Hn9 s13 4.10 movie poster project
•
0 likes•181 views
The document provides instructions for students for the day. It informs students that they will have 35 minutes to complete an open response question after finishing their midterm exam the previous day. It then tells students to clear their desk except for a pen/pencil and spend 5 minutes clearing out unnecessary materials from their binder, keeping only course materials and research while recycling older readings and handouts. Students are assigned to develop paragraph topics for an essay, work on their Upstander presentation, and read independently for homework.
Report
Share
Report
Share
Download to read offline
Recommended
Esp lesson 6
The document provides information about an upcoming midterm test for an English for Specific Purposes class. It summarizes that the midterm will contain 50 questions testing different TOEIC listening skills - 20 real TOEIC questions, 16 "fake" reading questions, and 24 vocabulary and strategy questions. It also provides strategies and examples for different question types that may appear, including photographs, question-response, conversations, and talks.
Isthatahat 3B
This document appears to be lesson plans and materials for an English language class. It includes objectives to review vocabulary about things, use demonstratives to point out items, ask questions using demonstratives, and learn about demonstrative pronouns like this, that, these, those. The lesson involves forming groups, taking turns asking questions, listening exercises, vocabulary practice, grammar exercises, and a reflection on what was learned.
March 9/10, 2016 (73X)
The document provides instructions for a group discussion activity. Students are divided into groups and given one hour to discuss the assigned readings. Each group member is assigned a role of discussion director, questioner, summarizer, etc. The discussion director leads the meeting and decides turn taking. Each role should speak for 4-5 minutes before moving the discussion along.
March 8, 2016 (73X)
This document contains a summary question about novels by Stephen King that begin with the letter C, followed by a short passage providing context. The passage states that the novel option "Charlie" is not a King creation, as it is based on a short story by Daniel Keyes. It describes King's novels "Christine", "Cujo", and "Carrie" as stories about an evil car, a rabid dog, and a prom date gone wrong. The document then moves on to classroom learning objectives and assignments.
Frequency adverbs
The document discusses adverbs of frequency and their use in describing study habits. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that these adverbs come after verbs like "be" and usually before other verbs when describing how frequently an action occurs. The document also contains examples of questions using adverbs of frequency or "how often" to inquire about someone's study habits and frequencies of different actions. It encourages practicing conversations with a partner using these structures.
What'sinyourbag3A
The document discusses the contents of a student's bag and provides exercises to practice plural nouns, pronunciation, asking questions, and vocabulary. It includes a listening activity where students check their understanding and work in pairs to discuss what items they have in their bags, noting whether their responses are the same or different. The document ends by asking students what they learned that day.
August 27 (73X)
This document outlines the assignments and deadlines for an introductory college course across 5 weeks in August and September 2004. It includes assignments such as posting an introduction, responding to other students, completing a reading log and quiz, practicing Turnitin submission, and bringing materials to class. Deadlines are provided for assignments due in class, on Sunday August 30th at 11:55pm, and Tuesday September 1st at 11:55pm. Students are also instructed to obtain an iClicker device, sign up for office hours, and read through course materials.
March 2/3, 2016 (73X)
The document asks which US president was the shortest, listing George W. Bush, Franklin D. Roosevelt, James Madison, John Adams, and Jimmy Carter as potential answers. It provides a multiple choice question about identifying the shortest president without revealing the answer. The purpose is to determine which of the 5 presidents listed was the shortest serving as chief executive.
Recommended
Esp lesson 6
The document provides information about an upcoming midterm test for an English for Specific Purposes class. It summarizes that the midterm will contain 50 questions testing different TOEIC listening skills - 20 real TOEIC questions, 16 "fake" reading questions, and 24 vocabulary and strategy questions. It also provides strategies and examples for different question types that may appear, including photographs, question-response, conversations, and talks.
Isthatahat 3B
This document appears to be lesson plans and materials for an English language class. It includes objectives to review vocabulary about things, use demonstratives to point out items, ask questions using demonstratives, and learn about demonstrative pronouns like this, that, these, those. The lesson involves forming groups, taking turns asking questions, listening exercises, vocabulary practice, grammar exercises, and a reflection on what was learned.
