This 4th weeks, we will be exploring the theme of “Belonging in a Community.”
The Essential Questions are: 1. To what extent does money buy happiness? 2. How do generation gaps cause conflict within families, communities, and societies? 3. In what ways do your decisions affect those around you?
The standards, learning targets, and academic vocabulary can be found on the tab above this post called Fourth 9 Weeks. Please take a look if you are interested.
Monday, March 16, 2015:
1. Paragraph/Bellringer: Describe examples of “the generation gap” that you have experienced with your parents, grandparents, or other adults.
2. Share with class, turn in for bronze grade.
3. In your literature book, turn to page 1310. Copy down the two literary analysis words in bold: characterization and dialect. Write down the definition of each. (page #5 in your binder). Now write down the vocabulary in blue and the definition. (Add to page #5 in your binder). Read about Alice Walker on page 1311. (She “rediscovered” Zora Neale Hurston, by the way.)
4. You will be given an Analyzing Characters handout. On one side label DEE, on the other side, label MAGGIE. As we listen to/read the short story “Everyday Use”, keep up with the differences in the character’s words, appearance, thoughts, actions, etc. on the sheet.
5. Listen to/read the short story “Everyday Use” by Alice Walker.
Tuesday, March 17, 2015:
1. Bellringer: Watch this fun video about the different generations. Identify people you know who are in each group on a sheet of paper and turn in when done (Your grandparents, your parents, Mrs. Culver, you). Bronze grade.
2. Finish listening to/reading “Everyday Use” if not done yesterday.
3. Critical Reading, page 1320 1 and 2 (skip #3). After You Read, page 1321, 1 (skip #2) and do the rest. SILVER GRADE
Wednesday, March 18, 2015:
1. Write a paragraph about your dreams for yourself and about your parents’ dreams for you. How are they similar? How are they different? Turn in for bronze grade.
2. Short Short Clip on “Everyday Use”
3. Critical Reading, page 1320 1 and 2 (skip #3). After You Read, page 1321, 1 (skip #2) and do the rest. SILVER GRADE Turn in.
4. Page 1026–Write down the literary analysis bold words: plot, exposition, inciting incident, development, climax, resolution, epiphany, rising action, falling action, foreshadowing, themes, summarize. (Page #6 in binder)
5. Copy the vocabulary in blue onto # 6 as well. (From page 1026)
6. Read about Bernard Malamud on page 1027 and then read “The First Seven Years” silently on page 1028-1037 or via PDF in link.
Thursday, March 19, 2015:
1. No bellringer today.
2. Critical Reading Questions SILVER GRADE, page 1037 and 1038 HW if not done in class. “The First Seven Years”
Friday, March 20, 2015:
1. Groups: “Somebody Wanted But So” activity with “The First Seven Years”/Share with class
2. Goes in binder as #7 (SWBS)
3. Review “Everyday Use” using the ABC “quilt” graphic organizer. Goes in binder as #8.
. Test on “Everyday Use” and “The First Seven Years” GOLD–(moved to Tuesday, March 24)
3. Begin writing your own narrative/short story. Will go over what your short story should contain: Clear POV, character, setting, inciting incident, conflict, climax, ending, sequence of events, dialogue, correct use of language conventions