Week 3
Day 10
Agenda
9-16-13
Objectives: Students will practice using adjectives in their writing;
discuss what makes good writing and analyze a short story.
Do Now:
1. In your grammar notebook, record the adj. notes that are on
the board. Have out your Topic Sentence rewrites.
Today’s Activities:
•Adjective notes
•TS rewrite correction
•What makes a good paragraph?
•Paragraph info out.
•Writing quiz
•PSAT packets out
Homework:
“Searching for Summer” PARAGRAPH DRAFT 1– due tomorrow
Adjective rewrites– due tomorrow
Agenda
9-18-13
Objectives: Students will practice using adjectives in their writing;
discuss what makes good writing and analyze a short story.
Do Now:
1. Have out your paragraph and editing sheet from yesterday.
Today’s Activities:
•Peer edit
•Vocab study time
Homework:
Final draft due tomorrow! Bring in a printed copy and also save it
to a flash drive or email it to yourself so we can submit to
turnitin.com on Friday
Day 13
Agenda
9-19-13
Objectives: Students will practice identifying direct objects;
understand upcoming vocabulary
Do Now:
Staple the following in this order:
1.Top: final draft  underline your vocab words!
2.Underneath: Draft 2
3.Draft 1
4.Editing sheets
When finished get out both your grammar and your lit notebook,
you’ll need both today!
Today’s Activities:
•Direct object notes
•Turnitin.com info
•Homecoming voting
•Harrison vocabulary
Homework:
Direct object worksheet/Harrison vocabulary
Direct object
• Some sentences only need a Subject and Verb to be a
complete thought.
The basic pattern is S-V for these sentences.
• Other sentences require additional words, called
complements, to express a complete thought. The basic
pattern is S-V-DO for these sentences.
• A direct object is a noun or pronoun that gives meaning to
the subject and verb of the sentence. There are two kinds of
objects within sentence: direct and indirect objects.
• A direct object receives the action of a verb (after action
verbs).
– Ex: Daniel fixes computers.
A direct answers the question “Whom?” or “What?”
Transitive and intransitive verbs
• Depending on the type of object they take,
verbs may be transitive or intransitive.
• A transitive verb is incomplete without a
direct object:
Ex: Jenn won the match.
Subject verb
Direct Object
Intransitive- no direct object needed for the
complete thought
Ex: Jenn won yesterday.
Subject verb
II. Sometimes a direct object is followed by an
indirect object. An indirect object ist he noun or
pronoun for which the action is done.
Daniel fixes computers for his family.
An indirect object comes between the action
verb and the direct object and answers the
question “To whom?” or “For whom?” It is
always a noun or pronoun and never appears by
itself without a direct object.
Turnitin.com
•
•
•
•
Go to turnitin.com
Click on create account
Under Create a User Profile, select student
Type in the class ID:
– 4th: 7028789
– 5th: 7028793
– 6th: 7028800
• Enter the Passcode: Flaherty
• The remaining is your information
Day 13
Agenda
9-20-13
Objectives: Students will practice identifying direct objects; understand
upcoming vocabulary
Do Now:
You have 5 minutes “use it or lose it” for Vocab
quiz. If you are not studying quietly, we will
start the quiz right
Today’s Activities:
•Vocab
•SSR
•“Harrison Bergeron”
Homework:
Read “Harrison Bergeron” (begins page 38)and
complete questions 1-11 in your lit. work
journal. Question #8 needs two quotes.
Vocab Friday Really Random Extra
Credit Trivia
Write your answer to the following on the back
of your quiz, then turn it in, get out your
homework assignment and begin SSR
1. What food is the listed as the biggest choking
hazard?
2. What does the fox say? (…kidding on this one, I just think
that video is funny)
Week 4 day 14
Agenda
9-23-13
Objectives: Students will practice identifying direct objects;
understand upcoming vocabulary
Do Now:
Have out your Harrison Bergeron questions. Be
ready to write down new vocabulary
Today’s Activities:
•New vocab
•Linking verb notes
•Mystery envelopes
•Homework:
Linking verb worksheet
WEEKLY VOCABULARY III
1. AVARICE: (n) greediness; extreme desire for wealth. [i.e. His
avarice was responsible for his cruelty to his employees and
unfairness to his competitors.]
2. BIGOT:
(n) a person stubbornly and intolerantly devoted to his
own ideas, party, church, etc. [i.e. One’s inability to see another’s
point of view marks him as a bigot.]
