Ms. Oing English 3

Ms. Oing English 3

Unit 4: Division, Reconciliation, and Expansion

Agenda: 1/7/13

• DOL Warmup• Pickup Books• Thematic Focus

Reminders

• this week AoW 15 Friday

Thematic Focus

• Working in your table groups, answer 5 questions for the Timeline on p430-431 of your textbook

• Staple half-sheet of questions to top of paper and turn in If finished today, +5 extra credit If not finished, finish tomorrow before doing “The

Story of the Times” activity

Ms. Oing English 3


Agenda: 1/8/13

• SUB• Finish Thematic Focus: Timeline• Thematic Focus: The Story of Our Times

Reminders


Ms. Oing English 3


Agenda: 1/9/13

• DOL Warmup• Review Thematic Focus• “An Episode of War”

Grammar: Like vs. As Elements of Realism & Naturalism

Reminders


Thematic Focus Review

• What is Realism? shows people and lives realistically emphasize harsh realities of daily life ordinary people

• What is Naturalism? deeply affected by natural forces

• heredity, environment, chance cannot be controlled, must carry on

• What’s the difference? Naturalism emphasizes lack of control

characters have over life changes

Grammar: Like vs. As

• as,as if, as though conjunction Subordinate conjunctions used to introduce

subordinate clause• The lights on the tree twinkled, as if they were tiny

stars come down from the heavens.

• like preposition Preposition that takes noun/pronoun as its object

and is used to intro a prepositional phrase• The cart raced down the hill like a speeding bullet.

Grammar: Like vs. As

• Use “like” when no verb follows, use “as” when verb follows My cousin looks like Batman. It’s as if my cousin were Batman. My neighbor yelled like a maniac. My neighbor yelled as though he were a maniac.

Grammar & Style Practice

1. …contemplated the distant forest as if their minds were fixed upon the mystery…

2. He looked at it in a kind of stupefaction, as if he had been endowed with a trident…

3. …It is as if the wounded man’s hand is upon the curtain…

4. It was, for a wonder, precisely like a historical painting.

5. …where the shooting sometimes crackled like bush-fires…

“An Episode of War”

• Open TB to p443• Follow along with audio reading


1. He was on the verge of a great triumph in mathematics, and the corporals were thronging forward, each to reap a little square [of coffee], when suddenly the lieutenant cried out and looked quickly at a man near him as if he suspected it was a case of personal assault. The others cried out also when they saw blood upon the lieutenant’s sleeve Naturalism

• The event of being shot is a force beyond the lieutenant’s control


2. One, seeing his arm, began to scold. “Why, man, that’s no way to do. You want to fix that thing.” He appropriated the lieutenant and the lieutenant’s wound. He cut the sleeve and laid bare the arm, every nerve of which softly fluttered under his touch. He bound his handkerchief over the wound, scolding away in the meantime. Realism

• This is the way one person might realistically react to the situation


3. When he reached home, his sisters, his mother, his wife, sobbed for a long time at the sight of the flat sleeve. “Oh, well,” he said, standing shamefaced amid these tears. “I don’t suppose it matters so much as all that.” Both

• Naturalism: This passage emphasizes the lieutenant’s and the women’s reactions to an event outside their control

• Realism: The reaction reflects realistic responses to the lieutenant’s injury


• Extra Credit: On the back of the worksheet in a reframed sentence: According to the Naturalists, humans are weak

and ineffectual beings at the mercy of deterministic forces. Defend this statement using examples from “An Episode of War.”• Story is available online, I can post a link

Ms. Oing English 3


Agenda: 1/10/13

• DOL Warmup• Spirituals

Grammar: Direct Address Slave Spirituals

Reminders

• today Grammar: Like vs. As

• tomorrow AoW 15 Friday

Grammar: Direct Address

• the addressing of something or someone by name sometimes by phrase (“my child,” “my dear”)

• name set off by one or more commas, depending on placement Anne, sing this spiritual. Sing the words more clearly, Anne. One goal of a spiritual, Anne, is to arouse strong

emotion.

