATIVE: Annotations for "The Gossiper"
• SUMMATIVE: Questions for "The Gossiper"
• SUMMATIVE: Questions for "Betty Ann"
• SUMMATIVE: Annotations for "Betty Ann"

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 60 (2.23.11) A Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;

Class Activities

• Remediations of TAKS Summative
• COMPUTER - NO
• Read and Annotate: "The Gossiper"
• Open Ended Question: "The Gossiper"
• Read and Annotate: "Betty Ann"
• Open Ended Question: "Betty Ann"
• Crossover Question

Homework:

1. DUE on Today (2.23.11) B Day: Independent Reading Packet Numbers 11,12 (Page 5)
2. DUE on Today (2.23.11) B Day: Annotations for "The Gossiper"
3. DUE on Today (2.23.11) B Day: Questions for "The Gossiper"

Work Collected in Class:

• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)
• SUMMATIVE: Annotations for "The Gossiper"
• SUMMATIVE: Questions for "The Gossiper"

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 59 (2.22.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;

Class Activities

• Remediations of TAKS Summative
• COMPUTER - NO
• Read and Annotate: "The Gossiper"
• Open Ended Question: "The Gossiper"
• Read and Annotate: "Betty Ann"
• Open Ended Question: "Betty Ann"
• Crossover Question

Homework:

1. DUE on Today (2.22.11) B Day: Independent Reading Packet Numbers 11,12 (Page 5)
2. DUE on Today (2.22.11) B Day: Annotations for "The Gossiper"
3. DUE on Today (2.22.11) B Day: Questions for "The Gossiper"

Work Collected in Class:

• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)
• SUMMATIVE: Annotations for "The Gossiper"
• SUMMATIVE: Questions for "The Gossiper"

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 58 (2.21.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes; and annotate Mrs. Virginia DeView, Where Are You?

Class Activities

• Remediations of TAKS Summative
• COMPUTER - No
• Archetypes (begin at Mentor)
• Read and Annotate: Mrs.Virginia DeView, Where Are You?

Homework:

1. DUE on Today (2.21.11) B Day: Independent Reading Packet Numbers 11,12 (Page 5)
2. DUE on Today (2.21.11) B Day: Mrs. Virginia DeView, Where are You? Annotations

Work Collected in Class:

• FORMATIVE: Mrs. Virginia DeView, Where Are You? Annotations
• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 17 (2.18.11) A Day

Objective:

Students will be able to:

practice writing open-ended responses; learn to annotate; and read epic poetry: Homer's Odyssey.

Class Activities

• COMPUTER - No
• Warm-up: Odyssey Handout
• Students should complete Word Power page #1-6 upon entering the classroom. (Before class begins.)
• Annotating Odyssey Handout
• Read: The Odyssey
• Remediations of TAKS Summative

Homework:

1. DUE on TODAY (2.18.11) A Day: Independent Reading Packet Numbers 11 and 12.
2. DUE on Wednesday (2.23.11) A Day: Independent Reading Packet Numbers 14, 15, and 16.

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: Independent Reading Packet Numbers 11-12

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 56 (2.17.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;and begin reading Homer's Odyssey.

Class Activities

• SUMMATIVE: TELPAS Writing 2
• Begin remediations of TAKS Summative
• COMPUTER - No
• Archetypes (begin at Mentor)
• Read: The Odyssey
• Summative: Odyssey 1

Homework:

1. DUE on TODAY (2.17.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).
2. DUE on Monday (2.21.11) A Day: Independent Reading Packet Numbers 11,12 (Page 5)

Work Collected in Class:

• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 55 (2.16.11) A Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;and begin reading Homer's Odyssey.

Class Activities

• SUMMATIVE: TELPAS Writing 2
• COMPUTER - No
• Archetypes (begin at Mentor)
• Read: The Odyssey
• Summative: Odyssey 1
• Begin remediations of TAKS Summative

Homework:

1. DUE on TODAY (2.16.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).
2. DUE on Friday (2.16.11) A Day: Independent Reading Packet Numbers 11,12 (Page 5)

Work Collected in Class:

• SUMMATIVE: Taks Test
  
• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Independent Reading Packet Numbers 6-10 (Pages 3 and 4)

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzesliterary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point ofview; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief asappropriate to the selections being read.

Day 54 (2.15.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• SUMMATIVE: TELPAS Writing 1
  
• COMPUTER - Yes
• SUMMATIVE: TAKS Test: Good Neighbors (Students will enter answers on Blackboard)
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• Read: The Odyssey

Homework:

1. DUE on Today (2.15.11) B Day: Independent Reading Packet Numbers 1 - 5 (Pages 1 and 2).
2. DUE on Thursday (2.17.11) B Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1
  
• SUMMATIVE: Independent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• COMPUTER - Yes
• SUMMATIVE: TAKS Test: A Handful (Students will enter answers on Blackboard)
• SUMMATIVE: TELPAS Writing 2
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• Read: The Odyssey

Homework:

1. DUE on Today (2.14.11) A Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2).
2. DUE on Wednesday (2.16.11) A Day: Independent Reading Packet Numbers 6 - 10 (Pages 3 and 4).

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 2
• SUMMATIVE: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Day 53 (2.11.11) B Day

Objective:

Students will be able to:

practice writing short answers; learn about archetypes;
and begin reading Homer's Odyssey.