March 9/10, 2016 (73X)
The document provides instructions for a group discussion activity. Students are divided into groups and given one hour to discuss the assigned readings. Each group member is assigned a role of discussion director, questioner, summarizer, etc. The discussion director leads the meeting and decides turn taking. Each role should speak for 4-5 minutes before moving the discussion along.
March 8, 2016 (73X)
This document contains a summary question about novels by Stephen King that begin with the letter C, followed by a short passage providing context. The passage states that the novel option "Charlie" is not a King creation, as it is based on a short story by Daniel Keyes. It describes King's novels "Christine", "Cujo", and "Carrie" as stories about an evil car, a rabid dog, and a prom date gone wrong. The document then moves on to classroom learning objectives and assignments.
Frequency adverbs
The document discusses adverbs of frequency and their use in describing study habits. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that these adverbs come after verbs like "be" and usually before other verbs when describing how frequently an action occurs. The document also contains examples of questions using adverbs of frequency or "how often" to inquire about someone's study habits and frequencies of different actions. It encourages practicing conversations with a partner using these structures.
What'sinyourbag3A
The document discusses the contents of a student's bag and provides exercises to practice plural nouns, pronunciation, asking questions, and vocabulary. It includes a listening activity where students check their understanding and work in pairs to discuss what items they have in their bags, noting whether their responses are the same or different. The document ends by asking students what they learned that day.
August 27 (73X)
This document outlines the assignments and deadlines for an introductory college course across 5 weeks in August and September 2004. It includes assignments such as posting an introduction, responding to other students, completing a reading log and quiz, practicing Turnitin submission, and bringing materials to class. Deadlines are provided for assignments due in class, on Sunday August 30th at 11:55pm, and Tuesday September 1st at 11:55pm. Students are also instructed to obtain an iClicker device, sign up for office hours, and read through course materials.
March 2/3, 2016 (73X)
The document asks which US president was the shortest, listing George W. Bush, Franklin D. Roosevelt, James Madison, John Adams, and Jimmy Carter as potential answers. It provides a multiple choice question about identifying the shortest president without revealing the answer. The purpose is to determine which of the 5 presidents listed was the shortest serving as chief executive.
Workplay 3B
This document outlines the objectives and activities for an English language class focusing on jobs vocabulary and simple present yes/no questions. The class will review material from the previous lesson, learn new job-related vocabulary, and practice forming and answering simple present yes/no questions about activities and jobs. Students will work on vocabulary exercises, speaking practice, and grammar questions.
Welcome course 2014 2015
This document outlines the assessment criteria for an English language course. It states that the course grade will be based 40% on exams, 10% on writing assignments, 15% on reading, 10% on listening, 15% on speaking, and 10% on teacher evaluation. It describes the units to be covered each term and explains that exams may be either focused on single units or global, depending on pass/fail status. It provides details on the format and content of exams, assignments, projects and the speaking evaluation. It also lists the required elements and organization of students' notebooks.
E10 feb7 2011
This document provides information about an English 10 course, including an outline of topics, expectations, and procedures. The course will focus on developing speaking, listening, reading and writing skills through studying various texts. It will meet on Mondays and Wednesdays from 5:30-8:30 pm from February to June. Students are expected to participate actively in class discussions and complete homework assignments. Absences and late assignments will be handled according to the stated policies.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It advises students to leave the test face down until instructed to start, and to sit quietly when finished. It also notes that the first students done will receive an extra prize.
Test taking
The document provides tips for preparing for and taking tests. It recommends reviewing all materials and directions carefully. When taking the test, it suggests starting with easy questions first, skipping ones you're unsure of to return to later, and avoiding negative self-talk. For essay exams, it advises planning your time, answering all questions, and using transitions and precise language in writing the essay. The key is to read all instructions thoroughly and use strategies tailored to the test format.
5th octoberalg2
The document provides instructions for students on various topics:
- Spreading out seats and taking notes individually for 5 minutes with no discussions
- An upcoming graded quiz on statistics lessons
- Khan Academy skills for review before the quiz
- Modeling relationships between data using functions and scatterplots
- Working in groups on a worksheet, staying focused, and asking questions by raising hands
- Calculating the line of best fit by minimizing residuals
- Expectations around homework, quizzes, making up missed work, and discussing grades.
