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:

Day 51 (2.4.11) A Day

Snow Day

Day 50 (2.3.11) B Day

Class Activities

• SNOW DAY

Homework:

1. DUE on Wednesday (2.9.11): Copy Sentence Model 7 Notes (On Blackboard)

Day 50 (2.2.11) A Day

Objective:

Students will be able to:

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

Class Activities

• SNOW DAY

Homework:

1. DUE on Wednesday (2.9.11): Copy Sentence Model 7 Notes (On Blackboard)

Work Collected in Class:

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 49 (2.1.11) B Day

Objective:

Students will be able to:

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

Class Activities

• SNOW DAY

Homework:

1. DUE on Monday (2.7.11): Copy Sentence Model 7 Notes (On Blackboard)

Work Collected in Class:

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.