3. DIFFIDENT: (adj) shy; lacking in self-confidence. [i.e. The
confidence of a diffident child will be strengthened by giving him
work which he can do successfully.]
4. LOQUACIOUS: (adj) talkative; enjoys talking. [i.e. Being in a
loquacious mood, Fred gave a long account of his war experiences.]
5. VERACITY: (n) truthfulness. [i.e. He is an honest man; his veracity
is beyond question.]
6. AUGMENT: (v) to increase; to enlarge. [i.e. He augments his
income by working overtime.]
7. CHRONIC: (adj) constant; habitual; with reference to a disease;
long lasting. [i.e. We groaned when the teacher called on Steve,
because we knew him to be a chronic complainer.]
Linking verbs
Action Verbs: Some verbs tell of an action that tells that
something is happening, has happened, or will happen.
Linking Verbs: Some verbs do not tell of an action, but merely tell
that something is. They express a state of being.
Here are some common linking verbs: is, am, are, was, were, be,
been, being, become, look, appear, feel, smell, taste, grow,
seem, sound.
TRY THIS:
Find the SUB + VERB + OBJECT
If the SUB and OBJECT are the same – verb is LINKING
If the SUB and OBJECT are different – verb is ACTION
• I watched the parade.
I watched parade
Watched is ACTION
• Ellen has a bike.
Ellen has
bike
Has is ACTION
• Our room looks messy.
Room looks messy
Looks is LINKING
• The air is chilly.
Is is LINKING
Air
is
chilly
9-24-13
Objectives: Students will practice identifying linking verbs; they will
connect the short story to their own life using evidence from the
text.
Do Now: 1. Get out your Short Story chart and
complete the column second column for
“Harrison Bergeron.” You may work with your
group of two or three (that you are sitting next
to). 2, Have out your linking verb homework,
too.
Today’s Activities:
•Short story chart
•Link verb correction sheet
•Personal essay information
Homework: Work on your personal essay that is
due on Friday. You will not have any other class
time.
Day 16
Agenda
9-25-13
Objectives: Students will practice identifying helping verbs; understand upcoming
vocabulary
Do Now:
Have out your grammar notebooks and be
ready to write down Helping verb notes
Today’s Activities:
•Helping verb notes
•HB Quiz
•Vocab TWCSR
Homework:
Finish helping verb worksheet and TWCSR
vocabulary
Helping verbs
• Helping verbs combine the main verb to form
a verb phrase.
• So…. VERB PHRASE = HELPING VERB + MAIN
VERB
• Examples
– I can play football. (can play = can + play)
– The cake has been taken to the party. (has been
taken = has been + taken)
– I should have left earlier. (should have left =
should have + left)
The 24 helping verbs
•
•
•
•
•
do
does
did
must
might
have
has
had
may
can
is
am
are
shall
will
was
be
were
been
being
could
ought
should would
Prepositions:
Prepositions are the words that indicate location. Usually, prepositions show
this location in the physical world. Check out the three examples below:
The puppy is on the floor.
The puppy is in the trash
can.
The puppy is beside the
phone.
Agenda
9-26-13
Objectives: Students will practice identifying helping verbs; read and
analyze TWCSR
Do Now:
Have out your helping verbs worksheet and
TWCSR vocab
Today’s Activities:
•Helping verb correct
•TWCSR background
•TWCSR reading – in pairs.
Homework:
Questions 1-7, and question 9. Questions 5,7
and 9 need two quotes each.
Read in Pairs
1. Read aloud one page then stop.
2. Clarify, Question, Predict, Summarize –
talk to each other about the text
3. Switch readers
4. Repeat until story is finished
Agenda
9-26-13
Objectives: Students will practice identifying helping verbs; read and
analyze TWCSR
Do Now:
1. Have out your your TWCSR questions
2. Turn in your essay to the inbox.
Today’s Activities:
• TWCSR questions
• Verb quiz
• SSR
Homework:
Finish short story chart for TWCSR
Week 5
Agenda
10-1-13
10-1-13
Objectives: Students will show an understanding of indirect objects and
analyze mood in TWCSR
Do Now:
1. Have out your Indirect object worksheet
and the mood worksheet
Today’s Activities:
• Indirect object worksheet corrections
• TWCSR mood videos
• Finish mood worksheet
• Go over analogies if time allows
Homework:
Mood paragraph: pick the text or one of the videos that best
conveys the mood of TWCSR. Identify the mood, and
explain how the author/director creates it using two pieces
of evidence. At least 8 sentences.