Class Activities

• COMPUTER - Yes
• SUMMATIVE: TAKS Test: Good Neighbors
• SUMMATIVE: TELPAS Writing 1
• Begin remediations of TAKS Summative
• Archetypes (begin at Hero: Clip 4?)
• [8th only] Greek Gods Video
• Read: The Odyssey

Homework:

1. DUE on Tuesday (2.15.11) B Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1

TEKS: 2 (C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time; 5 (A) analyze how complex plot structures (e.g. subplots) and devices (e.g. foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction; (10) Reading/literary response. The student expresses and student is expected to:(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations; (B) use elements of text to defend his/her own responses and interpretations; and (C) compare reviews of literature, film, and performance with his/her own responses. 11) Reading/literary concepts. The student analyzes
literary elements for their contributions to meaning in literary texts. The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text;
(B) analyze the relevance of setting and time frame to text's meaning; (C) analyze characters and identify time and point of
view; (D) identify basic conflicts; (E) analyze the development of plot in narrative text; (F) recognize and interpret important symbols; (H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, analogy, dialect, and comic relief as
appropriate to the selections being read.

Day 53 (2.10.11) A Day

Objective:

Students will be able to:

read epic poetry; learn about archetypes;

demonstrate reading skills; learn to annotate.

Class Activities

• COMPUTER - Yes
• SUMMATIVE: Data Entry of Test Questions
• SUMMATIVE: TELPAS Writing 1
• SUMMATIVE: Begin remediations of TAKS Short Answer Responses
• Archetypes: Begin at "Mentor"
• Read: The Odyssey
• SUMMATIVE: Odyssey Part 1 Reading Check
• View: The Odyssey
• Annotate: The Odyssey Part 2

Homework:

1. DUE on Today (2.10.11) A Day: Sentence Model 7 Notes
2. DUE on Monday (2.14.11) A Day: Indepedent Reading Packet Numbers 1 - 5 (Pages 1 and 2)

Work Collected in Class:

• SUMMATIVE: Taks Test
• SUMMATIVE: TELPAS WRITING 1
• FORMATIVE: Dialectical Journal on the Odyssey Part 1
• SUMMATIVE: The Odyssey Part 1 Reading Check

Day 53 (2.9.11) B Day

Snow Day

(Please read your independent reading novel. You will have summative work due on it when you return. Please bring your novel to class every day.)

Day 52 (2.8.11) A Day

Objective: Students will practice with literary terms,

close reading, reading visualy graphics,

and writing analytically.

Class Activities

1.   TAKS  packet.

a.    Students should read literary passage 1.

                                          i.    Then, students should answer all multiple – choice questions for literary passage 1.

                                        ii.    Then, students should answer the short – answer, open – ended question for passage 1.

1.    Students should draw the 4 – square box.

2.    Students should fill in all four boxes in the 4 – square box.

3.    Students may use an additional piece of paper to record their short answers if needed.

b.    Students should read the expository passage 2.

                                          i.    Then, students should answer all multiple – choice questions for expository passage 2.

                                        ii.    Then, students should answer the short – answer, open – ended question for the expository passage 2.

1.    Students should draw the 4 – square box.

2.    Students should fill in all four boxes in the 4 – square box.

3.    Students may use an additional piece of paper to record their short answers if needed.

c.    Students should answer the multiple choice questions on both stories and the visual.

d.    Then, students should answer the final short – answer, open – ended questions for the crossover question.

For the first two short-answers, the 4-square box should look like this (only big enough to write in):

#1                        Assertion (your answer to the question) (your topic sentence or brief summary of the point you are trying to make)	#2                      Context                                 (speaker and situation)
#3                        Evidence (a line of text from the passage with quotation marks around it) (proof from the text)	#4                      Commentary (your explanation, interpretation, analysis, or speculation)

The crossover short-answer box should look like the box below. Again, it should be big enough to write inside:
   Assertion                   Context                Evidence          Commentary

	2 (Story 1)	3 (Story 1)	4 (Story 1)
1	5 (Story 2)	6 (Story 2)	7 (Story 2)

Day 51 (2.7.11) B Day

Objective: Students will practice with literary terms,

close reading, reading visualy graphics,

and writing analytically.

Class Activities

1.    Released TAKS practice packet from Spring 2010.

a.    Students should read literary passage 1.

                                          i.    Then, students should answer all multiple – choice questions for literary passage 1.

                                        ii.    Then, students should answer the short – answer, open – ended question for passage 1.

1.    Students should draw the 4 – square box.

2.    Students should fill in all four boxes in the 4 – square box.

3.    Students may use an additional piece of paper to record their short answers if needed.

b.    Students should read the expository passage 2.

                                          i.    Then, students should answer all multiple – choice questions for expository passage 2.

                                        ii.    Then, students should answer the short – answer, open – ended question for the expository passage 2.

1.    Students should draw the 4 – square box.

2.    Students should fill in all four boxes in the 4 – square box.

3.    Students may use an additional piece of paper to record their short answers if needed.

c.    Students should answer the multiple choice questions on both stories and the visual.

d.    Then, students should answer the final short – answer, open – ended questions for the crossover question.

For the first two short-answers, the 4-square box should look like this (only big enough to write in):

The crossover short-answer box should look like the box below. Again, it should be big enough to write inside: