Quarter 2
2013-2014
Agenda
11/1/13
Objectives: Students will demonstrate their understanding of the research process
and their background information.
Do Now:
1. Have out your chapter 3 vocab and questions
for A Separate Peace
2. Answer this question in your journal: What was
Gene’s America like in the summer of ‘42?
Explain using a quote.
Today’s Activities:
• Chapter 3 discussion
• Vocab quiz
• SSR – A Separate Peace does not count. Lose 20
points if reading this.
Homework: Chapter 4
Really random trivia!
• "Sphenopalatine Ganglioneuralgia" is
commonly referred to as?
• How long does it take the moon to revolve
around the Earth, to the nearest day?
• Write your answer on the front of the test, at
the bottom.
• Turn it in and SSR when finished – You should
have a separate book than A Separate Peace.
You can choose to read A Separate Peace if
you want to forfeit the SSR points for today.
Really random Trivia!
• In the game battleship, how many hits does it
take to sink an aircraft carrier?
• 5
• "Sphenopalatine Ganglioneuralgia" is
commonly referred to as? Brain freeze
• SSR when finished!
• How long does it take the moon to revolve
around the Earth, to the nearest day?
• 27
Really random Trivia!
1. Where is the famous Pennsylvania Station?
New York
2. What city dug the first subway? London
• Write your answer on the front of the test, at
the bottom.
• Turn it in and SSR when finished – You should
have a separate book than A Separate Peace.
You can choose to read A Separate Peace if
you want to forfeit the SSR points for today.
• 11/06/2013:
• Preposition quiz; went over character analysis assignment; worktime
(choice of 5-6) or character analysis.
• Homework: ASP Chpts. 5-6 Due Tomorrow; character analysis due
Wednesday 11/13
• 11/05/2013:
• Corrected Prep. worksheet; Chapter 1-4 Quiz; Chpts. 5-6 worktime
• Homework: ASP Chpts. 5-6 Due Thursday
• 11/04/2013:
• Recorded Week 6 Vocab; Discussed ASP Chpt. 4
• Homework: Prep. Review wkst; Study = ASP Chpts. 1-4 Vocab and Comp.
Quiz Tomorrow.
Verbal – part 1
• A verbal is a word that looks like a verb but is
used as a noun or modifier (Modifiers = words, phrases, or
clauses that provide description)
• Three types of verbal:
1. An infinitive is a verbal which usually starts with
to used as a noun or modifier.
– to + verb = infinitive
– Important Note: Because an infinitive is not a verb, you cannot
add s, es, ed, or ing to the end. Ever!
2. A gerund is a verbal that ends in -ing used as a
noun in a sentence.
3. A participle is a verbal that is used as a modifier.
Varied Sentence Beginnings -continued! Yes, write the
examples down!
3. Inverted Order
Example: Through a haze of jealousy festers
Gene’s rivalry with Finny.
4. Prepositional Phrase
Example: After returning from the beach,
Gene questions his friendship with Finny.
5. Infinitive Phrase
Example: To study consistently challenges
Finny.
Example: To win the war against Finny, Gene
immerses himself in his studies
Student lead discussion info/requirements
• One student per chapter; 10 extra credit points goes to the volunteer
• The class earns points for sharing ideas/participating
• The leader MUST:
– Complete the questions and have their answers ready and
marked in the text
– prepare two additional discussion questions
– prepare two passages from the text that you’d like
students to discuss
– call on a variety of students by name, not just those who
always raise their hands
– “read the room” know when the question is “dead” and it
is time to move on…
Chapter 5
1. denounce-V proclaim
publicly
2. transfixed-V to hold
motionless by or as if by
piercing
Chapter 6
1. tedious-ADJ boring;
tiresome because of
length or dullness
2. speculation-N
assumption
3. exhorted-V urged
strongly, incite by
4. idiosyncratic-ADJ
characteristic or peculiarity of
habit
5. eccentric- ADJ different,
strange, deviating from the
norm
6. infinitesimal- ADJ
immeasurably small
7. saline-ADJ salt filled
8. maimed-ADJ injured
9. catapulted-V thrown or
launched
10. seared-V burned, scorched
11. reprimand-N criticism for
fault
Agenda
11/1/13
Objectives: Students will read and analyze ASP in pairs.