Slave Spirituals

• Open TB to p450

Ms. Oing English 3


Agenda: 1/11/13

• DOL Warmup• Turn ‘n’ Talk• Reading Circles: First Meeting

Reminders

• today Spirituals Worksheet AoW 15

• next week DOL & Reflection Wednesday Vocabulary Definitions Thursday AoW 16 Friday

Turn ‘n’ Talk

• Get out your AoW• Turn to someone at your table who also did it

If no one at your table did it, find someone who has

Odd man out? Find a pair and make a 3some

• Write down on the back of your reflection the name of your TnT partner

• Share3. Three things you found interesting2. Two questions you have after reading1. One new thing you learned

Reading Circles

• Smart readers: Visualize Connect Question Infer Evaluate Analyze Recall Self-monitor

Reading Circles: Assessment

• Role Sheets• Teacher Observation• Group Assessments• Self Assessments• Individual Portfolio

First Meeting Business

• Reading Schedule What pages/chapters should be read by each

day?• 9 20-minute meetings (Tuesdays & Fridays)

Suggestion: Start slowly with smaller assignments for next week, then build up

Can adjust/change assignments if necessary later


• Group Policies How will your group ensure good book

discussion, comprehension, and participation from everyone?

Expectations• Work done on time• Reading completed• Good social/conversational skills (eye contact,

wait your turn, etc)• Ask follow up questions


• Liability What is the consequence if someone comes

unprepared?• Has to leave group till caught up on reading?• Sits and listens but cannot participate in

discussion?• Sits in and can participate in discussion?• Loss of points?

Ms. Oing English 3


Agenda: 1/14/13

• DOL Warmup• Grammar: Correlative Conjunctions• My Bondage and My Freedom

Reminders

• tomorrow Reading Circles Meeting Grammar: Correlative Conjunctions

• this week DOL & Reflection Wednesday Vocabulary Definitions Thursday AoW 16 Friday

Grammar: Correlative Conjunctions• conjunctions link up words, phrases, and

clauses• correlative conjunctions are pairs of

connectors that link words and phrases that are grammatically similar either…or neither...nor whether…or not only…but also just as…so

• She either thought it unnecessary, or she lacked the depravity indispensable to shutting me up in mental darkness.

Grammar: Correlative Conjunctions• Practice

Grammar: Correlative Conjunctions• HW: Copy the following 5 sentence starters• Complete each sentence so that the final

version contains a pair of correlative conjunctions1. Just as soldiers must obey their superiors, ___2. Neither the general ______________________3. We didn’t know whether we should visit the

battlefield _____________________________4. Not only did soldiers fight each other, _______5. The armies must either march through the

forest _________________________________

My Bondage and My Freedom

• Do you agree or disagree with the following statement? Support your opinion Both slaves and slaveholders were victims of

slavery.• What evidence might Douglass offer to support

his point?

• TB p456: Background for Understanding


• TB p458• As you read, look for

details about the author’s special qualities details that expand your understanding of what it

was like to be a slave

• Complete the following chart on your paper

Douglass’s Character Traits Details About Slavery


• Based on the details in your chart

• Answer in reframed sentences

1. Which of Douglass’ special qualities are conveyed through this section of his autobiography? Explain.

2. How did reading this section add to your understanding of the effects of slavery?

Extra Credit: Critical Thinking #4, p464

Douglass’s Character Traits Details About Slavery

Ms. Oing English 3


Agenda: 1/15/13

• DOL Warmup• Vocabulary 4-1 Definitions• Reading Circles Meeting

Reminders

• today Reading Circles Meeting Grammar: Correlative Conjunctions

• tomorrow DOL & Reflection My Bondage and My Freedom Questions

• this week Vocabulary 4-1 Definitions Thursday AoW 16 Friday

Vocabulary Definitions

1. Teacher reads word

2. Class repeats word

3. Teacher reads sentence

4. Students individually guess word’s meaning

5. Repeat 1-4 to end

6. Students get definitions for HW Do NOT use word as part of definition Definitions must be 3 words or more long Definition must match both part of speech and

way word is used in sample sentence

Reading Circle Meetings

• Use as much of the meeting time for book-related discussion as possible Any time at the end should be for completing

assessments or getting a start on reading Friday’s assignment

• Use role sheets only if needed If you can generate book-related discussion

without using them, go for it

• Complete self-assessment• Complete group assessment

Ms. Oing English 3


Agenda: 1/16/13

• DOL Warmup• “Gettysburg Address”