• http://www.youtube.com/watch?v=MUOSdYb
EJdE&feature=youtu.be
• http://www.youtube.com/watch?v=5LNHYz89
sNc&feature=youtu.be
• http://vimeo.com/1192818
Agenda
10-2-13
Objectives: Students will show comprehension of TWCSR
Do Now:
1. Have out a pen or pencil. You have five minutes to
look over TWCSR vocab and your questions.
Today’s Activities:
• TWCSR quiz
• Mood work – paragraph work time
Homework:
Mood paragraph: pick the text or one of the videos that best
conveys the mood of TWCSR. Identify the mood, and
explain how the author/director creates it using two pieces
of evidence. At least 8 sentences TYPED WITH
TURNITIN.COM.
*Use present tense * Add in 3 vocab words
* Follow academic writing rules.
Agenda
10-3-13
Objectives: Students will show comprehension of TWCSR
Do Now:
1. Have out a pen to correct with. Have out your
TWCSR
Today’s Activities:
• TWCSR peer grading
• Vocab review if time allows
Homework:
Study, study, study vocab.
Agenda
10-4-13
Objectives: Students will show understanding of vocabulary. Practice
independent reading habits
Do Now:
1. Have out your grammar notebook and be ready to
record notes for today
Today’s Activities:
• Grammar
• Vocab quiz
• SSR
Homework:
Grammar worksheet and “Initiation” vocab
Really random extra credit trivia!
1. What large island is south of Melbourne,
Australia?
2. Which US vice president became president
when John F. Kennedy was assassinated?
• SSR or do your PSAT packet when finished!
Inverted order
•
The following are two exceptions to this normal word
order:
1. Normal word order is reversed to add emphasis.
Over the waves soared the pelican.
2. In sentences with expletives, the subject generally comes
after the predicate. (An expletive is a word used to
introduce or fill out a sentence. There and it are
sometimes used as expletives.)
There are three letters in the mailbox.
Voice of verbs
• The voice of a verb indicates whether the subject performs the
action or is acted upon. An action verb is in the active voice
when the verb’s subject performs the action. An action verb is in
the passive voice when its action is performed on the subject.
• Examples:
– ACTIVE VOICE: Derek took the pictures.
– PASSIVE VOICE: The pictures were taken by Derek.
• You form the passive voice by using a form of the auxiliary verb
be with the past participle of a verb. Active voice is usually a
stronger way of expressing what you want to say. Use the
passive voice if you do not want to all attention to the performer
of the action or if you do not know the performer.
– The eyeglasses were broken. [It may not matter who broke
them.]
– The flag has been raised. [You may not know who raised it.]
Agenda
10-4-13
Objectives: Students will show understanding of vocabulary. Practice
independent reading habits
Do Now:
1. Have out your grammar notebook and be ready to
record notes for today
Today’s Activities:
• Grammar
• Vocab quiz
• SSR
Homework:
Grammar worksheet and “Initiation” vocab
Agenda
10/7/13
Objectives: Students will analyze “Initiation” and become
familiar with new vocab.
Do Now:
1. Be ready to write down new vocab – List #4
2. Have out homework: vocab and inverted
order assignment
Today’s Activities:
•Vocab 4
•Inverted order correct
•Read “Initiation” and work on questions
Homework:
Questions due tomorrow – see my webpage if
you need to refer to the text!
1. ALTRUISM: (n) concern for others, their interests, welfare, etc.
[i.e. Unlike selfish men of wealth, he was noted for his altruism.]
2. DEROGATORY: (adj) showing an unfavorable opinion of someone
or something; belittling. [i.e. After reading many derogatory
opinions of Smith, we decided not to vote for him.]
3. NOTORIOUS: (adj) widely known but with a bad reputation.
Notorious should only be used to describe a bad person. [i.e.
Many notorious outlaws appear in the history of the West.]
4. PERTINENT: (adj) relating directly to the subject. [i.e. In
considering any costly project, the size of your treasure is
pertinent information.]
5. VENERABLE: (adj) deserving respect or admiration. Venerable is
used when referring to the old. [i.e. The entire village considers
my grandfather to be a venerable gentleman.]
6. ECCENTRIC: (adj) different from the usual; odd; peculiar. [i.e.
The strange customs of foreigners seem eccentric to us.]
7. LETHARGIC: (adj) being inactive or indifferent; having a dislike
for activity. [i.e. The actor’s lethargic performance was due to his
illness.]