Sdc13 jan16 class4
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
TOEIC intro
The TOEIC Listening test has 4 parts:
1) Part 1 presents photographs and 4 sentences describing each photo; test takers choose the best description.
2) Part 2 involves listening to a question/statement and 3 responses to select the correct one.
3) Part 3 presents short conversations with a follow up written question and 4 answers to choose from.
4) Part 4 involves listening to short talks/monologues and answering written questions with 4 choices.
Philosophical Chairs
The document provides an overview and objectives for a lesson on philosophical chairs about school uniforms. Students will first learn about supporting or refuting arguments for school uniform policies. They will then participate in an activity where they debate whether school uniforms should be required, with students physically positioning themselves on one side of the room if they are for uniforms or the other side if they are against. Students will take turns stating their arguments for their position and can change sides during the debate if they change their view.
September 1 (73X)
This document provides multiple choice options to identify who said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time". The options given are A) C.S. Lewis, B) Eleanor Roosevelt, C) Thomas Jefferson, D) Walt Disney, or E) Thomas Edison.
Aiming high
The document provides instructions for a lesson that teaches new vocabulary words related to sports and athletics. Students are asked to listen to an audio link that introduces words like "aiming high", "enjoy", "exciting", "exercise", "gym", "hate", and "fan". They then discuss their favorite athletes using the new words. Students choose one athlete to write a short paragraph about using at least 4 of the words, have a friend review it, and upload it to a shared document to comment on each other's work. Examples are provided to demonstrate the meaning and use of each word.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It also states there is to be no talking during the test unless instructed, and once finished students should turn their paper over and wait quietly until given further directions. It notes the first students to finish will receive an extra prize.
September 3 (83)
The document provides instructions for students to follow during a test. It tells students to leave the test face down until instructed to start, and that they will have three minutes to complete it. It mentions the test will be graded. Students are not allowed to talk during the test unless specifically told to. Once finished, students should turn their paper over and wait quietly until given further instructions. The first students to finish will receive an extra prize.
January 23 (101A)
This document contains instructions for assignments and due dates for an introductory class. Students are to post to an introduction forum by Sunday and respond to two other students. They are also to complete a practice Turnitin assignment. By Tuesday, students must watch two videos and take quizzes, read a chapter and take a quiz, and read two parts of a critical analysis and take two quizzes. They also need to post a picture to Moodle or bring a flash drive. The document outlines the key tasks and their due dates for the first week of class.
After300 2C
The document outlines the objectives and activities for an intermediate language class. It will include reviewing from the previous class, learning vocabulary about feelings, and using imperatives to give instructions. The class will review the last lesson, learn feeling vocabulary, practice speaking and listening through exercises and a song, and review what was learned by correcting example sentences.
February 29/March 1 (73X)
The document discusses the scientific term for a photographic memory. It states that the term is "eidetic", which refers to the ability to recall visual or auditory events in vivid detail, as if experiencing them again. However, there is debate about whether this ability truly exists. The document then shifts topics without context to discuss learning ownership and outlines.
Cp9 u4 sb 4.11.13 writers workshop 2
The document provides instructions for students on continuing to work on their essay drafts from Romeo and Juliet. Students are asked to type their drafts into Google Docs to get feedback, with final drafts due on Monday at 11:59pm. The document also outlines expectations for independent work including being productive while wearing headphones, and homework which is to continue working on the essay.
Hn9 s13 4.9.13 intros and conclusions
The document provides an agenda for a class that will discuss introductions and conclusions for persuasive essays. It reminds students to bring their drafted body paragraphs for review. As independent work, it assigns completing a rough draft of the essay for the next day, preparing a presentation, doing independent reading, spreading positivity, and helping others.
Cp9 u4 sb 4.9.13 intro & conclusions with notes
The document provides instructions for students for the day. It states that the class will finish reviewing for an exam and work on writing the introduction and conclusion for an upcoming paper. It reminds students that their draft needs to be complete as the paper will be typed the next day. It also lists the homework which includes finishing the body paragraphs of the essay, completing the introduction and conclusion, being ready to type tomorrow, and finishing questions 6-9 on a reading comprehension packet.