Reminders

• today Grammar: Correlative Conjunctions My Bondage and My Freedom Questions DOL & Reflection

• tomorrow Vocabulary 4-1 Definitions

• this week AoW 16 Friday Reading Circles Friday

“The Gettysburg Address”

• TB p480• Beyond dedicating the battlefield cemetery,

what was Lincoln’s main purpose in “The Gettysburg Address?

• How does Lincoln attempt to reconcile or reach out to both the North and the South in his speech?

Ms. Oing English 3


Agenda: 1/17/13

• DOL Warmup• Civil War Diaries, Journals, & Letters

Reminders

• today Vocabulary 4-1 Definitions

• tomorrow AoW 16 Reading Circles

Civil War Diaries, Journals, & Letters• Quarter your worksheet and label quadrants,

then decide in your group who is A, B, C, DA. “from Mary Chestnut’s Civil War” p496B. “Recollections of a Private” p499C. “A Confederate Account of the Battle of

Gettysburg” & “An Account of the Battle of Bull Run” p500

D. “Reaction to the Emancipation Proclamation” & “An Account of an Experience with Discrimination” p502

• Label quadrants with titles & name of group member responsible

Civil War Diaries, Journals, & Letters• Read your selection quietly to yourself and

write: 3 sentence summary of its contents 2 details you found that you likely wouldn’t find in

a history book 1 quote or passage you found moving

• Share out with your group, completing the quadrants

Civil War Diaries, Journals, & Letters• Why is it important to be able to tell the

difference between fact and opinion in writing?

• Complete worksheet in your table groups If you finish in class, no extra HW tonight

1. John Manning was pleased as a boy to be on the Beauregard’s staff while the row goes on. Fact: John Manning was on Beauregard’s staff Opinion: John Manning was pleased as a boy

Civil War Diaries, Journals, & Letters2. Why did that green goose Anderson go into

Fort Sumter? Fact: Anderson went into Fort Sumter. Opinion: Anderson is a “green goose.”

3. “Get up, you foolish woman—your dress is on fire,” cried a man. Fact: The woman’s dress is on fire. Opinion: She is a foolish woman.

Civil War Diaries, Journals, & Letters4. …the flannel shirt was coarse and unpleasant,

too large at the neck and too short elsewhere. Fact: The shirt was flannel. Opinion: The flannel shirt was coarse and

unpleasant, too large at the neck, too short elsewhere.

5. On swept the gallant little brigade… Fact: The little brigade swept on. Opinion: The little brigade was gallant.

Civil War Diaries, Journals, & Letters6. By the strenuous efforts of the officers of the

line and of the staff, order was restored… Fact: Order was restored by everyone’s efforts. Opinion: The efforts were strenuous.

7. Yesterday we fought a great battle and gained a great victory. Fact: Yesterday we fought a battle and were

victorious. Opinion: The battle and victory were “great.”

Civil War Diaries, Journals, & Letters8. The third sheet from the press was grabbed for

by several, but I succeeded in procuring so much of it as contained the proclamation, and off I went for life and death. Fact: The sheet was grabbed for by several, but

he got the proclamation and left. Opinion: Turner was running “for life and death.”

Ms. Oing English 3


Agenda: 1/18/13

• DOL Warmup• Turn ‘n’ Talk• Reading Circles Meeting

Reminders

• today AoW 16 Reading Circles

• next class Vocabulary 4-1 Sentences Reading Circles

• next week DOL & Reflection Wednesday Vocabulary 4-1 Review & Quiz Thursday AoW #17 Friday Reading Circles Friday

