Presentation on theme: "5/13/2014 - Bell ringer Objectives: Combine sentences Read and annotate a poem Directions: We have learned multiple methods to combine related sentences."— Presentation transcript:
5/13/2014 - Bell ringer Objectives: Combine sentences Read and annotate a poem Directions: We have learned multiple methods to combine related sentences such as: using subordinating and coordinating conjunctions, relative pronouns that and who, and with semicolons. Please combine using these methods in the following sentences. 1.Chicago is a crazy city. It is the only one I’ve ever called home. 2.Her grandparents live in Chicago during the summer. They live in Tennessee when it’s cold. 3.The best part of living in Chicago is ___________. The worse part of living in Chicago is ___________. [Fill in the blanks and combine these two sentences.]
Today we will be reading and annotating a poem: “Chicago” Annotate by: -Circling any words or phrases that are confusing or unknown -Underline central ideas
5/15/2014 - Bell ringer Objectives: Discuss today’s goals for performances Answer ACT style questions Our day to view our movies and perform our live skits at The Black Ensemble Theater is next Thursday. Please answer the following questions on your bell ringer sheet: In your opinion, what do we have left to do? What is one thing YOU can do to make sure the performances go smoothly next week?
5/19/2014 - Bell ringer Objectives: Answer ACT style questions Discuss tomorrow’s PLAN test Directions: For today’s bell ringer, please copy the objectives and then write the following two sentences. 1.On the fall PLAN test, I scored _____ on the English section of the test. 2.My goal for tomorrow is to beat my score by _____ points. To be “college-ready” on the ACT, you need to score at least at 20 in English, which is a 18 on PLAN.
ACT Passage #15 1.D – CATEGORY VI 2.J – CATEGORY I 3.B – CATEGORY V 4.J – CATEGORY III 5.B – CATEGORY I 6.F – CATEGORY II 7.C – CATEGORY I 8.F – CATEGORY VI 9.D – CATEGORY V 10.H – CATEGORY V 11.D – CATEGORY I 12.F – CATEGORY II 13.C – CATEGORY III 14.H – CATEGORY V 15.C – CATEGORY IV
5/20/2014 - Bell ringer [ONLY 8 th IS MEETING] Objectives: Debrief PLAN Answer text-dependent questions 1.Listen for directions about filling out student recruitment sheet for extra credit. 2.Turn in independent reading books if you finished your essay and emailed it to me. 3.Finish questions for “Chicago” from last week – this was worth 100 points and zeroes will be entered today! 4.If you are done, please read the following for extra credit: “Today’s Kids Are, Like, Killing the English Language” on pp. 167-169 of Common Threads. Then answer: Key Ideas and Details #1-3 Craft and Structure #4 Integration of Knowledge and Ideas #1
5/21/2014 - Bell ringer Objectives: Combine sentences Discuss the schedule for tomorrow’s show Rehearse live scenes Directions: We have learned multiple methods to combine related sentences such as: using subordinating and coordinating conjunctions, relative pronouns that and who, and with semicolons. Please combine using these methods in the following sentences. 1.I am excited for tomorrow’s field trip. I just hope everyone is happy with how the movies turned out. 2.Ricky’s family is traveling to Florida next week. They live on the south side. 3.Her mom loves chicken and steak. Cindy is a vegetarian.
Plan for tomorrow – does anyone need a field trip slip? You should arrive to school on time and head to your 1 st period. We will call you downstairs around 9:15am. You will sit on the buses by period – 2 nd and 8 th will be on one; 3 rd on the second bus. Once we arrive at the theater, you can take pictures on the “step-n- repeat.” TIMES ARE TENTATIVE 10:00 – Jackie Taylor and Lisa Beasley will welcome us. 10:15-10:30 – The Struggle is Real Reality Show 10:30-10:45 – Reality Show Reunion (LIVE) 10:50-11:00 – B300 (LIVE) 11:05-11:20 – B300: The Movie 11:25-11:40 – Girl Code/Guy Code 11:45-12:00 – It All Falls Apart 12:05-12:15 – LIVE / IMPROV – TBD 12:20 – Pizza / Wrap-up and head back
To do – “Chicago” poem and questions – past due! Then: How would you describe Chicago? If you wrote a poem (or another form of writing) today that you knew people would read in the future, what would you want them to know about Chicago? Reread the poem and try to write your own poem, rap, paragraph, etc. about the reality of Chicago in your own life. For extra credit, perform your piece or write it up on a poster to display in our classroom.
5/23/2014 - Bell ringer Objectives: Select correct prepositions Debrief today’s trip Directions: Today we are starting our review of prepositions. Prepositions are typically used to show direction, location, or time, or to introduce an object. Please copy the following sentences and place either in, on, by, or like in each blank. 1.We hope to arrive _____ Atlanta _____ Saturday _____ noon. 2.The pecan pie _____ the table is for book club ____ Sunday. 3._____ Egypt Joseph had seen huge monuments _____ the pyramids and the Sphinx. 4.Please write a sentence about your plans for Memorial Day weekend using at least one of the prepositions mentioned above.
Black Ensemble - Post performance reflection questions 1.How would you grade yourself for the Black Ensemble project – consider all parts – planning in the classroom, acting for the recording process, and your participation and behavior day of? Please defend your answer. 2.Last year performances were all live. This year you guys recorded scenes, and the live performances were less of a focus. What was positive about this way? What do you wish you could have changed? 3.How could Ms. Bee or I have made the recording process go more smoothly? 4.If you could change one thing about this year’s movie/performance, what would it be? 5.Do you think it’s worth having this program for two years? Or would one year be sufficient?
Today’s Journal What does the American Dream mean to you? Does it really exist? Defend your answer with an anecdotal story or detailed explanation. Then: read/discuss Langston Hughes poem with a partner. 1.What does it mean to defer something? 2.Find at least one simile in the poem. Why do writers use similes? 3.Why would a writer use rhetorical questions? Let’s start reading the play!