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.