Turn ‘n’ Talk






Reading Circle Meetings• Take entire manilla folder to group• Use as much of the meeting time for book-

related discussion as possible• Use role sheets only if needed

If you can generate book-related discussion without using them, go for it

• Back Pocket of Folder: Role Sheets (unstapled) Stapled individual packet

• Group Assessment (on top)• Self Assessment

Role Sheets & Assessments should be as full and detailed as possible

Ms. Oing English 3


Agenda: 1/22/13

• DOL Warmup• Vocabulary Review 4-1• Reading Circles Meeting

Reminders

• today Vocabulary 4-1 Sentences Reading Circles

• tomorrow DOL & Reflection

• this week Vocabulary 4-1 Review & Quiz Thursday AoW #17 Friday Reading Circles Friday

Vocabulary Review: Unit 4-1

• Column 1: Fill in the words & parts of speech

• Column 2: Your best recollection of the definition

• Column 3: Rate your knowledge/comfort with the word now

• Column 4: The actual definition, from your chart or dictionary (for HW)

aggregation (n)consternation (n)depravity (n)stringency (n)oppressed (v)

precipitate (v)smite (v)benevolent (adj)inscrutable (adj)disdainfully (adv)







Ms. Oing English 3


Agenda: 1/23/13

• DOL Warmup• Grammar Review: Like vs. As• Regional Dialect

“The Notorious Jumping Frog of Calaveras County”

Reminders

• today DOL & Reflection

• tomorrow Vocabulary 4-1 Review & Quiz

• this week AoW #17 Friday Reading Circles Friday

Grammar Review: Like vs. As

• He wanted to be heard by everyone _____ if he were music to people.

• It looked _____ the dog was angry.• Marijuana can be used ____ a medicine.• It’s _____ the weather is bipolar.• The water combines together ____ they were

magnets.• Today I feel _____ Christmas break was not as

long as I wanted it to be.


• It was a time of Dad and son, which I enjoyed because he works _____ there is no end to help my family.

• My friends and I were acting _____ we were one of the workers.

• We watch the rumble of fireworks _____ we were watching an elegant rainbow.

• It was _____ I was living in a cave.• Before winter break, all of us used to talk _____

we were childhood friends.• I would feel really sleepy _____ if I went to

school too.


Like• preposition

• not followed by verb

As• conjunction

• followed by verb

Mark Twain

• born Samuel Langhorne Clemens, used penname Mark Twain “mark twain” = two fathoms deep, a nautical

measurement of depth indicating it was safe for a boat to pass

showed Clemens’ love of the riverboat life

Mark Twain

• most known for use of humor and regional dialect regional dialect: informal, often grammatically

incorrect, language people of a certain part of the world use in everyday speech.• thish-yer = this here• ketched = catched = caught• ‘taint = it ain’t = it isn’t

often difficult to read; easier to hear/say

• On your binder paper, write down 5-7 examples of modern regional dialect (East San Jose, 2000s)

Mark Twain

• “The Notorious Jumping Frog of Calaveras County” p525

• As you listen, write down 5-10 examples of regional dialect used in the story (OTHER than the examples I gave), and make your best guess what each means.

• Critical Thinking: Compare & Contrast Based on the way they use language, compare

the personality of the anonymous narrator with that of Simon Wheeler.

Ms. Oing English 3


Agenda: 1/24/13

• DOL Warmup• Quiz: Vocabulary 4-1• Tone• Headed West

Reminders

• today Vocabulary 4-1 Review & Quiz

• tomorrow AoW #17 Reading Circles

Vocabulary Quiz

• I will distribute tests when it is quiet• Fill in the blanks with the correct words from the

word bank Points will be deducted if word is misspelled

• Turn test over on desk when finished Non-disruptive electronics use is welcome once

test is completed

• Remain quiet until everyone is finished or time is up

Vocabulary Quiz Reflection

• Complete the following sentences on the back of your quiz1. On this quiz I scored a _____.2. I expected to score a _____.3. The reason(s) why I did/not meet my

expectation is/are ___________________.