Do Now:
Have out the following:
1.
2.
3.
chapter 5-6 vocab and questions
your grammar journal to record notes
Clock buddies sheet
Today’s Activities:
• Verbal + sentence starter notes
• Vocab check ch5-6
• Chapter 5-6 discussion – clock buddies
• Student lead discussion info – if time allows
• Chapter 7 work – if time allows
Homework: Chapter 7 Qs
Agenda
11/8/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Have out the following:
1. Chapter 7 vocab and questions
2. Your A Separate Peace book.
Today’s Activities:
• Student lead discussion – chapter 7
• Remember- you must speak at least once today to
earn points.
• SSR – if time allows
Homework: Chapter 8 vocab and Qs
Agenda
11/12/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Have out the following:
1. Chapter 8 vocab and questions
2. Your A Separate Peace book.
Today’s Activities:
• Vocab check- chp 7-8
• Student lead discussion – chapter 8
• Remember- you must speak at least TWICE today
to earn points.
• Project work time
Homework: Project due tomorrow
Chapter 7
1. gabardine-ADJ twilled
fabric (used for suits, etc.)
2. derision-N ridicule
3. rasping-ADJ irritating
(used as an ADVERB)
4. arsenic-N poisonous
chemical
5. implausibility-N not
believable
6. bleary-ADJ dull or
dimmed
7. futility-N uselessness
8. tributaries-N pl small
streams feeding into a
larger bodies of water
9. dexterity-N skill in use
of hands, body, or mind
10. provocative-ADJ
exciting
Chapter 8
11. gilding-V to give an often
deceptively attractive or improved
appearance “gild the lily” = add
unnecessary ornamentation to
something beautiful on its own
12. veered-V turn sharply; shift
direction
13. inevitable-ADJ incapable of
being avoided or prevented
14. congealed-V to solidify by
freezing, coagulate, jell
15. gaunt-ADJ thin, bleak, desolate
16. bequest-N something given by
will; handed down
17. reticent-ADJ reserved in style;
restrained; hesitant
18. bric-à-brac-N small ornamental
objects valued for antiquity
19. aphorisms-N pl brief statement
of a principle; tersely stated opinion
20. grimacing-ADJ look of disgust,
contempt
21. gibe-N a taunt or jeer; teasing
words
22. sententiousness-N a
moralistic/aphoristic expression
Agenda
11/13/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Have out the following:
1. Have out your project and be ready to share it out.
Today’s Activities:
• Project share out
Homework: Begin chapter 9. Chpt. 9-10
Agenda
11/14/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Grab the handout from the front.
Have out your grammar notebook.
Today’s Activities:
• Adverb notes
• Chapter 5-8 quiz
• Work time- you can choose to do chapters 9-10 or
work on the writing assignment
Homework: Chpt. 9-10 due tomorrow. Writing
assignment due Tuesday
Adverbs
• An adverb modifies (describes) a verb, an
adjective, or another adverb. An adverb
answers the questions: Where? When? How?
Why? How often? How much? To what
extent?
• Many one-word adverbs end in –ly and
answer the question “HOW?”
Agenda
11/15/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Answer the following questions in your lit. spiral.
1. Pick one character and explain how he was impacted
by the winter carnival. (1 quote required to back up
your answer)
2. How has Leper changed from the beginning of the
novel until now? (2 quotes needed in your answer.
One from early in the text, one from later)
Today’s Activities:
• Do now writing
• Chapter 11/writing assignment work time
Homework: Chpt. 11 due Monday. Writing assignment
due Tuesday
Agenda
11/18/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
Be ready to add to Adverb notes
Today’s Activities:
Adverb notes continued
9-11 discussion
Homework:
Adverb assign. Writing assignment due Tuesday
– don’t forget turnitin.com
Adverbs continued.
 Adverbs show: time, place, manner, cause, degree,
condition
 Adverbs usually end in “-ly”
 They can move around in the sentence.
Ex. Cautiously, we crept up the stairs.
