Hn9 u5 sb 22 april 2013
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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.
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This unit plan outlines a 5-day lesson to teach 3rd grade students about the 5 elements of a story: character, plot, setting, style, and theme. Each day focuses on one element and uses a children's book to demonstrate it. Day 1 looks at character development using "It's All About Olivia." Day 2 examines plot structure with "There Was an Old Lady Who Swallowed a Fly." Day 3 analyzes setting through the historical fiction book "Ox-Cart Man." Day 4 explores literary style showing different techniques. The last day ties everything together reviewing theme in "Knuffle Bunny: A Cautionary Tale." Hands-on activities and questioning keep students engaged during read-alouds.
Narrative writing powerpoints.pptx
This document provides an overview of a 5-part lesson plan on narrative writing for Year 5/6 students. The lessons aim to teach students about narrative texts by explaining their purpose and key features, identifying important elements like setting and characters, and learning how to structure a story using a story arc. The lessons include activities like analyzing sample texts, creating character profiles and settings, and drafting their own stories using the planning template. By the end of the lessons, students will understand narrative writing techniques and be able to craft their own short narratives.
Elements of Fiction.pptx
This document contains an agenda for a creative writing lesson. It includes items like attendance checking, reviewing elements of fiction like character, setting, conflict, theme and point of view. It involves a game to help students learn these elements by rearranging scrambled letters to identify vocabulary words. There are also activities like making predictions while reading a story and analyzing stories in groups to identify the fictional elements.
Hn9 u5 sb 23 april 2013
The document provides instructions for an English class, asking students to complete anticipation guides, discuss themes in Lord of the Flies, begin reading the novel, review grammar units, and do homework including reading chapters of Lord of the Flies and completing character analysis worksheets. Students are also reminded that it is World Book Day and given music files to listen to.
Class 12
This document provides instructions for a group presentation assignment on mythological characteristics of fictional superheroes. Students will form groups of 4-6 people and each group will present on one superhero for 20-25 minutes. The presentation can cover various themes and analyses of the hero's journey. The document also includes guidelines for a final essay assignment where students will analyze mythological elements in an unpublished work of fiction.
Superheroes
This document outlines the learning objectives and tasks for a unit on superheroes and oral storytelling. Students will identify storytelling conventions, research comic book history and characters, and evaluate the educational benefits of comics. They will complete tasks such as creating comic book descriptions, writing superhero origin stories, and presenting an oral presentation on the value of studying superhero comics. The document provides background information on topics like oral traditions, storytelling techniques, and common superhero conventions to support students in completing the assignments.
Similar to Hn9 u5 sb 22 april 2013 (8)
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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.
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.
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.
Cp9 u5 sb 1 may 2013
This document provides instructions for students to read a short story called "Mockingbird Won't Sing", answer questions about it, and write a journal entry about a time they felt excluded by friends. It also assigns homework of studying for an upcoming quiz on Friday related to the class reading of To Kill a Mockingbird.
Hn9 u5 sb 30 april 2013
The document provides an overview of the day's class activities and assignments. It will include an examination of internal conflicts in Lord of the Flies using Freudian theory to analyze characters. Students will take a reading quiz, discuss reactions to being dismissed in the film Battle Royale, and review Freudian concepts of the id, ego and superego. Homework includes reviewing pronouns, reading a short story, and completing a dialogue journal.
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Hn9 u5 sb 22 april 2013
- 1. 22 April 2013 Happy Earth Day! I hope you all enjoyed your break and are beginning to recover from the events of last week. Today we begin a brand new unit on Lord of the Flies by discussing an example of allegorical writing and discussing some of the larger questions that we will address over the course of the novel. Do Now: 1. Take out your Independent Reading Unit 1 project and rationale. You will spend the first portion of class viewing one anothers' creative projects in a gallery walk.
- 13. Homework: 1. UM 5.4 Lord of the Flies Anticipation Guide
- 14. Attachments 06 I Am A Rock.mp3 08 Pastures of Plenty.mp3