Today we did a quick review of the literary elements and literary devices on your handout. Then you began working, in partners or individually, on your lit devices posters. Here is a slideshow with all of the devices' examples, and with the instructions for the poster at the bottom. You have to include 15 devices on your poster with definitions or examples. (The art is not as important as the devices.) It will be due at the end of class tomorrow (Thurs).
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Today we learned about literary elements and literary devices. You received a handout with the definitions in-class (get it from the red box if you were absent), and we looked at lots of examples in-class on these slides.
Today in class we had a group activity in which we practiced norms for class discussion. In small groups you decided on how to act in scenario, using the rules of: 3 second wait time, no interruptions, quickly summarizing, and everyone speaks (take turns before you speak a 2nd time). The class had mixed feelings about which norms were helpful and which weren't, but overall we want to work to make sure everyone has a chance to get their voices heard.
Rocket Activity slides Rocket activity instructions/options Today we talked about Involvement by reading, annotating, and responding to an article about community service. If you were absent today, please come get the handout from the red box when you return. Please also see and respond to the reflection slides in this slideshow. Finally, we talked about how to get involved here at school with Club Rush and I encouraged you to fill out your Club Rush passport during that week.
Have a fantastic weekend and see you Monday! Today you returned to SPIRIT, this time to talk about reflection. You wrote about your goals for the future, and hopefully some day you can look back on this paper and reflect on whether or not you were able to reach your goals! It is important that many of you did in fact think of tangible steps it will take to get to your goals. This will be a lifelong process but now is a great time to start.
Even though the "Cross the Line" video didn't work in class today, here it is in case you would like to watch it. And for my students who were absent, here are the slides from today with instructions about what to write; you can also find the Reflection information under the "R" of your SPIRIT packet. Have a great rest of your day! Today we spent the first part of class going over instructions for safety day to prepare for emergency events.
Then, we wrote and reviewed theme statements for "Thank You, Ma'am." Remember, a theme statement is a sentence, not a word, because theme is the message the author is trying to convey. Great work on these! Since you had so much practice over the past few days on writing theme statements in a group, today you got the chance to write a theme statement by reading and annotating independently. You read "The Stolen Party" by Lilliana Hecker, annotating while you read. Remember, if you have questions about what to annotate, the slides are here; you should be noting important quotes that hint at the main idea as well as writing comments, reactions, and questions that you have about the text. If you didn't finish filling out the theme statement handout in class today, it is your homework. Please bring it to class by Monday, though I would suggest doing it tonight while the story and its details are still fresh in your mind. If you were absent today, please pick up the story and theme handout from the red handout box when you get back! Today in class we did a stations activity in order to look at specific elements of "Thank You, Ma'am" and how they lend themselves to the theme statement.
The stations were title, plot, character, conflict, point of view, setting, recurring elements, and quotes. You can see the station titles and questions here. All of the slides from today's activities are located here. As you can see from the end slide, we put the metaphorical "puzzle pieces" together to create our theme statement. Remember, theme is a statement or message from the author that is in the story's main idea. That means a theme is a sentence, not just a word (e.g., not friendship, but "friendship is important to helping people get through difficult times.") Tomorrow, we will look back at the theme statements you created in groups, in order to refine and perfect them. The hope from this activity is that you will be able to look at story independents independently to create a theme statement on your own for the next story we read. Today in class we read and annotated "Thank You, Ma'am," a short story by Langston Hughes. During our reading you annotated the short story looking for important ideas. We paused during our reading so that you could answer comprehension questions to ensure you understood the story; these stories were answered through writing, small-group discussion, and class-discussion. Our goal in reading and annotating the story was to use our annotations to find the theme, or main idea/message, of the story.
Please remember to bring back the story and the answers to the questions tomorrow. We are going to come up with a theme statement for the story in small-groups using your annotations, answers, and story. Today we finished up the last few passion presentations. After that, we read aloud and annotated an article about the consequences of plagiarism. Students responded to the article by answering the following questions, using cited quotes from the article to support their points:
If you didn't finish in class today, please finish over the weekend for homework using the article and paper you took home. Today, we got to hear pretty much all of your speeches about your passions! It was great to hear about your interests. Important lesson: don't forget a visual for your presentation!
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ELA 9
Find our daily activities here. If you are absent, you are responsible for checking here and completing what you missed! Sign Up InfoLog-in information for Turnitin, Google Classroom, and Remind are on the home page.
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June 2019
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