Hn9 u5 sb 1 may 2013
The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
Cn 2.12 poetry and foils
Romeo and Juliet rush into marriage plans after their balcony scene, worrying Friar Laurence with their haste. He agrees to marry them in hopes it will end the feud between their families. Meanwhile, Mercutio sees love as fleeting while Romeo views it more deeply. Juliet eagerly awaits news from Romeo and learns of the marriage plan. Friar Laurence warns them to love moderately, sensing their passion may lead to trouble.
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
More Related Content
What's hot
Workplay 3B
This document outlines the objectives and activities for an English language class focusing on jobs vocabulary and simple present yes/no questions. The class will review material from the previous lesson, learn new job-related vocabulary, and practice forming and answering simple present yes/no questions about activities and jobs. Students will work on vocabulary exercises, speaking practice, and grammar questions.
Welcome course 2014 2015
This document outlines the assessment criteria for an English language course. It states that the course grade will be based 40% on exams, 10% on writing assignments, 15% on reading, 10% on listening, 15% on speaking, and 10% on teacher evaluation. It describes the units to be covered each term and explains that exams may be either focused on single units or global, depending on pass/fail status. It provides details on the format and content of exams, assignments, projects and the speaking evaluation. It also lists the required elements and organization of students' notebooks.
E10 feb7 2011
This document provides information about an English 10 course, including an outline of topics, expectations, and procedures. The course will focus on developing speaking, listening, reading and writing skills through studying various texts. It will meet on Mondays and Wednesdays from 5:30-8:30 pm from February to June. Students are expected to participate actively in class discussions and complete homework assignments. Absences and late assignments will be handled according to the stated policies.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It advises students to leave the test face down until instructed to start, and to sit quietly when finished. It also notes that the first students done will receive an extra prize.
Test taking
The document provides tips for preparing for and taking tests. It recommends reviewing all materials and directions carefully. When taking the test, it suggests starting with easy questions first, skipping ones you're unsure of to return to later, and avoiding negative self-talk. For essay exams, it advises planning your time, answering all questions, and using transitions and precise language in writing the essay. The key is to read all instructions thoroughly and use strategies tailored to the test format.
5th octoberalg2
The document provides instructions for students on various topics:
- Spreading out seats and taking notes individually for 5 minutes with no discussions
- An upcoming graded quiz on statistics lessons
- Khan Academy skills for review before the quiz
- Modeling relationships between data using functions and scatterplots
- Working in groups on a worksheet, staying focused, and asking questions by raising hands
- Calculating the line of best fit by minimizing residuals
- Expectations around homework, quizzes, making up missed work, and discussing grades.
Sdc13 jan16 class4
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
TOEIC intro
The TOEIC Listening test has 4 parts:
1) Part 1 presents photographs and 4 sentences describing each photo; test takers choose the best description.
2) Part 2 involves listening to a question/statement and 3 responses to select the correct one.
3) Part 3 presents short conversations with a follow up written question and 4 answers to choose from.
4) Part 4 involves listening to short talks/monologues and answering written questions with 4 choices.
Philosophical Chairs
The document provides an overview and objectives for a lesson on philosophical chairs about school uniforms. Students will first learn about supporting or refuting arguments for school uniform policies. They will then participate in an activity where they debate whether school uniforms should be required, with students physically positioning themselves on one side of the room if they are for uniforms or the other side if they are against. Students will take turns stating their arguments for their position and can change sides during the debate if they change their view.
September 1 (73X)
This document provides multiple choice options to identify who said "Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time". The options given are A) C.S. Lewis, B) Eleanor Roosevelt, C) Thomas Jefferson, D) Walt Disney, or E) Thomas Edison.
Aiming high
The document provides instructions for a lesson that teaches new vocabulary words related to sports and athletics. Students are asked to listen to an audio link that introduces words like "aiming high", "enjoy", "exciting", "exercise", "gym", "hate", and "fan". They then discuss their favorite athletes using the new words. Students choose one athlete to write a short paragraph about using at least 4 of the words, have a friend review it, and upload it to a shared document to comment on each other's work. Examples are provided to demonstrate the meaning and use of each word.
August 28 (EE)
This document outlines instructions for a test that students are to take. It informs them that they will have 3 minutes to complete the test, which will be graded. It also states there is to be no talking during the test unless instructed, and once finished students should turn their paper over and wait quietly until given further directions. It notes the first students to finish will receive an extra prize.