*You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

Tone

• tone: the attitude a writer takes toward his or her subject in-person: word choice, voice, body language in-writing: word choice, voice, body language

(described by adjectives), and treatment of characters/events

• Complete worksheet 1-4, discussing with table group

Tone

1. “I want to have time to look for my children and see how many I can find. Maybe I shall find them among the dead.” – Chief Josepha. warlikeb. despairingc. questioningd. calm

Tone

2. “There is no retreat but in submission and slavery! Our chains are forged! Their clanging may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat, sir, let it come!” – Patrick Henry, “Speech in the Virginia Convention”a. sarcasticb. objectivec. annoyedd. challenging

Tone

3. “Proceed, great chief, with virtue on thy side. / Thy ev’ry action let the goddess guide, / A crown, a mansion, and a throne that shine. / With gold unfading, WASHINGTON! Be thine.” – Phyllis Wheatley, “To his Excellency, George Washington”a. amusedb. victoriousc. yearningd. scandalized

Tone

4. “The grave was made beneath the shade of some noble oaks. It had been carefully watched to the present hour by the Pawnees of the Loup, and is often shown to the traveler and the trader as a spot where a just man sleeps.” –James Fenimore Cooper, The Prairiea. respectfulb. gloomyc. criticald. bitter

Westward Expansion

• A new law has been passed: by the time all young people turn 18, they must leave America to relocate elsewhere. What would you do? Where would you go? With whom/how would you travel? What would you bring? How would you say good-bye to friends &

family?

“Heading West” p546 & “I Will Fight No More Forever” p551• In your table groups, take turns reading aloud• Copy the following chart onto the back of your

worksheet and complete as you are reading/listening

1: specific words, phrases, & passages that had a strong effect on you

2: ideas, emotions, and images that the words evoked 3: how your response added to your understanding

• Do worksheet part B for ExC

Words, Phrases, Passages

Ideas, Emotions, Images

Improved Understanding

Ms. Oing English 3


Agenda: 1/25/13


Reminders

• today AoW #17 Reading Circles

• next week Reading Circles Tuesday DOL & Reflection Wednesday Vocabulary 4-2 Definitions Thursday AoW #18 Friday Reading Circles Friday

Turn ‘n’ Talk












Ms. Oing English 3


Agenda: 1/28/13

• DOL Warmup• Frontier Survival

“To Build a Fire”

Reminders

• tomorrow Reading Circles

• this week DOL & Reflection Wednesday Vocabulary 4-2 Definitions Thursday AoW #18 Friday Reading Circles Friday

Frontier Survival “Day had broken, cold and gray…There was no

sun nor hint of sun…The Yukon lay a mile wide and hidden under three feet of ice. On top of this ice was as many feet of snow. North and South, as far as he could see, it was unbroken white…Undoubtably it was colder than fifty degrees below zero…”

• What might happen to a person who sets out alone on a day-long journey on foot in these conditions?

Frontier Survival

• What was Seward’s Folly? Purchase of Alaska from Russia

• Gold discovered in part of Alaska known as the Yukon in 1896 Klondike stampede of 1897-1898

• Jack London

Frontier Survival

• TB p556• As you listen, complete a chart like the one

below on binder paper to make THOUGHTFUL predictions about what will happen in the story or to the characters (will probably continue Wednesday)

A: 10 B: 7 C: 5 D: 3

Clues Prediction Outcome

Ms. Oing English 3


Agenda: 1/29/13

• DOL Warmup• Vocabulary 4-2• Reading Circles

Reminders

• today Reading Circles

• tomorrow DOL & Reflection

• this week Vocabulary 4-2 Definitions Thursday AoW #18 Friday Reading Circles Friday

Vocabulary Definitions

1. Teacher reads word

2. Class repeats word

3. Teacher reads sentence

4. Students individually guess word’s meaning

5. Repeat 1-4 to end

6. Students get definitions for HW Do NOT use word as part of definition Definitions must be 3 words or more long Definition must match both part of speech and

way word is used in sample sentence







Ms. Oing English 3


Agenda: 1/30/13

• DOL Warmup• “To Build a Fire”, cont

Reminders

• today DOL & Reflection

• tomorrow Vocabulary 4-2 Definitions

• this week AoW #18 Friday Reading Circles Friday

Frontier Survival

• TB p562• As you listen, complete a chart like the one

below on binder paper to make THOUGHTFUL predictions about what will happen in the story or to the characters

