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December 2019

November 2019

Nov 18-22, 2019

Learning Target- Elements of Poetry-

What does the title mean, paraphrase in your own words,  identify figurative language, author's attitude, shifts in tone, subject, theme. 

Language Objective-

Students will read and analyze Shakespearean sonnets, poems from Emily Dickinson, Robert Frost, Langston Hughes  Students will speak and write their own poems. 

Content Objective

Students will learn about end rhyme, rhyme scheme, figurative language, word meaning in Shakespearean sonnets, poems from Emily Dickinson, Robert Frost, Langston Hughes 

Standards-

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations

 

Monday Nov 18th

(Reading/Writing/Speaking) Intervention/Extension- Poetry Vocabulary assessment from Friday

Intervention- work in leveled groups and write the correct answers to five questions you missed.

Extension- utilize vocabulary from last week's quiz to identify figurative language in Shakespearean sonnets.

Listening/Reading- Learn about Robert Frost and Emily Dickinson Download Emily Dickinson

How does their life reflect in their poetry? Download Emily Dickinson

Emily Dickinson -Hope is the thing with feathers ,

Much Madness is Divinest Sense complete a TPFASST on both poems

Download TPFASTT Emily Dickinson

(Reading/Writing/Speaking/Listening)

Robert Frost  The Road Not Taken, Fire and Ice complete a TPFASST on both poems.

 

Tuesday November 19th

(Listening) Harlem Renaissance- Review timeline activity  Download Great Migration Review-Guided Notes

(Listening, Reading) Who is Langston Hughes?- Watch Biography clip

Use the PPT to help analyze Dreams and Dreams Deferred 

Download Hughes - Dreams and Dream Deferred

(Reading/Writing/Speaking/Listening)  Analyze the poem  Dreams

(Reading/Writing/Speaking/Listening )Analyze the poem   Dreams Deferred

(Reading/Writing) Compare/Contrast both poems.  Utilizing a graphic organizer Download Poetry Compare Contrast

(Reading/Speaking) KAHOOT- Poetry Test Review  (time permitted if not tomorrow)

 

Wednesday November 20th

Intervention/Extension

Poetry Test Review- Intervention

Extension- further analysis of Langston Hughes - I Too am American poems looking for figurative language 

(Reading/Writing) Poetry TEST  (summative assessment) 

(Reading/Listening)Learn about Walt Whitman

 

Thursday November 21st

(Reading/Listening) Complete lesson on Walt Whitman

Walt Whitman video

(Listening) watch the movie Dead Poets Society

(Reading/Writing) Watch and answer questions THESE ARE DUE TOMORROW FOR A GRADE

 

Friday November 22nd

(Listening)Dead Poets Society

(Reading/Writing)Watch and answer questions- TURN QUESTIONS IN TODAY FOR A GRADE!!!!

Mrs. Suarez is out today.

Have a wonderful holiday break!!

See you in December.


Nov 11-15th 2019

Learning Target- Elements of Poetry-

What does the title mean, paraphrase in your own words,  identify figurative language, author's attitude, shifts in tone, subject, theme. 

Language Objective-

Students will read and analyze Shakespearean sonnets.  Students will speak and write their own poems. 

Content Objective

Students will learn about end rhyme, rhyme scheme, figurative language, word meaning in Shakespearean sonnets. 

Standards-

ELAGSE9-10RL9: Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories,
dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding
as needed at the high end of the range.

ELAGSE9-10L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations

Monday Nov 11 th

GO TO Computer Lab 219

Writing- Type and submit final draft  (this is from last week's assignment)

  • Type your final draft of the argumentative essay  (Summative Assessment)
  • in MLA format 12 pt font Times New Roman
  • Email to me today- mrs.suareziel@gmail.com

Topic- Are cell phones addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

Complete summative assessment online for the article on commonlit.org

Reading- https://www.commonlit.org/en/texts/students-work-ethic-affected-by-peer-groups-desire-to-be-popular  This is due today for a grade.

Intervention/Extension-  Writing assignment- how to not write with personal pronouns.  How to paraphrase informational text.

 

Tuesday Nov 12th- New unit Poetry

Listening/Reading- Quizlet- Shakespearean Poetry EOC  - Fill in missing words

Listening/Writing- Shakespearean Verse and Prose PPT notes 

Listening, Reading, Writing- Students will answer these questions while watching a TED TALK by Akala

Studying Sonnet 18

IS IT HIP HOP OR SHAKESPEARE?