We cautiously crept up the stairs.
We crept up the stairs cautiously.
 Steps to finding an adverb:
Find the action verb. (It has to be action to have an adv.)
1. Ask “how”, “where”, “when”, “how often” or “how much”
2. Look for an “-ly” ending
3. See if it can move
Chapter 9
1. indivisible-ADJ incapable of being divided
2. reputedly-ADV generally supposed or regarded
3. queried-V to question, inquire
4. declaimed-V to speak pompously
5. liaison-N communication between different groups or units
of an organization, close relationship
6. humblest-ADJ low rank, modestly in behavior
7. disillusioned-ADJ falsely believing to free from false beliefs
8. duress-N taken by threat; forced confinement
9. mesmerized-V to hypnotize, enthrall (USED AS AN ADVERB
Chapter 10
1. culminate-V to bring to the highest point; climactic or
decisive
2. outmoded-V not being in style; no longer acceptable or
usable
3. preeminently-ADV outstandingly- having paramount rank
4. presaged-V foreshadowed; omen
5. furlough-N leave of absence from duty granted especially to
personnel of the armed forces
6. modulated-ADJ to adjust or adapt to a certain proportion,
temper
Chapter 11
1. austere-ADJ severe or stern in disposition or appearance,
strict
2. aura-N a distinctive air that characterizes somebody
3. deluded-ADJ to mislead; deceive
4. latent-ADJ present but not evident
5. fortitude-N strength of mind
6. vestibule-N small entrance hall or lobby
7. bane-N cause of death or ruin
8. stealthier-ADJ done in a secret or hidden way
9. opaque-ADJ impenetrable by light; dull
10. exasperated-ADJ to make angry or irritated; provoke
Agenda
11/19/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
1. Be ready for discussion.
2. Turn in your adv. worksheet. If we have time
we’ll correct as a class tomorrow.
Today’s Activities:
• 9-11 discussion continued (15-20 min- TOPS)
• Paragraph peer edit. (35 min)
Homework:
Begin chapter 12
Agenda
11/20/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
1. Be ready to peer assess paragraphs
Today’s Activities:
• Paragraph peer assessment
• Chapter 12 work – if time allows
Homework:
Finish chapter 12 and questions
Agenda
11/21/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
1. Grab handout from the front.
2. Have out chapter 12 work and ASP book
3. Be ready to record conjunction notes in your grammar
notebook
4. While you’re waiting, correct your 9-12 vocab. There
is a list on each group of 3 desks.
Today’s Activities:
• Conjunction notes
• Vocab correct
• Chapter 12 jigsaw
Homework:
Conjunction worksheet
Conjunction junction what’s your function…
• A conjunction is a word that joins:
1. Individual words
2. Groups of words
3. Sentences
• Coordinating conjunctions join words, groups of words or
sentences of EQUAL IMPORTANCE. (FANBOYS- For-AndNor-But-Or-Yet-So)
• Correlative conjunctions always appear in pairs. The two
conjunctions are used to join items of equal importance.
Common correlative conjunctions:
1. Both…and
2. Whether…or
3. Either…or
4. Not only…but also
5. Neither…nor
subordinating conjunctions
• Used ONLY at the beginning of a group of
words called a subordinated clause.
• The subordinating conjunction joins two
groups of words that would otherwise be
separate sentences and shows their
relationship.
• See list of common sub. conjunctions on your
assignment sheet.
jigsaw
• Take your chapter question and prepare one
paragraph with 2 CDs (two quotes)
• Should be at least 8 sentences long.
Agenda
11/22/13
Objectives: Students will discuss and analyze the characters, setting and plot of ASP.
Do Now:
1. Have out your conjunction worksheet
Today’s Activities:
• Conjunction correct
• Vocab quiz
• SSR – ASP does not count for SSR…
Homework:
Finish chapter 13 and questions
Agenda
11-25-13
Objectives: Review and analyze ASP to prepare for essay and test
Do Now:
Have out chapter 13 questions.
Prepare to write down new vocab words
Today’s Activities:
• Vocab 7
• Chapter 13 review – clock buddies
• Essay info
• Motif/symbolism pair work
Homework: Study for ASP tests.