A: 10 B: 7 C: 5 D: 3

Clues Prediction Outcome

Ms. Oing English 3


Agenda: 1/31/13

• DOL Warmup• Review “To Build a Fire”• Folk Tales, Legends, and Ballads

Reminders

• today Vocabulary 4-2 Definitions


Conflict

• conflict: the struggle between two opposing forces or characters internal conflict: struggle between conflicting

thoughts/emotions within character’s mind external conflict: struggle between character

and outside force• other character, society, nature, fate

• Complete “Conflict” Worksheet in groups

Conflict

1. “It was seventy-five below zero. Since the freezing point is thirty-two above zero, it meant that one hundred and seven degrees of frost obtained.” External; person against nature

2. “There was nobody to talk to; and, had there been, speech would have been impossible because of the ice-muzzle on his mouth.” External; person against nature

Conflict

3. “He tried to keep this thought down, to forget it, to think of something else, he was aware of the panicky feeling that it caused and he was afraid of the panic.” Internal: person against himself

4. “He spoke to the dog…but in his voice was a strange note of fear that frightened the animal…As it came within reaching distance, the man lost his control.” External: person against another character

Conflict

5. “High up in the tree one bough capsized its load of snow…it grew like an avalanche, and it descended without warning upon the man and the fire, and the fire was blotted out!” External: person against nature

6. “He was very careful. He drove the thought of his freezing feet, and nose, and cheeks, out of his mind, devoting his whole soul to the matches.” External: person against nature

Conflict

7. “…it was a matter of life and death. This threw him into a panic, and he turned and ran up the creekbed along the old, dim trail.” Internal: person against himself

8. “Well, he was bound to freeze anyway, and he might as well take it decently.” External: person against fate/uncontrolled

circumstance

Thematic Focus

• Back of worksheet, write down elements of realism and/or naturalism present in story for HW

Folk Tales, Legends, Ballads

• What characteristics would make someone a hero of legen—wait for it—dary proportions today?

• folk literature: stories & ballads handed down orally folk tales: traditional stories, based on fanciful

heroes with mythical qualities legends: traditional stories that deal with a

particular/actual person, slightly exaggerated ballads: song-like poems that tell story

• adventure or romance

Folk Tales, Legends, Ballads

• cultural details: clues about the everyday things in the society at a certain time furniture style of dress food customs speech

• help readers imagine life as it was lived in that time

Ms. Oing English 3


Agenda: 2/1/13


Reminders

• today AoW #18 Reading Circles

• next week Vocabulary 4-2 Sentences Tuesday Reading Circles Tuesday DOL & Reflection Wednesday Vocabulary 4-2 Review & Quiz Thursday AoW #19 Friday Reading Circles Friday

Turn ‘n’ Talk












Ms. Oing English 3


Agenda: 2/4/13

• DOL Warmup• Grammar: Appositive Phrases• Irony

“The Story of an Hour”

Reminders

• tomorrow Vocabulary 4-2 Sentences Reading Circles

• this week DOL & Reflection Wednesday Vocabulary 4-2 Review & Quiz Thursday AoW #19 Friday Reading Circles Friday

• next week Reading Circles Tuesday Unit Test Thursday or Friday Reading Circles Reflection Thursday or Friday

CAHSEE Schedule

Tuesday Times WednesdayCAHSEE ELA

8:00am-11:30am CAHSEE Math

Lunch 11:30am-12:00pm Lunch4th Period 12:04pm-12:35pm 4th Period3rd Period 12:42pm-1:25pm 5th Period2nd Period 1:32pm-2:15pm 6th Period1st Period 2:22pm-3:05pm 7th Period

Grammar: Appositive Phrases• Worksheet• Writing Application for Homework

NEWS FLASH

• In your table group, generate a list of as many “news flashes” as you can think of that would change your life & list on your binder paper

• In “The Story of an Hour”, a character has unexpected reactions to unanticipated news. Things are not always as they appear, and there

is often more than one way to look at them.