September 3 (83)
The document provides instructions for students to follow during a test. It tells students to leave the test face down until instructed to start, and that they will have three minutes to complete it. It mentions the test will be graded. Students are not allowed to talk during the test unless specifically told to. Once finished, students should turn their paper over and wait quietly until given further instructions. The first students to finish will receive an extra prize.
January 23 (101A)
This document contains instructions for assignments and due dates for an introductory class. Students are to post to an introduction forum by Sunday and respond to two other students. They are also to complete a practice Turnitin assignment. By Tuesday, students must watch two videos and take quizzes, read a chapter and take a quiz, and read two parts of a critical analysis and take two quizzes. They also need to post a picture to Moodle or bring a flash drive. The document outlines the key tasks and their due dates for the first week of class.
After300 2C
The document outlines the objectives and activities for an intermediate language class. It will include reviewing from the previous class, learning vocabulary about feelings, and using imperatives to give instructions. The class will review the last lesson, learn feeling vocabulary, practice speaking and listening through exercises and a song, and review what was learned by correcting example sentences.
February 29/March 1 (73X)
The document discusses the scientific term for a photographic memory. It states that the term is "eidetic", which refers to the ability to recall visual or auditory events in vivid detail, as if experiencing them again. However, there is debate about whether this ability truly exists. The document then shifts topics without context to discuss learning ownership and outlines.
What's hot (16)
Viewers also liked
Cp9 u4 sb 4.11.13 writers workshop 2
The document provides instructions for students on continuing to work on their essay drafts from Romeo and Juliet. Students are asked to type their drafts into Google Docs to get feedback, with final drafts due on Monday at 11:59pm. The document also outlines expectations for independent work including being productive while wearing headphones, and homework which is to continue working on the essay.
Hn9 s13 4.9.13 intros and conclusions
The document provides an agenda for a class that will discuss introductions and conclusions for persuasive essays. It reminds students to bring their drafted body paragraphs for review. As independent work, it assigns completing a rough draft of the essay for the next day, preparing a presentation, doing independent reading, spreading positivity, and helping others.
Cp9 u4 sb 4.9.13 intro & conclusions with notes
The document provides instructions for students for the day. It states that the class will finish reviewing for an exam and work on writing the introduction and conclusion for an upcoming paper. It reminds students that their draft needs to be complete as the paper will be typed the next day. It also lists the homework which includes finishing the body paragraphs of the essay, completing the introduction and conclusion, being ready to type tomorrow, and finishing questions 6-9 on a reading comprehension packet.
Hn9 u5 sb 1 may 2013
The document provides discussion topics and homework assignments related to the novel Lord of the Flies. It asks students to consider if there is a real beast on the island and to discuss the beast and character archetypes that embody Freudian concepts of the id, ego and superego. Students are instructed to identify archetypes in the novel so far with examples from the text and to complete readings and writing assignments for homework.
Cn 2.12 poetry and foils
Romeo and Juliet rush into marriage plans after their balcony scene, worrying Friar Laurence with their haste. He agrees to marry them in hopes it will end the feud between their families. Meanwhile, Mercutio sees love as fleeting while Romeo views it more deeply. Juliet eagerly awaits news from Romeo and learns of the marriage plan. Friar Laurence warns them to love moderately, sensing their passion may lead to trouble.
Cp9 u5 sb 17 may 2013
Students were instructed to clear their desks except for a writing utensil in preparation for an upcoming quiz on the material from the previous chapter. After taking the quiz, students would read the next chapter which examines Atticus being forced to take a side against the people in his town as he prepares for an upcoming trial. The homework assignment was to finish reading the chapter and complete the accompanying study guide questions.
R 4.1 big6 intro
The document provides an overview of the Big 6 approach to teaching information literacy and research skills. It breaks the research process down into six steps: 1) task definition, 2) information seeking strategies, 3) location and access, 4) use of information, 5) synthesis, and 6) evaluation. These steps are designed to help students effectively find, analyze, organize and present information to complete research-based assignments. The document also provides examples of how to apply the Big 6 process to a research paper on the impacts of technology use on people's lives.