• Tomorrow - discuss questions - I usually do a
group discuss and report out. Assign a lit.
analysis skill builder - wkst - I have a copy for
you - and the short story chart. Quiz over
Initiation on Wed.
Agenda
10/8/13
Objectives: Students will analyze “Initiation” individually and in
groups.
Do Now:
• Have out your homework questions and be
ready to share out
Today’s Activities:
•Vocab review
•Group discussion of “Initiation” – jigsaw
•Lit analysis skill builder worksheet
Homework:
•finish lit analysis skill builder worksheet
Agenda
10/9/13
Objectives: Students will analyze “Initiation” individually and in
groups.
Do Now:
1. Have out your short story chart
2. Take out your conflict quotes that you recorded
last night. On the back or on a separate piece of
paper, write 2 CMs each for three of your quotes
Today’s Activities:
•“Initiation” work
•“Initiation” quiz.
Homework:
•Be ready for a comprehension test on all the short
stories tomorrow.
•Vocab quiz on all the short stories on Friday
Agenda
10/10/13
Objectives: Students will analyze “Initiation” individually and in
groups.
Do Now:
1. Cross off the back of the grammar worksheet. The
wrong one was copied.
Today’s Activities:
•Short Story test
•Grammar worksheet 2.
Homework:
•Complete grammar worksheet – we’ll go over both
tomorrow
•Vocab quiz on all the short stories on Friday
Don’t forget about complements!
• An object complement follows and modifies
or refers to a direct object. It can be a noun or
adjective or any word acting as a noun or
adjective.
• The clown got the children too excited. (The
participle "excited" complements the object
"children.")
Homework:
1. Complete grammar worksheet – we’ll go over both
tomorrow
2. Vocab quiz on all the short stories on Friday
Agenda
10/11/13
Objectives: Students will demonstrate their understanding of
Do Now:
1. Have out the white(or blue) grammar worksheet
from yesterday
Today’s Activities:
•Grammar go over
•Vocab .
•Grammar review
Homework:
•Final grammar review before test Monday
Directions for verb review:
Front page- all of it:
1. Underline and label subject and TYPE OF verb
2. Circle and label the direct object (if there is one)
Back Page Indirect object section (practice 1, 2, 3):
1. Underline and label subject and TYPE OF verb
2. Label the object and indirect object
Back Predicate Nominatives; predicate Adjective:
1. Underline and label subject and TYPE OF verb
2. Label the predicate nominative/predicate
adjective
Agenda
10/14/13
Objectives: Students will demonstrate their understanding of
subject/predicate; gain background knowledge for A Separate
Peace
Do Now:
1. Have out the blue grammar worksheet from
yesterday. Grab a clock hand out front the front
table.
Today’s Activities:
•Grammar corrections and review
•Subject/Predicate test
•Knowles reading
Homework:
•Finish Knowles reading.
Turn in your quiz and pick up the John Knowles
reading: Highlight and underline important passages
and use the following symbols as a key. Write notes
next to each!
• Underline and star* – Main ideas – information that you
think shows the author’s main purpose in writing this piece
• ! – I love this part! Great writing or idea. Something you find
interesting
• ?? – Something that is unclear or confusing.
• ? – Discussion point and Why
• CIRCLE – Key terms, which are: 1. Words that are defined. 2.
Are repeated throughout the text. Note: if you have only a
few circled, you really have a pretty good idea what the text is
about.
Agenda
10/15/13
Objectives: Students will demonstrate their understanding of
subject/predicate; gain background knowledge for A Separate
Peace
Do Now:
NEW SEATS! Look at the podium!
1. Have out your John Knowles packet
2. Be ready to record Preposition notes in your
grammar notebook.
Today’s Activities:
•Preposition notes
•Packet discussion – group work
•Vocab review
Homework:
• Preposition assignment
• Bring notecards Thursday. Get PLENTY of sleep
tonight.
Prepositions
1. Preposition (Prep) – a relationship word followed
by its object
2. A Preposition is always followed by an object of
the preposition (noun or pronoun) to form a
prepositional phrase. To find the object of the
prep., say the prep and then ‘what?’ or ‘whom?’
The answer will be a noun or pronoun
3. A prepositional phrase begins with a prep, ends
with an object of the prep, and includes all the
words in between.
4. If a word on the prep list is NOT FOLLOWED BY AN
OBJECT IT IS NOT BEING USED AS A PREPOSITION.
It is probably being used as an adverb.