“To destroy the beauty from which one came”
“Maybe it’s hatred I spew, maybe it’s food for the spirit”
“Men would rather use their broken records than their bare hands”
“I was not born under a rhyming planet”
“The most benevolent king communicates through your dreams”
“Socrates, philosophy and hypotheses can’t define me”

Listening/Reading - KAHOOT- Figurative Language in Rap

Wednesday  Nov 13th

Lab- 217    Complete RI and MI Inventory (we need to do this several times a year)

When DONE work on:

Listening/Reading Quizlet- Shakespearean Poetry EOC

  • Flashcard
  • Match
  • Small Test= Score 100%

Sonnet Quiz (formative)- Is it Hip Hop or Shakespeare?   Sonnet 18 Rhyme Scheme

INTERVENTION- 45 minutes If you did not finish the writing on Monday- type your assignment and submit to me.  Common Lit, Informational article- answer comprehension questions. 

 

Thursday Nov 14th

Listening/Reading/Speaking Quizlet LIVE- Friday Nov 15th- Vocabulary Quiz

Listening Rhythm- Sonnet 29 Video https://www.youtube.com/watch?v=HzwArikQ_YM

Listening/Reading/ Writing- Shakespearean Sonnets- analyzing the rhyme scheme and stomping out with their feet the rhythm.  Download Shakepearean Sonnets

Listening/Speaking- Review Rhyme Scheme for Sonnet 19, 29 on quiz tomorrow.

Listening- Watch biography on William Shakespeare

Reading/Writing Students will learn how to complete a TPFASST- Download TPFASTT - Poetry Analysis Blank

Learn about and Identify- In Shakespearean Sonnets

  • Title/Author
    Paraphrase the poem
    Figurative Language
    Attitude- narrators tone
    Shifts
    Title
    Theme

Test tomorrow on Sonnet 18, Sonnet 29, and Poetry Vocabulary

 

Friday Nov 15th

Listening/Reading- Quizlet Review, Sonnet End Rhyme review

Reading/Writing- Vocabulary Quiz

Reading/Writing- Poetry Quiz- Sonnet 18, 29 on Rhyme Scheme 

Reading/Writing Complete TPFASST on Shakespearean Sonnets- 60, 147, 43

Identify and analyze figurative language, tone, shift, paraphrasing sonnets. 


Nov 4th- Nov 8th

Standards-

ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.

ELAGSE9-10RL2: Determine a theme and/or central idea of text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.

ELAGSE9-10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims

Learning Target- Author's purpose, Summarizing, Evidence from the text, writing an argumentative essay.

NO Friday quizlet- we are writing an argumentative essay for Friday's assessment.

Monday  Nov 4th 

Intervention/Extension- Friday quiz results

Tuesday Nov 5th 

NO SCHOOL- Teacher Workday

Wednesday Nov 6th

GO TO LAB 219

  • Reading/Writing- answer online commonlit.org questions "Watch out cell phones can be addictive"
  • Listen- video Simon Sinek- cell phones and dopamine - whole group.
  • Reading/ Listening/Speaking We will read the article The Power of Like together and annotate online.
  • Reading/Writing- answer comprehension questions to article on commonlit.org, including the writing.
  • Reading- article The Power of LIKE
  • Highlight- central idea/ main purpose, while reading the article.

Lab Goal- answer comprehension questions online for Watch out cell phones can be addictive"

and "The Power of Like" articles.  Comprehension questions identify- author purpose, evidence, summarizing, central idea. (formative assessment)

 

Thursday Nov 7th 

Friday Nov 8th

  • Listen- how to write a CEI paragraph
  • Listen/Writing- take notes on writing CEI paragraphs using the main points from two informational articles we read this week.
  • Writing- write your Argumentative essay on paper.  Turn in rough draft today.
  • We will type the final essay on Monday Nov 11th.

Topic- Are cell phones  and social media addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

TURN IN YOUR ROUGH DRAFT TODAY!

 

Monday Nov 11 th

Writing-

  • Type your final draft of the argumentative essay  (Summative Assessment)
  • in MLA format 12 pt font Times New Roman
  • Email to me today- mrs.suareziel@gmail.com

Topic- Are cell phones addictive?

Introduction- 3-5 sentences introducing the topic

Hook sentence, no quotes

Body 1- Yes 

  • Claim-Yes cell phones are addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Body 2- No

  • Claim-No cell phones are not addictive-
  • Evidence- quote from one of the articles
  • Interpretation- further explain the quote.

Conclusion-  3-5 sentence stating if you think cell phones are addictive or not. 

Complete summative assessment online for the article on commonlit.org

Reading- https://www.commonlit.org/en/texts/students-work-ethic-affected-by-peer-groups-desire-to-be-popular

This is due today for a grade.