R 1.1 myth gallery walk
The Judeo-Christian Creation Myth describes God creating man in God's own image and giving them dominion over the earth. The Chinese Phan Ku Creation Myth tells of the world being formed from Phan Ku's body after death. The Yoruba Creation Myth describes the earth initially being a watery marsh with gods descending on spider webs before humans. The Aboriginal Creation Myth tells of ancestral spirits giving birth to all living things after being awakened by the sun's warmth.
Cn 6.6 prologue
1) Antigone informs her sister Ismene that their uncle Creon, who is now king, has decreed that their brother Polyneices is not to receive burial rites and will instead be left to rot, facing the penalty of stoning for anyone who disobeys.
2) Antigone declares that she will bury Polyneices anyway, seeing it as her duty as his sister, but Ismene refuses to help, claiming she must obey the law set by Creon as king.
3) The sisters argue over Antigone's plan, with Ant
Cp9 u4 sb 4.2 hard evidence
This document provides instructions for a student assignment to interview two people - a teenager and an adult - about how technology is helping or hurting teenagers' lives. It defines what constitutes "hard evidence" for research and gives examples. It also outlines the interview questions and a format for recording the names and responses of those interviewed.
Hn9 s13 4.12.13 upstanders day 2
The document provides information about Upstander presentations taking place on Friday and continuing that day. It reminds students that their Persuasive Research Paper is due on Monday by 11:59pm. It includes instructions for students to prepare for their Upstander presentation and determine the presentation order by writing their name. The document concludes with assigning homework of continuing work on the Persuasive Research Paper due April 15th and independent reading, along with rewrites due for an Antigone essay on May 3rd.
Big6 intro
Research allows people to learn new information, improve problem-solving skills, and challenge themselves. However, with an overwhelming amount of information available, it is important to determine the quality and reliability of sources. The Big 6 approach provides a systematic process for defining an information problem, locating relevant sources, extracting useful information, and evaluating the overall process and product.
Hn9 u5 sb 22 april 2013
Today's class will begin a new unit on Lord of the Flies by discussing allegory and symbolic representation. Students will then view each other's independent reading projects from the previous unit in a gallery walk. Their homework is to complete an anticipation guide for Lord of the Flies.
Cn 2.12 film comparison fire eyed fury
The document summarizes a class focusing on analyzing two versions of a turning point scene in William Shakespeare's play Romeo and Juliet. Students will examine the direction and actors' portrayals in each version. They will also create acting companies and present scenes from the play. The class material examines how the characters of Romeo, Mercutio, and Tybalt change in Act III, Scene 1, including their behaviors, motivations, and how their interactions cause a shift.
Nouns
The document discusses different types of nouns including common nouns, proper nouns, compound nouns, and provides examples of each. It analyzes nouns in sentences and poems, identifies nouns, and distinguishes between common and proper nouns. Examples are given to practice identifying and changing between common and proper nouns.
Hn9 u5 sb 8 may 2013
The document provides the daily lesson plan for an English class. It includes instructions for students to prepare their desks and complete a MLA heading. The class will discuss the chapter "The Shell and the Glasses" from their novel and compare its themes to a piece of poetry. Students will analyze symbols from the novel in small groups and how their meaning may have changed over time. Homework includes reading a short story, continuing dialogue journals, and working on a creative project.
William golding, wwii and the cold war
William Golding was a British author born in 1911 who is best known for his novel Lord of the Flies. He studied science at Oxford but later switched to literature. During World War II, Golding served in the Royal Navy and was present at the sinking of the German battleship Bismarck and the Normandy invasion. After the war, he began writing fiction, publishing Lord of the Flies in 1954. The document then provides historical context about World War II and the Cold War that followed, focusing on the ideological divide between the U.S. and Soviet Union that defined the Cold War era.
Movie poster analysis
The film poster uses striking imagery and text to advertise an upcoming horror film. It depicts the main character Daniel Radcliffe in the center of the frame with a ominous cloaked woman in the background. The text "Fear Her Curse" hints at the supernatural elements of the story and creates intrigue. Additional information is provided through the placement of a haunted house and the actor's name above his face to signal his starring role. The simple black and white color scheme focuses attention on the key visual and textual elements that effectively establish the genre and tone for prospective audiences.
