Classes I am teaching this school year:

• English 9, English 9 Honors, and English 11
• Extra Help Afternoon: Wednesday, but if a student asks, I'm just about always available during my prep time or after school Monday through Thursday.
• Email: hshader@eriesd.org

Here's what's happening this week in my classes:

English 11

2/18/19

Learning Targets

Today’s learning will first focus on Othello In-context vocabulary.

• I can identify context clues for in-context vocabulary words.
• I can write original sentences that show I know the vocabulary words’ parts of speech, at least.

• I can explain how the vocabulary words add to their sentences’ meanings.

         Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

         Vocabulary homework check, quiz, and review

Homework: Conduct the in-context vocabulary instructions for the second 5 words of Othello In-Context Vocabulary INCLUDING ORIGINAL SENTENCES.  EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

Again, what I want to see on your slip of paper for the vocabulary quiz:

Othello           1^st Vocabulary Quiz                       English 11

Match the vocabulary words to their dictionary definitions by writing the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

def pos

___ ___ 1. lascivious                      A. to mislead, to tell falsehoods, to lie

___ ___ 2. delude                            B. to charm, to attract with slyness or trickery

___ ___ 3. beguile                           C. to plot with others for a deceitful or illegal purpose

___ ___ 4. tempest                          D. lustful, driven by sexual desires

___ ___ 5. conspire                         E. a strong storm with violent winds

Learning Targets

Today’s learning will focus on Othello, Act III-IV

• I can explain the conflicts, plot details and characterization of this act.
• I can scan the iambic pentameter/blank verse.
• I can explain Shakespeare’s use of figurative language and other poetic concepts.
• I can identify theme topics in Othello and events/situations related to them.

Activities:

         Do Now: Compare your homework with a partner’s. Identify differences and decide whose responses are best.                                                                                                                                    

         Act II-III Text Dependent Questions Review

         Theme topics discussion/notes

         Students actively read/view Act III-IV.                                                     

         Ticket Out the Door: Choose one of Othello’s theme topics we’ve discussed and identify at least one event/situation related to it.                           

2/19/19 or 2/20/19

Learning Targets

Today’s learning will first focus on Othello In-context vocabulary.

• I can identify context clues for in-context vocabulary words.
• I can write original sentences that show I know the vocabulary words’ parts of speech, at least.

• I can explain how the vocabulary words add to their sentences’ meanings.

         Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

         Vocabulary homework check, quiz, and review

Homework: Conduct the in-context vocabulary instructions for the second 5 words of Othello In-Context Vocabulary INCLUDING ORIGINAL SENTENCES.  EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

Again, what I want to see on your slip of paper for the vocabulary quiz:

Othello           2^nd Vocabulary Quiz                       English 11

Match the vocabulary words to their dictionary definitions by writing the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

def pos

___ ___ 1. lascivious                      A. to mislead, to tell falsehoods, to lie

___ ___ 2. delude                            B. to charm, to attract with slyness or trickery

___ ___ 3. beguile                           C. to plot with others for a deceitful or illegal purpose

___ ___ 4. tempest                          D. lustful, driven by sexual desires

___ ___ 5. conspire                         E. a strong storm with violent winds

___ ___ 6. credulous                      F. an official command or instruction

___ ___ 7. reproach                                    G. morally objectionable behavior

___ ___ 8. iniquity                           H. gullible, easily fooled

___ ___ 9. mandate                         I. criticism; to criticize

___ ___ 10. peril                              J. danger

Learning Target

Today’s learning will also focus on Othello, Act IV & V

• I can explain the conflicts, plot details and characterization of this act.
• I can explain Shakespeare’s use of figurative language and other poetic concepts.
• I can explain this play’s themes.

Activities:

         Do Now: Compare your homework with a partner’s. Identify differences and decide whose responses are best.

         Othello Active Reading Activities

         Continue/Complete Othello Active Viewing                                          

         Act IV & V Text Dependent Questions Review

         Othello Performance Tasks introduction (choose 1)

2/21/19 or 2/22/19

Learning Targets

Today’s learning will first focus on Othello In-context vocabulary.

• I can identify context clues for in-context vocabulary words.
• I can write original sentences that show I undertand the vocabulary words’ meanings.

• I can explain how the vocabulary words add to their sentences’ meanings.