Vocab 7
• AFFLUENT: (adj) rich, prosperous. [i.e. An affluent gentleman, he spent
his money freely.]
• APATHY: (n) lack of emotion, feeling or excitement: lack of concern with
things which usually arouse feeling. [i.e. Mr. Stone’s apathy toward his
children is responsible for their bad behavior.]
• ASSIDUOUS: (adj) hardworking, persistent steadily working. [i.e. If Al
were an assiduous in his studies as he is at golf, he would be an A student.]
• IMPERVIOUS (to): (adj) cannot be penetrated or affected. [i.e. This
furniture is made of a plastic impervious to weather.]
• OBSEQUIOUS: (adj) overly polite and obedient, slave like. Used to
describe those who “bow and scrap” to gain someone’s favor. [i.e. Jack
surprised us by his obsequious manner in the presence of the principal.]
• CHARLATAN: (n) a person who pretends to have knowledge or ability
which he does not have; a quack; an imposter. [i.e. Due to his impossible
explanations, the supposed doctor was proven to be a charlatan.]
• PROPRIETY: (n) proper behavior. [i.e. I question the propriety of chewing
gum in class.]
• When finished, check your chapter 13 vocab.
Motifs vs symbolism
• Motif - The literary device ‘motif’ is any element,
subject, idea or concept that is constantly present
through the entire body of literature.
• A symbol is literary device that contains several
layers of meaning, often concealed at first sight, and
is representative of several other aspects/ concepts/
traits than those that are visible in the literal
translation alone. Symbols often use an object or
action that means something more than its literal
meaning.
In your spirals – with your group of 2-3 find AT LEAST
ONE example for each of the following symbols and
motifs and write one sentence to explain the symbol or
motif’s significance to the text.
Motifs:
1. Transformation
2. Athletics
Symbols:
1. Summer SessionWinter Session
2. Finny's Fall
3. War War II
Motifs in A Separate Peace
• TransformationFinny - healthy athlete - cripple
Gene- athlete in Finny's absence
Boys to men
Athletics
The games played shed light on Finny's
character in contrast to Gene.
Symbolism
• Summer SessionA time of anarchy and freedom
Finny can get away with anything
Innocence vs. Youth
• Winter SessionDarkness and disciplined
New Head Master
difficult work, adulthood, wartime, carefree
youth vs. adulthood
• Finny's Fall-
• Chapter 13
• 1. fabled—ADJ—to talk or write about as if
true
• 2. musterings—N pl a gathering
• 3. benefactress—to state forcefully
• 5. poignant—ADN woman who gives aid
• 4. asserting—V J appealing to emotions;
touching
• 6. exertion—N a laborious effort
Theme and symbol discussion
• In your spirals – with your group of 2-3 find AT
LEAST three examples for each of the
following symbols and themes and write two
sentences to explain the symbol or theme’s
significance to the text.
1. Good vs. evil – (think of Finny and Gene as symbols)
2. Theme: Appearance vs. reality.
3. Theme: adulthood. How is this represented in the
novel?
4. Theme: Friendship (Think about different
characters this applies to.)
Agenda
11-26-13
Objectives: Students will demonstrate comprehension of ASP.
Do Now:
Have out a pen or pencil.
Today’s Activities:
• ASP test 1
• Prewrite work time.
Homework: Study for ASP vocab
test. Prewrite due next Monday.
Agenda
11-27-13
Objectives: Students will demonstrate comprehension of ASP.
Do Now:
Have out a pen or pencil.
Today’s Activities:
• ASP test 2
• Prewrite work time.
Homework: Prewrite due next
Monday.
Agenda
12-3-13
Objectives: Students will think critically about the text; demonstrate
their understanding of formal, academic writing.
Do Now:
1. Grab the handout at the front
2. Have out your prewrite, rough draft, green essay
info sheet, pink formatting tips handout, and no-no
packet.
3. Be ready to write down some sentence starters. Get
out the varied sentence starter handout
Today’s Activities:
• Sentence starters
• Rough draft edit and work time
Homework: Revised draft due on Thursday
Bring your SSR book tomorrow, you may have time for
SSR.
