Friday, September 27, 2013

Objective: After reading "A Narrative of the Captivity and Restoration..." students will write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes. They will use: Teacher Modeling, Collaboration, Sentence Stems.

Agenda:

1. Complete Diction Paragraph
• Write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes.
2. Take class survey
3. Be Awesome

Thursday, September 26, 2013

OBJECTIVE: After reading "A Narrative of the Captivity and Restoration..." students will write a paragraph describing Mary Rowlandson's personality and character and how her diction demonstrates these attributes.


Warm-Up: Read the quote and answer the two questions:

“Abuelito under a bald light bulb, under a ceiling dusty with flies, puffs his cigar and counts money soft and wrinkled as old Kleenex.

--Sandra Cisneros, “Tepeyac,” Woman Hollering Creek and Other Stories

How can a ceiling be dusty with flies? Are the flies plentiful or sparse? Active or still? Clustered of evenly distributed?

What does Cisneros mean by a bald light bulb? What kind of room does Abuelito have? What does this tell you about Abuelito?

Assignment:

• Write a paragraph in which you analyze Mary Rowlandson’s diction to explain what type of person she is.

Steps

1. Decide what type of person Rowlandson is
2. Find the words/phrases that made you think that
3. Write Paragraph

Use the following mentor text and writing example to help guide your writing: 

Model Topic Sentence

Urrea's diction highlights his compassion toward the youth searching for purpose

How to Embed your Comics

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Tuesday, September 24, 2013

OBJECTIVE: After reading “A Narrative of the Captivity and Restoration of Mary Rowlandson,” I will be able to answer the basic Who, What, When, Where, and How questions.

Today:

We will read A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
You will read the 1st, 3rd, and 12th remove.

As you read you will need to take notes in this weeks notes (9.23-9.27).

Friday, September 20, 2013

Warm up: Diction Quiz

• 1 Comic about John Smith
• 6 Boxes
• Tell the Story of John Smith from heading up the river to his return to Jamestown (Pick the most important 6 events)
• A relevant quote from the text in each box
• Illustrations that make sense to the reading and what you are summarizing
• This means no skyscrapers, or aliens, or things that are not logical.
• 1 Comic about EITHER John Underhill or Hernan Cortes reading.
• Tell the story of Underhill or Cortes from beginning to end (Pick the most important 6 events)

• Partner up: You and One other person
• If there’s three, you have to do a comic for EACH reading (Cortes, Underhill, Smith)
• Create an account @ Pixton.com
• Select “Fun” then “Login”
• Select “Sign Up” and create a free account
• Use your school MLK email.
• Go to Create a Comic
• Create a Sunday Funny
• Select one of the 6 or 7 box templates

September 19, 2013

September 19, 2013

Objective: I will be able to cite evidence to support what the text says explicitly.

John Smith Reading

You should read the John Smith piece, and complete the questions to demonstrate that you understand the gist of the piece.

Background Video

Below is a video that offers helpful background information about the Powhatan, John Smith, and Jamestown.

September 18, 2013

Objective:

You will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly.

Warm-Up:

Read the quote in your notes, and analyze the diction by complete the two questions. You need to edit the questions in your notes because of a typo. The warm-sup should read:

As I watched the sun broke weekly through, brightened the rich red of the fawns, and kindled their white spots.

-E. B. White, “Twins” Poems and Sketches of E.B. White

1. What kind of flame does kindled imply? How does this verb suit the purpose of the sentence?
2. Would the sentence be stronger or weaker by changing the sun broke weakly through to the sun burst through? Explain the effect this change would have on the use of the verb kindled.

Diction Analysis:

Using the model from yesterday's class, you need to write a paragraph analyzing the diction of John Underhill.

MAKE SURE YOU COPY AND PASTE YOUR PARAGRAPH IN COURSESITES. THIS IS WHERE IT WILL BE GRADED.

Go to CourseSites--Beginnings to 1700--Modules--Diction--Type Submission--Submit

September 17: Diction and Underhill

Objective:  In a well-written paragraph, using evidence from "News from America," you will analyze the diction of John Underhill and its effect.

Today we will complete the notes on Diction, view an example paragraph about Cortes

September 16, 2013

Content Language Objective: In a short constructed response students will examine the writings of Cortes, Champlain, & Underhill and explain how those in power approach the world using cornell notes, collaboration, close reading, modeling

Reading: John Underhill "News from America" 

Today we will conduct a close reading of the excerpt by Underhill and learn the strategies of proficient readers. 

Make a copy of your Cornell Notes for this week 9.16/9.20   and place them in your Cornell Notes folder.  Completely fill out your notes for 9.16.13 and in at least a paragraph (8 sentences) complete the closing activity. 

September 13, 2103

Warm-Up:

Please take a few minutes to complete the Google Form quiz below.  We would like your feedback on the class so far, as well as any suggestions you may have for moving forward.  Please be honest, but constructive and reasonable.

Module

Today is a day to demonstrate your understanding of the two readings (Champlain and Underhill).  You and a partner need to create two AVID one-pagers.  One for Champlain and one for Underhill.  You have already begun the Champlain piece, today is your day to finish that and add the Underhill piece.

These should both be in the same document.  Page one is Champlain, Page two is Underhill.

These are a chance to be creative; make it interesting.  Just make sure it is one per page.

One-Pager Requirements

• At least three important quotes (cited correctly)
• At least three images
• A paragraph explanation
• For Champlain, explain your reaction the the Algonquin's treatment of the Iroquois prisoner.
• For Underhill, explain your reaction to the events Underhill describes.
• No more than one page for each
• Include the title of the piece and the author somewhere on the page.
• Include your names in the footer (in size 7 font).

PLEASE MAKE SURE THE DOCUMENT IS IN YOUR DRIVE FOLDER FOR THIS CLASS.  IF IT ISN'T, I CANNOT SEE IT AND YOU DO NOT GET CREDIT.

Here is a clip from a longer piece that may help with the Underhill piece.  Please take the time to view.

Samuel de Champlain and John Underhill

By the end of the module you should be able to explain and analyze the interactions between Native Americans and Native Americans and Europeans and Native Americans.

You Will:

• Closely read "Voyages of Sieur de Champlain" and "News from America"using your cornell notes as a guide
• Complete an AVID 1 pager with a partner

Hernan Cortes: from "Second Letter to Spanish Crown" Module

By the end of this module, you should be able to explain Cortes' experiences and observations with and about the Aztecs, specifically, his comparison between the Aztecs and the Spanish.


You will:

• View a video reading of Cortes' letter that includes various visuals of the Aztecs
• Closely read Cortes' letter for yourself, using your Cornell Notes as a guide.
• Analyze why Cortes' letter is an important text to read and what it tells us about Cortes.

• Start Here by making a copy of this week's Cornell Notes.  Remember to put them in the Cornell Notes folder in Drive.
• Cornell Notes 9.9-9.13  Remember, you need to rename the file.

• Now, watch the Video:

• Now, using your Cornell Notes, read the text of Cortes' Letter (38-42) in your textbook, or Here.  Remember, the reading includes the introduction.