Movie Poster Research
The poster is advertising the film "Date Night" through a simplistic design. It uses grey and white colors with bold white text to draw the eye to the title. The central image depicts the main characters in a romantic setting to convey the film's genre while maintaining a sense of mystery about the plot. However, the lack of information about the rating or target audience leaves the summary feeling the poster could be more informative.
Movie poster analysis
This document analyzes the author's own movie poster and compares it to previous posters they have analyzed. It identifies several codes and conventions used in movie posters, including placing actor names at the top, using bold colors for the title, including a billing block with production team names, adding logos for production and distribution companies, and noting the release date at the bottom. The author's poster includes these elements, with the exception of social media logos, challenging that convention. A key aspect of the author's poster is a mask worn by the antagonist, intended to add drama and intrigue as the unique selling point that draws in viewers.
Viewers also liked (20)
More from mrbacigalupi
Meal
The document provides an overview of the Writer's Lunchbox, which aims to provide writers with the necessary tools and skills to write clear, focused compositions. It introduces the EMPOWER method, an acronym that outlines the steps writers should take to create a complete well-written paper by evaluating the assignment, making a plan, organizing their ideas, working on a draft, editing, and reworking their paper. The main course then explains the MEAL paragraph format, which structures body paragraphs around a main idea, evidence, analysis, and a link back to the thesis statement to fully support the central claim.
Cp9 u5 sb 30 may 2013
Students were instructed to write a fill-in-the-blank question using a vocabulary word for an upcoming quiz. They were reminded of the procedure and requirements for their literature circles the next day, including having post-it passages and discussion questions completed. The homework assigned was to read a chapter and complete a study guide, with questions and post-it passages.
Hn9 u6 sb 30 may 2013
The document provides instructions for an in-class activity analyzing William Shakespeare's play Romeo and Juliet. Students are asked to do a close reading of Friar Lawrence's speech at the beginning of Act 3, Scene 1, identifying the imagery used and how it relates to the play's themes. They will then discuss their annotations with a partner before joining groups to summarize their assigned passages, identify examples of imagery, and select the most important line from their passage. The homework is to read Act 3, Scene 1 in preparation for the next class.
Cp9 u5 sb 23 may 2013
Students were instructed to take out chapter questions to be stamped, complete a grammar exercise on adverbs, and continue reading To Kill a Mockingbird for class. The class had previously reviewed chapter 17 and started chapter 18. Today's lesson would review adverbs before beginning chapter 19, which students were assigned to post passages from chapters 17-19 as homework.
Hn9 u6 sb 16 may 2013
The document provides instructions for students to rewrite sentences changing nouns to adjectives. It then summarizes the previous class where students began examining the prologue to Romeo and Juliet. The current class will finish analyzing the prologue and watch a cartoon version of the play. Students have homework assignments due including an essay, memorizing the prologue, and preparing for a quiz.
Hn9 u6 sb 15 may 2013
The document provides instructions for students about their upcoming unit on Shakespeare's "Romeo and Juliet". It asks students to write in their journals about any prior knowledge of Shakespeare or the play. It notes that their assignment on "Lord of the Flies" is due and introduces the new unit focused on "Romeo and Juliet". Students are assigned homework including finishing their "Lord of the Flies" essay, memorizing the prologue to "Romeo and Juliet", and preparing for a quiz on Friday.
Cp9 u5 sb 16 may 2013
The document provides homework assignments for students which includes rewriting sentences by changing underlined nouns to adjectives, reading one more chapter of a book, and completing study guide questions in preparation for a quiz on Friday. Students are asked to rewrite sentences such as "When she disobeys her Aunt Alexandra and Cal, Scout is a rebel" by changing the underlined noun "rebel" to the adjective "rebellious". The document also notes that the last class looked at racial and social differences in the town of Maycomb through the eyes of Aunt Alexandra as described in the book.
Cp9 u5 sb 15 may 2013
This document provides instructions for students to read a nonfiction article at their desk and respond to questions. It also outlines the plan to examine the motifs of race and prejudice as the class discusses the next two chapters from their reading. Students are assigned to finish reading chapter 13, complete study guide questions, and study for an upcoming quiz.