Varied Sentence Beginnings: write the examples
down!
6. Correlative Conjunction
– Example: Both Leper and Brinker confront Gene
about Finny’s fall.
– Example: Whether a true rivalry exists or not,
Gene’s perception becomes his truth.
• 7. Subordinating Conjunction
– Example: After Finny falls from the tree, Gene
feels guilty and tries to reconcile his motives.
Agenda
12-4-13
Objectives: Students will think critically about the text; demonstrate
their understanding of formal, academic writing.
Do Now:
1. Grab the two handouts at the front
Today’s Activities:
• Go over incorporating quotations
• Go over conj./adv. review assignment
• Video if time allows
Homework: Adv. and conjunction review;
edited essay due tomorrow
Agenda
12-9-13
Objectives: Students will think critically about the text; demonstrate
their understanding of formal, academic writing.
Do Now: DO NOT STRESS OUT ABOUT TURNING THINGS IN!
1. Grab the rubric at the front of the room
2. Have out your final draft of your essay.
3. Have out prewrite, all drafts and editing sheets
(You’ll be turning the final and drafts in separately).
4. Fill out the top portion of the rubric (name, essay title, period,
etc).
5. Staple the rubric ON TOP of the final draft and turn in to the
inbox. Staple your drafts and put them in the folder by the
inbox.
6. Put your ASP book on Ms. Flaherty’s desk!
Today’s Activities:
• Essay turn in/CCC for Cohort
Homework: Chapter 1-2 due TOMORROW.
Agenda
12-11-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
Have out your assignment for
Scene 3-4
Today’s Activities:
Scenes 3-4 work time – get your
homework done
Homework: Finish scenes 3-4
Agenda
12-12-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
1. In your lit spirals, answer the following question:
What has been the MOST important symbol thus far?
Why is it more important than the others? Use 3
sentences
2. Have out your homework and be ready to discuss. I’ll
be checking off your questions.
Today’s Activities:
• Group Discussion of 3-4
• Scene 5 reading and discussion in groups.
Homework: Finish scene 5, study for vocabulary quiz –
it is tomorrow!
Agenda
12-13-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
You have 5 minutes to study for vocab.
Have out chapter 5 questions.
Today’s Activities:
Vocab quiz
SSR
Homework: Finish scene 6-7 for Monday.
Grammar test on Tuesday of next week Identifying what we’ve done this semester.
Really random trivia
1. What is the name of the character that can be used
in place of the word "and"?
When finished with test:
• Turn into inbox (recycle word bank)
• If you did NOT label your sentence starters on
your essay you need to get it from Ms. Flaherty
and go through and label.
• SSR when finished… in your SSR book. Glass
Menagerie does not count. If you took a book from
the front of the room (especially without asking) and
try to pawn it off as your own, you will not earn any
points.
Agenda
12-16-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
1. Be ready to write down new vocab list (week
8).
2. Have out scene 6-7 homework.
Today’s Activities:
• Week 8 vocab out
• Scene 6-7 due – discussion (groups)
• Critical analysis work time – individual work
Homework: Finish critical analysis, study grammar
WEEKLY VOCABULARY VIII
• CANDID: (adj) frank, straightforward, sincere. A candid person is one
who says what he thinks without “beating around the bush.” [i.e. You
always know where you stand with Edward because he is candid.]
• DISPARAGE: (v) to lower the estimation of someone or something; to
speak slightingly of someone/something. [i.e. Although I do not
approve of Mr. Strom’s appointment, I do not disparage his ability.]
• MUNDANE: (adj) worldly, earthly. Means worldly as opposed to
heavenly or spiritual. [i.e. He said the church should be concerned with
mundane matters as well as with spiritual matters.]
• SAGACITY: (n) mental keenness; shrewdness. [i.e. Crooked lawyers
fear Judge Roberts’ sagacity.]
• SANGUINE: (adj) hopeful, cheerful. [i.e. The coach’s sanguine view of
our chances made us work harder than ever to win.]
• COHERENT: (adj) sticking together, logically organized and consistent
[i.e. Although the speech was entertaining, the subjects jumped all
over the place and it was not coherent.]
