Learning Target:
- Determine possible themes for poems
- Use Google to find information
Work Collected:
- Group worksheets: Langston Hughes poems
- Article of the week (submitted via Google Classroom)
Work Assigned/Handed Out:
- Optional: extra credit for 3rd quarter due Mon. 3/21 (Insert 5 devices in your "Where I'm From" poem); directions are in Google Classroom
Summary of Class:
- Read for ten minutes
- Email: Complete survey about publishing "Where I'm From" poems
- Group work: Finish working with Langston Hughes poems (group worksheet)
- Individual practice: Try either "The Negro Speaks of Rivers" (p. 10) or "I, Too, Sing America" (p. 11)
- Article of the week
- Make sure this is turned in via Google Classroom
- Class discussion: Why is the year in space important? What are our endeavors (goals) in space? What might the space program look like in 50 years?
- Look at Scott Kelly's Twitter page (pictures from the past year)
- Searching for information
Learning Target:
- Use figurative devices (simile, metaphor), attention to language, and historical background knowledge to determine possible themes of poems
Work Collected:
- Group sheet: Langston Hughes poems
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due tomorrow (quiz + 3-part written response)
Summary of Class:
- Read for ten minutes
- Group work: Langston Hughes poems
- See directions on your group's sheet
- Work on AoW (due tomorrow)
Learning Target:
- Use figurative devices and language to determine possible themes of poems
Work Collected:
- Group sheet: Langston Hughes poems
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due Friday
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Introduction to the Harlem Renaissance
- Group work: Langston Hughes poems (directions on group worksheet)
- Read the poem
- Identify devices
- Make lists of words
- Develop a theme for the poem
Learning Target:
- Define and identify poetic devices, such as similes, metaphor, and rhyme scheme
Work Collected:
- Weekly reading for week 9 (turned in via Google Classroom)
- Poetic devices quiz
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week due Friday
Summary of Class:
- Poetic devices quiz
- Read
- Check in to your reading progress spreadsheet and complete the orange box for week 9; turn this in via Google Classroom
- Work on the article of the week:
- 1. Read the article carefully, perhaps multiple times through (log in to tweentribune.com).
2. Take the quiz on the article's website. If you don’t know an answer, look for it in the article. Work carefully and try to get all questions correct.
3. Write a brief summary of the article--perhaps 3-5 sentences (this is a good check to make sure you understood the main ideas). This will be the first part of your written response.
4. Write your reflection about the article. This will be the second part of your written response, and should be at least a paragraph in length. Consider starting phrases like:
I think…
I wonder…
Why…
This reminds me of...
5. Write a response to the "critical thinking” question listed at the bottom of the article. This will be the third part of your written response, and should be at least a paragraph in length.
Learning Target:
- Define and identify poetic devices, such as simile and metaphor
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins. (weekly goal due tomorrow)
- Reminder: poetic devices quiz tomorrow (definitions + identification)
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Poetic devices quiz review
- Study for 4 minutes
- Kahoot review session
- Practice rhyme scheme: packet, p. 5 (see picture to the right)
- Theme in poems
- packet, p. 5: Discuss possible themes for "Maybe Dats Youwr Pwoblem, Too"
- Poetic devices in poems
- packet, p. 8: "A Dream Deferred" (see picture below)
Learning Target:
- Use narratives to explain map data
- Match poetic devices to their definitions
Work Collected:
- AoW (quiz on tweentribune.com and reflection in Google Classroom)
- Google Form: AoW Interactive Maps Data
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Reminder: Poetic devices quiz on Tuesday
Summary of Class:
- Google Classroom: Turn in your AoW reflection
- Read for ten minutes, then check in to your reading progress spreadsheet
- AoW:
- Open one of the four maps: Find an interesting story behind some data, then share with your group members
- Complete the Google Form (listed under the AoW assignment in Google Classroom) about this data and story
- Poetic devices:
- Finish notes on the back of your green sheet (see completed notes here)
- Review activity at tables
- Review online: LA website > Units/Materials > Poetry > Quizlet (to study) or IXL (to practice)
- For the quiz: give definitions and identify examples
Learning Target:
- Identify poetic devices in song lyrics
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- If you calculated a new rate, enter that in your spreadsheet. If not, enter your usual rate.
- Literary Devices:
- Finish reviewing literary devices in song lyrics
- More notes: literary devices for IXL practice
- Practice identifying literary devices: see http://boyden8la.weebly.com/poetry.html
- Work on AoW
- Reminder: Due Friday (quiz + 3-part written response)
- Click on the maps and respond to some of what you learn/think is interesting
Learning Target:
- Identify poetic devices in song lyrics
Work Collected:
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
- Handout: poetry packet
Summary of Class:
- Library: Return/renew/browse/check out books, then read
- Check in to your reading progress spreadsheet
- Poetry and literary devices
- Review devices (green sheet of notes from Monday)
- White poetry packets: work with group members to identify literary devices in these lyrics (be sure to label them when you find them)
- End of class: share findings for first 3 songs
Learning Target:
- Respond to a text with thoughts and opinions
- Use evidence from the text to support your ideas
Work Collected:
- Weekly reading for week 8 (turned in via Google Classroom)
Work Assigned/Handed Out:
- Read for at least 30 mins.
- Article of the week (quiz + 3-part written response) due Friday
Summary of Class:
- Read for ten minutes, then check in to your reading progress spreadsheet
- Complete your orange reflection box for week 8 reading, then turn in your reading spreadsheet via Google Classroom
- Article of the Week--due Fridy
- 1. Read the article carefully, perhaps multiple times through (log in to tweentribune.com, and this week be sure to browse the maps on http://dsl.richmond.edu/panorama/)
2. Take the quiz on the article's website. If you don’t know an answer, look for it in the article. Work carefully and try to get all questions correct.
3. Write a brief summary of the article--perhaps 3-5 sentences (this is a good check to make sure you understood the main ideas). This will be the first part of your written response.
4. Write your reflection about the article. This will be the second part of your written response, and should be at least a paragraph in length. Consider starting phrases like:
I think…
I wonder…
Why…
This reminds me of...
5. Write a response to the "critical thinking” question listed at the bottom of the article. This will be the third part of your written response, and should be at least a paragraph in length.