One big grammar fact you can
depend on:
• The subject , verb, direct
object and/or indirect object
of the sentence is NEVER
found in a prepositional
phrase
Address the following questions with your partner and be ready
to share out (Mark your answers in the margin, on the text):
1. Look over what you marked in the text. Discuss: a.)
Main ideas of this piece? b.) Information you found
interesting? c.)Confusing sections? d.) Key terms?
2. Come up with 2 discussion points that you’d like to
bring up with the class.
3. What events most influenced John Knowles? (can
address his life and/or writing)
4. Why is this novel so popular and well respected?
5. Describe the historical background of the text.
Why is it important?
6. How does the reading describe life at prep school?
From webMD
• Vitamin D is a vitamin. It can be found in small
amounts in a few foods, including fatty fish
such as herring, mackerel, sardines and tuna.
To make vitamin D more available, it is added
to dairy products, juices, and cereals that are
then said to be “fortified with vitamin D.” But
most vitamin D – 80% to 90% of what the
body gets – is obtained through exposure to
sunlight.
http://www.webmd.com/vitamins-supplements/ingredientmono-929vitamin%20d.aspx?activeIngredientId=929&activeIngredientName=vitamin%20d
• Vitamin D is used for preventing and treating
rickets, a disease that is caused by not having
enough vitamin D. Vitamin D is also used for treating
weak bones (osteoporosis), bone pain, bone loss in
people with a condition called hyperparathyroidism,
and an inherited disease (osteogenesis imperfecta) in
which the bones are especially brittle and easily
broken. It is also used for preventing falls and
fractures in people at risk for osteoporosis, and
preventing low calcium and bone loss (renal
osteodystrophy) in people with kidney failure.
Agenda
10/17/13
Objectives: Students will understand the parameters and
requirements of the research project.
Do Now:
1. Have out your Preposition worksheet and be ready
to correct it
2. Have out multiple notecards and your yellow MLA
packet
Today’s Activities:
•Preposition – go over
•Research project info out.
–Requirements
–Source cards and fact cards
Homework:
• Preposition assignment 2
• STUDY VOCABULARY!
Agenda
10/23/13
Objectives: Students will complete steps of the research
process.
Do Now:
1. Grab the pink handout from the tan table under
the whiteboard
2. Be ready to write down new vocab.
Today’s Activities:
•New vocab (5 min)
•Works Cited info (10 min)
•Individual work time (30 min)
•Group check in and compile facts – what’s missing (510 min)
Homework:
• 30 Fact and 6 bib cards due tomorrow!
• Works cited due Friday.
Week 5
• FACETIOUS: (adj) humorous, funny; trying to be humorous. [i.e.
We were annoyed by his facetious reply to our serious question.]
• PHLEGMATIC: (adj) sluggish; calm; not easily aroused. [i.e. Fred’s
phlegmatic disposition is an advantage in a crisis.]
• PLAUSIBLE: (adj) seeming to be true and reasonable. [i.e. A
plausible argument is one which sounds convincing.]
• INANIMATE: (adj) not living; without life or consciousness; dull.
Inanimate means “not living” or “without life”. [i.e. Standing still,
she seemed as inanimate as a statue.]
• INCORRIGIBLE: (adj) not capable of being corrected; not
correctable. When a person’s bad habits are so firmly established
that nothing but bad behavior can be expected. The word is always
used in reference to bad behavior. [i.e. We have tried to break him
of biting his nails, but he is incorrigible.]
• FEASIBLE: (adj) capable of being done. [i.e. The bridge is feasible
from an engineering point of view.]
• IMPLACABLE: (adj) cannot be calmed. [i.e. His implacable
attitude caused him not to see the truth.]
Presentation info
• You and your group must have a cohesive
presentation (see rubric)
• Each person MUST speak at least two minutes, BUT
your presentation cannot exceed 15 minutes.
• Smooth transitions between presenters is a MUST!
• Today you will work with you group to see if you have
any “holes in your research” – that’s what you should
then research tonight!
• Every fact you have MUST be on your works cited
page on
• Every member must have a Works Cited page
Works Cited page
•
•
•
•
•
•
•
•
•
•
Work Cited—centered at the top of the page, in the same size and type of font as
the rest of the document (12 Times New Roman).
Double Space---the entire work is double spaced.
Do not number or bullet entries
Alphabetical order---by first word (author, title, etc—whatever is first).
Reverse indentation---for each entry all lines after the first line should be indented
(see example).