• INEXPLICABLE: (adj) not explainable. [i.e. Teachers were puzzled by
her inexplicable behavior.
Critical Analysis
• In order to more deeply analyze each character’s motivations, you will be
employing the strategy SOAPSTone (Speaker Occasion Audience Purpose
Subject Tone) By critically evaluating each character using this technique,
it will allow a richer exploration of the themes and symbols Williams
presents through them.
• Speaker:
For this activity, it is the character who is speaking, and this
has already been provided for you.
• Occasion:
What is the specific event or situation that has initiated the
speaker’s dialogue and comments?
• Audience:
To whom are the speaker’s words and comments directed?
• Purpose:
Why is the speaker saying this? To what end? What does
he/she want his/her audience to think or do?
• Subject:
The general ideas or content contained in the speaker’s
words.
• Tone:
What is the attitude of the speaker?
Critical Analysis Directions
• Directions: Read over and think about each of the following quotes from
scenes six and seven. Then, select one quote for each speaker (4 total) to
critically analyze.
• *Before starting, make sure you go back to the text and read over the
passage/interaction conveyed in the quote to fully understand the
context of the conversation.
• Identify each of the above elements (SOAPSTone), and then evaluate how
successful the speaker is in achieving his/her purpose and how the
speaker’s tone impacts his/her success. Finally, address the thematic
and/or symbolic implications of the speaker’s words. How does Williams
achieve his literary purpose through each character’s individual
motivations? (What is the theme? What is the meaning of the symbolism?
How does the symbol help realize the theme?)
• Type your responses using the format provided with the first quote.
Grammar post test
Be able to identify:
• Noun
• Pronoun
• Verb
• Adjective
• Adverb
• Preposition
• Conjunction
Agenda
12-17-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
1. Have out your Critical Analysis assignment
2. Have out a pen or pencil for Grammar post-test
Today’s Activities:
• Grammar post test.
• Critical analysis discussion
• Group write work time (must be finished and
polished tomorrow)
Homework: Prepare for GM test (look over
questions)
Group paragraph assessment
In groups of 3-4, write a one paragraph literary
analysis of either one symbol or a theme in The
Glass Menagerie.
Requirements:
• Make sure you have a STRONG topic sentence (and
conclusion sentence)
• 3 quotes
• all formal writing rules apply (see No-Nos packet!)
• 3-4 vocab from GM or weekly vocab
Agenda
12-18-13
Objectives: Students will work collaboratively to analyze The Glass
Menagerie .
Do Now:
1. Have out your Critical Analysis assignment and any
work you started yesterday for the paragraph
2. You may get into your groups and begin working
right away!
Today’s Activities:
• Group write work time (must be finished and
polished today)
Homework: Prepare for GM test (look over study
questions)
Agenda
12-19-13
Objectives: Students will demonstrate an understanding of The Glass
Menagerie
Do Now:
1. Turn in your critical analysis assignment that I
stamped
2. You have a couple minutes to look over your work
for the test. (look at the questions and the glossary)
Today’s Activities:
• Glass Menagerie test
• Film watchin’ if finished in time
Homework: study vocab
Agenda
12-20-13
Objectives: Students will compare and contrast the visual showing
and text of the Glass Menagerie.
Do Now:
1. Be ready to actively watch the film
Today’s Activities:
• Movie watchin’
Homework: Enjoy your break! Read something for
pleasure!
Agenda
1-6-14
Objectives: Students will compare and contrast the visual showing
and text of the Glass Menagerie.
Do Now:
1. Be ready to actively watch the film
Today’s Activities:
• Finish movie watchin’
• Phrases if time allows…
Homework: study vocab.
Agenda
1-7-14
Objectives: Students will compare and contrast the visual showing
and text of the Glass Menagerie.
Do Now:
1. Have out your grammar notebook and be ready to
record notes on appositives
Today’s Activities:
• Appositive notes
• Finish movie watchin’
• HSPE prep
Homework: Appositive assignment.
Appositives and appositive phrases
• An appositive is a noun or pronoun that identifies or
explains a nearby noun or pronoun
• That book, a mystery, is sure to entertain you.