• What sort of news flash is this? A man afraid of flying his whole life finally takes a

flight and dies in a horrific crash, from an airline with a previously spotless record.• Hint: Six-letter title of Alanis Morissette song: • I _ _ _IC

Irony

• irony: a contrast between what happens and what is expected to happen verbal: use of words to suggest opposite of

meaning situational: outcome of action/situation is

different than characters/readers expect dramatic: readers are aware of something

crucial that character is not and has effect

“The Story of an Hour” p592

• As you read/listen, complete a chart like the one below binder paper

Ironic Detail What You Expected

What Actually Happened

“Knowing that Mrs. Mallard was afflicted with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death;”

(After hearing and processing the news of her husband’s death)“There was something coming to her and she was waiting for it, fearfully.”

“drinking in the elixir of life”; “breathed a quick prayer that life might be long;”

Mr. Mallard walks in the door, unexpectedly having survived.

Irony Extra Credit

• On your binder paper, identify other stories you have read (or seen, like TV shows) that use irony Quote or summarize a passage that is an

example of one of the types of irony Identify which type of irony it is (verbal,

situational, dramatic) Explain the irony

Ms. Oing English 3


Agenda: 2/5/13

• DOL Warmup• Vocabulary 4-2 Review• Reading Circles

Reminders

• today Vocabulary 4-2 Sentences Reading Circles

• this week DOL & Reflection Thursday Vocabulary 4-2 Review & Quiz Thursday AoW #19 Friday Reading Circles Friday







defiance (n)importunities (n)pall (n)repression (n)forestall (v)

conjectural (adj)unwonted (adj)elusive (adj)peremptorily (adv)tumultuously (adv)







Ms. Oing English 3


Agenda: 2/6/13

• DOL Warmup• Vocabulary 4-2 Review• Reading Circles

Reminders

• today Vocabulary 4-2 Sentences Reading Circles DOL & Reflection

• this week Vocabulary 4-2 Review & Quiz Thursday AoW #19 Friday Reading Circles Friday







defiance (n)importunities (n)pall (n)repression (n)forestall (v)

conjectural (adj)unwonted (adj)elusive (adj)peremptorily (adv)tumultuously (adv)







Ms. Oing English 3


Agenda: 2/7/13

• DOL Warmup• Vocabulary 4-2 Quiz• Poets of the Era

Paul Laurence Dunbar Edwin Arlington Robinson Edgar Lee Masters

Reminders

• today Vocabulary 4-2 Review & Quiz



Vocabulary Quiz

• I will distribute tests when it is quiet• Fill in the blanks with the correct words from the

word bank Points will be deducted if word is misspelled

• Turn test over on desk when finished Non-disruptive electronics use is welcome once

test is completed

• Remain quiet until everyone is finished or time is up

Vocabulary Quiz Reflection

• Complete the following sentences on the back of your quiz1. On this quiz I scored a _____.2. I expected to score a _____.3. The reason(s) why I did/not meet my

expectation is/are ___________________.

*You WILL still be doing a Word Wall this grading period, just on a separate sheet of paper

Poets of the Era: Paul Laurence Dunbar• first African American to support himself entirely

by writing• focused on

the lost world of the southern plantation social problems facing African Americans @ turn

of century

• wrote in two styles: formal, and rural• TB p600• Reading Strategy: Interpret

read between and beyond lines to discover what poet really means

Poets of the Era: Edwin Arlington Robinson & Edgar Lee Masters• Robinson

people‘s inner struggles• lives are trivial and meaningless / want to live in

other place or time

• Masters largely spoken by the dead vivid portrait of life in small Midwestern towns

• TB p606• Reading Strategy: Recognize Attitudes

point of view or outlook on life• author‘s natural• author‘s presentation

Ms. Oing English 3


Agenda: 2/8/13

• Turn ‘n’ Talk: AoW• Reading Circles

Reminders

• today Poets Worksheet AoW #19 Reading Circles


Turn ‘n’ Talk












Ms. Oing English 3


Agenda: 2/11/13

• “A Wagner Matinee” Clarifying Characterization

Reminders

Mon Tues Wed Thurs Fri*DOL & Reflection

*Reading Circles

*Late Start Collab

*Meet in C-Commons

*Unit Test *Word Wall & Practice

The Power of Music

• Have you ever heard a song that grabbed at your emotions, pulling you out of the moment and into another time or place? Turn to a partner and briefly describe a time

when a song or piece of music stirred up your emotions.