All entries end with a period
URLs do not need to be provided
Correctly punctuate titles:
– Italicize=titles of books, magazines, online databases, longer published works
– Quote marks “”=article titles, chapter in a book, essay in a book, article in a
data base, shorter published works
All dates should be in the following format: date month year
ONLY THE SOURCES CITED IN THE PAPER/PRESENATION CAN BE ON THE WORKS
CITED PAGE.
ALL CARDS NEED PDs
• What do you do when there is no author?
– PDs always use the first word on the Bib. Cards.
Usually this is the author, but with databases, it is
OFTEN the title of the article.
Agenda
10/24/13
Objectives: Students will complete steps of the research
process.
Do Now:
Have out your fact cards and bib cards.
Today’s Activities:
•Preposition writing
•Rubric info.
•Group work
Homework:
• Works cited due tomorrow.
• Writing assignment due Monday
Presentation info
• You and your group must have a cohesive
presentation (see rubric)
• Each person MUST speak at least two minutes,
BUT your presentation cannot exceed 15
minutes.
• Smooth transitions between presenters is a
MUST!
• Every fact you have MUST be on your works
cited page on
I. Organization & Preparation (25)
A. introduction engages audience and lets them know
what to expect of the presentation's contents
B. presents compelling, relevant, and detailed
information. Ideas are presented in a clear, logical
sequence
C. speakers are familiar and confident with material; do
not rely on note cards
D. speakers are well-prepared--no major time lags; easily
transition from point to point and speaker to speaker
E. conclusion recaps presentation and is clear to audience
II. Delivery (15)
A. Body Language/Appearance ____/5
1. posture appropriate, looks natural, relaxed,
not "glued" to the floor, makes good use of
space
2. facial expressions are pleasant and natural
3. speaker uses appropriate gestures
B. Voice
____/5
1. good, clear pronunciation of words (does not
laugh)
2. appropriate volume and rate
3. not monotone; uses voice inflection
4. speaker has passion/emotion in his/her words
5. professional yet enthusiastic
C. Eye Contact ____/5
1. talks to entire audience--not to a select few,
the walls, the floor, or the cards
2. does not rely on note cards
III. Time:____________ (10)
A. each speaker needs to speak for at least 2
minutes; group presentation may not exceed 15
minutes.
Agenda
10/25/13
Objectives: Students will complete steps of the research
process and practice presentations.
Do Now:
Write your name on your Works Cited and turn
it into the inbox. Then await group work
instruction.
Today’s Activities:
•Group work
–Finish planning
–Get MORE than one practice in
Homework:
• Preposition writing assignment due Monday
Agenda
10/28/13
Objectives: Students will demonstrate their understanding of
the research process and their background information.
Do Now:
1. Grab BOTH handouts from the front of the room.
2. Grab A Separate Peace book from the back of the
room
3. Turn in your prepositions writing assignment to
the inbox! Staple the blue to the typed copy.
Today’s Activities:
•Book check out
•Presentations 1-3
Homework:
• Chapter 1-2 with questions – Due Thursday
Agenda
10/29/13
Objectives: Students will demonstrate their understanding of
the research process and their background information.
Do Now:
1. Have out your notes sheet.
Today’s Activities:
•Book check out
•Presentations 4-6
Homework:
• Chapter 1-2 with questions – Due Thursday
Agenda
10/30/13
Objectives: Students will demonstrate their understanding of
the research process and their background information.
Do Now:
1. Have out your notes sheet!
Today’s Activities:
• Group two presentation
• Reading
Homework:
• Chapter 1-2 with questions – Due tomorrow
Agenda
10/31/13
Objectives: Students will demonstrate their understanding of
the research process and their background information.
Do Now:
1. Have out your chapter 1-2 vocab and questions for
A Separate Peace
2. Write down today’s date in your journal and
answer the following question: Is Gene a reliable
narrator? Use a quote to support your answer.
3. You’ll also check your vocab definitions after the
bell.
Today’s Activities:
• Vocab corrections and do now question
• Homework questions discussion.
Homework: Chapter 3
Groups discussion
•
•
•
•
•
•
•
Group 1 - #'s 1&2
Group 2 - # 3,
Group 3 - # 4
Group 4 - # 1 (chpt. 2)
Group 5 - #'s 2&3
Group 6 - # 4
Group 7 - the reliable narrator question.
• You have 10 minutes to prepare a thorough group response
supported by 3 quotes. You’ll share your responses with the
class.