• The main character Nancy Drew discovers her aunt’s
disappearance.
• Appositive phrases are usually separated from the rest
of the sentence with commas. Appositives of more
than one word and appositives that describe proper
nouns are also set off with commas.
• Willie Nelson, the singer, will perform at the summer
music festival.
***If a short appositive is closely related to the noun
or pronoun it identifies, the commas may be omitted.
• The famous author Agatha Christie wrote many mysteries
Agenda
1-8-14
Objectives: Students will compare and contrast the visual showing
and text of the Glass Menagerie; learn and use grammar definitions
Do Now:
1. Have out your grammar notebook and be ready to
record notes on verbal phrases and infinitives
2. Have out your Appositive worksheet
Today’s Activities:
• Infinitive notes
• Correct appositive work
• Finish movie
Homework: Infinitive assignment.
Verbal phrases
• A verbal is a word that looks like a verb but is
used as a noun or modifier. Different types:
– An infinitive is a verbal which usually starts with
to used as a noun or modifier.
– A gerund is a verbal that ends in -ing used as a
noun in a sentence.
– A participle is a verbal that is used as a modifier.
• A verbal phrase is a group of words containing
a verbal that serves as a noun or modifier.
Infinitives and infinitive phrases
• An infinitive is a form of the verb preceded by
the word to: to hope, to turn.
– Infinitives can act as nouns, adjectives or adverbs
• To fly was her ambition (the infinitive is used as a noun
- the subject of the sentence).
• Central High is the team to beat. (The infinitive is used
as an adjective, modifying the noun team)
• Be prepared to stop. (The noun is used as an adverb,
modifying the predicate adj. prepared)
• Infinitive phrases are made up of an infinitive
plus its modifiers and complements.
• The word to, which begins an infinitive is part of the
infinitive. Don’t confuse with prepositions. In an
infinitive, to is followed by a verb (to work); in a
prep. phrase, to is followed by a noun or pronoun
(to the hospital, to whom)
Agenda
1-9-14
Objectives: Students will learn strategies for the HSPE test;
continue with grammar work.
Do Now:
1. Have out your grammar notebook. You’ll be adding
something to infinitives
2. Have out your grammar work. Go over the front of
the worksheet with you group of two or three.
Today’s Activities:
• Infinitive correct
• HSPE info
• HSPE reading practice test
Homework: Begin final review
Infinitive Phrases, continued
• Infinitives/infinitive phrase can function as the
subject(s), direct object(s), indirect object(s), or
complement(s) of the action or state expressed in
the infinitive, such as:
Example: We intended to leave early.
– The infinitive phrase functions as the direct object of the
verb intended.
• to leave (infinitive)
• early (adverb)
• Example: To sleep is the only thing Eli wants after his double
shift
– To sleep functions as a noun because and it is the subject
of the sentence.
How to prepare for the HSPE
• Know about the test: what kind, length, and what is on it.
• Get the sleep and food your body needs.
• Arrive at school early; be calm and unhurried.
• Have the necessary materials with you: pencils, a snack for
after, a book to read when you’re done, etc.
HSPE test-taking strategies
• Read and listen to ALL directions before the test.
• Before answering questions, look over the entire
test and develop a plan.
• Answer all questions. If unsure, do your best.
Agenda
1-10-14
Objectives: Students will learn strategies for the HSPE test;
continue with grammar work.
Do Now:
1. Have out your grammar notebook. Gerunds are up
next.
Today’s Activities:
• Gerunds HSPE reading correct
• SSR
Homework: Gerunds assignment; begin final review
Gerunds
• A gerund is a verb form that ends in –ing and is
used as a noun. Gerunds can be used in all
ways that nouns are used in a sentence (Write
down examples from board!!!!)
• A gerund phrases is a group of words consisting
of a gerund plus its modifiers and
complements. A gerund phrases can also serve
all of the functions in a sentence that a noun
can. (Write down examples from board!!!!)
**Don’t confused gerunds with participles and verb phrases!
Gerund = used as noun; participle = used as adjective.
Verb phrase = -ing verb is always used with one or more helping
verbs.