• The story today addresses a woman who experiences a flood of long-buried emotions when she attends a special concert…

“A Wagner Matinee” p614

• Willa Cather raised in the “prairie” in the Nebraska frontier stories about cultural diversity of Nebraska

immigrants appealed most to readers and critics• admiration for courage & spirit of frontier settlers• awareness of loss felt by pioneers• loneliness & isolation

contrasted stark realities of frontier life with possibilities of life in more cultured world

Reading Strategy: Clarify

• As you read, clarify confusing parts bya. reading a footnoteb. looking up a word in the dictionaryc. rereading a passage to refresh memoryd. reading ahead to find additional details

• Complete Characterization for HW

Ms. Oing English 3


Agenda: 2/12/13

• Unit Test Review• Reading Circles

Reminders


*Characterization Worksheet

*Reading Circles

*Late Start Collab

*Meet in C-Commons


Unit Test Review

• 50 Multiple Choice Questions• 1 Short Essay

1/4p=B 1/2p=A

Unit Test Review

Literature• Realism, Naturalism

Stephen Crane Frederick Douglas Mark Twain Jack London Kate Chopin Willa Cather

• Gettysburg Address• Spirituals/Refrains• Folk Tales, Legends,

& Ballads

Literary Techniques• Fact vs Opinion• Regional Dialect• Tone• Conflict• Irony

Part 1: Literature (25 questions)

Unit Test Review

• Part 2: Grammar (15 questions) Like vs. As Direct Address Correlative Conjunctions Appositive Phrases

Unit Test Review

• Part 3: DOL Review (10 questions)

Ex: James wanted to go to the park, however; his Mom says he was too sick and needed to rest.

What is the best way to correct the underlined section?a. park, however, his Mom saysb. park; however, his Mom saidc. park; however, his mom saysd. park; however, his mom said

To My Special Valentines <3

• You are welcome to use 1 3”x5” notecard on the multiple choice portion of the test







Ms. Oing English 3


Agenda: 2/13/13

• Psych Fair

Reminders



*Reading Circles

*Late Start Collab

*Meet in C-Commons


Ms. Oing English 3


Agenda: 2/14/13

• Book Pass

Reminders



*Reading Circles

*Late Start Collab

*Meet in C-Commons

*Word Wall & Practice

*Unit Test

Book Pass

• Choose one of the books at your table Look at the front cover Look at the back cover Read the first few pages

• When the timer goes off after 2 minutes, write down Title & Author Brief 1-sentence summary Your opinion

• When I say “Book Pass”, pass clockwise (left) When first set of books have visited all @table,

choose from center

Book Pass

• WITHOUT DISCUSSING WITH YOUR FRIENDS

• List book choice, ranked in order of preference, 1=highest priority, 9=lowest priority

• Include at least one reason why you ranked this book here, including reasons why it’s not higher (be honest ;) ) This will help me determine which book for you if

your first choice is not available

Book Pass

1. The Bluest Eye by Toni Morrison I liked Beloved and this is by the same author

2. The Great Gatsby by F. Scott Fitzgerald The movie is coming out soon and I want to

read the book first

3. Rain of Gold by Victor Villasenor My friend said this was a good book, so I’m

willing to try it

4. Native Son by Richard Wright This is last because it has too many pages and

I can’t really connect with the story

Ms. Oing English 3

END

Unit Test

• Mark answers on bubble sheet only Ignore “Form”; there is no Form Letter

• Turn in Multiple Choice part of test before beginning essay, then pick up textbooks Write essay on back of answer sheet

• Non-disruptive use of electronics is welcome after test is completed and turned in

• Book Reviews will start when all tests have been turned in, or halfway through the period (whichever comes first)

Vocabulary Flashcards• Share w/ partner your definition

Decide which of you has the best definition

• On the red line: Write your assigned word (on the left) Write your names (on the right)

• On the lined side of the index card: LABEL & write the dictionary definition (3+ words) LABEL & write the paraphrased definition (3+ words)

• On the unlined side Create a graphic or symbol to represent your word

• Words/letters can be no more than 25% of total

Documents

Ms. Oing English 3