Hn9 u6 sb 17 may 2013
Clear your desks except for a writing utensil. A quiz on the prologue of Romeo and Juliet will start immediately after the bell. Following the quiz, the class will begin reading Act 1, Scene 1 of the play. Homework due on Monday is an essay on Lord of the Flies in Google Docs.
Cp9 u5 sb 13 may 2013
The document provides instructions for students on their reading of To Kill a Mockingbird over the weekend. It asks students to note how the character of Ms. Dubose is described in Chapter 11 and how the children's perspective of her changes. Students are also asked to reflect on what lesson the children learn from their interaction with Ms. Dubose and if they have learned a similar lesson. The document outlines that the class will review and discuss the chapter students read over the weekend and homework is to read Chapter 12 and complete study guide questions.
Hn9 u5 sb 13 may 2013
Students were asked to take out their completed Lord of the Flies creative projects to share with the class and provide peer feedback using sticky notes. The class would then have time to work on revising their Lord of the Flies essays using the feedback received. For homework, students were asked to complete a revised draft of their LOTF essay to turn in.
Cp9 u5 sb 10 may 2013
Students are asked to take out their writing prompt and prewriting from the previous class to complete an in-class writing response. They will then read Chapter 11 and answer study guide questions. For homework, students should read Chapter 11 and finish the study guide questions.
Hn9 u5 sb 10 may 2013
Students were asked to take out their LOTF dialogue journals to be stamped and develop one additional discussion question for their literature circles. The class would then gather in literature circles to discuss the conclusion of Lord of the Flies. Afterwards, students were to draft a rough copy of their LOTF composition. For homework, students' LOTF Creative Projects were due on Monday. Two song attachments were also included in the document.
Hn9 u5 sb 9 may 2013
This document provides instructions and assignments for students. It includes directions to read and annotate an article, discusses analyzing a chapter from a novel called "Castle Rock", and lists homework assignments such as preparing for literature circles, continuing dialogue journals, and doing prewriting for an essay on Lord of the Flies to be drafted the next day.
Hn9 u5 sb 7 may 2013
Ralph and Piggy play important roles in the events described in the chapter "View to a Death" from Lord of the Flies. Students will discuss this chapter and compare its themes to those in a piece of poetry. For homework, they are asked to read "The Shell and the Glasses", continue working on dialogue journals due on Friday, make progress on their LOTF creative project, and study adjectives. Audio files of two songs are also attached.
Cp9 u5 sb 9 may 2013
This document provides instructions for students to take out their study guide for an upcoming chapter, write a discussion question on their notecard, and review study guide questions from the previous class. It also notes that the class will watch a documentary on the Scottsboro trial and lists homework of reviewing a writing prompt for a writing task the next day.
Cp9 u5 sb 7 may 2013
This document provides instructions for classroom activities and homework assignments. Students are asked to review vocabulary sentences from the previous night and write a story using at least five vocabulary words. They will begin a grammar unit on adjectives and start reading the next chapter, finishing it for homework along with an adjective handout and chapter questions.
Cp9 u5 sb 8 may 2013
Students are instructed to review their adjective homework from the previous night and answer questions about an article on their desk. They will then review their homework on chapter 9 from the book and begin reading chapter 10, answering related questions for homework.
Cp9 u5 sb 6 may 2013
The document provides instructions for students returning to class after the weekend. It directs students to complete a vocabulary pretest and announces they will learn 10 new words for an upcoming quiz. Students are also assigned to finish reading the next chapter in their novel and answer accompanying study questions, as well as write sentences using vocabulary words for homework.
More from mrbacigalupi (20)
Hn9 s13 4.10 movie poster project
- 1. 5 April 2013 Happy Friday! Yesterday, you completed Parts 14 of your midterm exam. In today's class you will have 35 minutes to complete the open response question before we discuss the expectations for your Upstander presentation as well as your first independent reading project. Do Now: Come in, take a seat anywhere EXCEPT for the back row, and clear your desk of everything except for a pen or pencil.
- 8. Independent Work Time / Homework: 1. Develop a main idea for each paragraph in your essay (due Friday). 2. Upstander presentation. 3. Independent reading.
- 9. Attachments 06 I Am A Rock.mp3 08 Pastures of Plenty.mp3