         Do Now: Compare your homework with a partner. Decide whose sentences are best for each word.

         Vocabulary homework check, quiz, and review

Homework: Write sentences for the 5 vocabulary words you understand the least.  USAGE QUIZ NEXT CLASS

Again, what I want to see on your slip of paper for the vocabulary quiz:

Othello           3^rd Vocabulary Quiz                       English 11

Match the vocabulary words to their dictionary definitions by writing the letter of the correct definition next to the number of each word.  Also, write “n”, “v”, adj, or “adv” after the letter of the definition to indicate the word’s part of speech.

def pos

___ ___ 1. beguile                           A. danger

___ ___ 2. conspire                         B. criticism; to criticize

___ ___ 3. credulous                      C. gullible, easily fooled

___ ___ 4. delude                            D. morally objectionable behavior

___ ___ 5. iniquity                           E. an official command or instruction

___ ___ 6. lascivious                      F. a strong storm with violent winds

___ ___ 7. mandate                         G. lustful, driven by sexual desires

___ ___ 8. peril                                 H. to plot with others for a deceitful or illegal purpose

___ ___ 9. reproach                                    I. to charm, to attract with slyness or trickery

___ ___ 10. tempest                        J. to mislead, to tell falsehoods, to lie

Learning Target

Today’s learning will also focus on the Othello Performance Tasks.

• I can show I know important plot details of this play.
• I can use figurative language and other poetic concepts.
• I can explain this play’s themes of envy and jealousy.

Activities:

         Do Now #2: Read the Othello Performance Tasks. Choose one and begin prewriting.    

         Othello Performance Task writing

English 9

2/18/19

Learning Target

Today’s learning will first focus on vocabulary development.

• I can define vocabulary words, including their parts of speech.
• I can explain how the vocabulary words add to their sentences’ meanings.
• I can write original sentences that show I know the vocabulary words’ meanings.

         Do Now: A last look at your vocabulary words would be a great idea.

         “The Possibility of Evil” Vocabulary Test & Review

         If you finish early and have nothing else to do, you can preread "Daughter of Invention" p 663-674.

Learning Target

Today’s learning will also focus on the short story elements.

• I can apply the short story elements to specific story details.

         Review for Short Stories objective test (Open book and open note) NEXT CLASS

         Short Story Elements Worksheet—DUE AT THE START OF NEXT CLASS IF NOT COMPLETED TODAY.

         Enrichment activities and videos

 2/20/19

Learning Target: Today’s learning will focus upon this short story unit’s content and concepts.

• I can show I know the short stories’ important plot details and concepts.

         Short Stories objective test (Open book and open note) and review, time permitting

         If you finish early and have nothing else to do, you can preread "Daughter of Invention" p 663-674.

Learning Target: Today’s learning will also focus on background information about the memoir story “Daughter of Invention”.

         Do Now:

• Read the news summary about Syria.
• Discuss the following question with a partner: Should the U.S. have intervened to help the people of Syria when this was happening? Why or why not?
• Write your response in your notebook.

         Do Now discussion

         Preread / Actively Read "Daughter of Invention" p 663-674.

2/22/19

         Do Now:

• Review the news summary about Syria that you received last class.
• Discuss the following question with a partner: Could anything like that ever happen here? Why or why not?
•  Write your response in your notebook.

         Do Now discussion

         Historical Overview Activity: The Trujillo Regime of the Dominican Republic and the Gaddhafi Regime of Libya.

         Begin actively reading "Daughter of Invention" p 663-674.

         Ticket Out the Door: Write a prediction.

Homework: First 5 words of “Daughter of Invention” In-context Vocabulary, as per the usual. QUIZ NEXT CLASS

English 9 Honors

2/18/19

Learning Target

Today’s learning will first focus on vocabulary development.

• I can define vocabulary words, including their parts of speech.
• I can explain how the vocabulary words add to their sentences’ meanings.
• I can write original sentences that show I know the vocabulary words’ meanings.

         Do Now: A last look at your vocabulary words would be a great idea.

         Short Stories Vocabulary Test & Review

         If you finish early and have nothing else to do, you can preread "Daughter of Invention" p 663-674.

         Block 4B only: Enrichment activities and videos

2/19 or 2/20/19

Learning Target: Today’s learning will focus upon this short story unit’s content and concepts.

• I can show I know the short stories’ important plot details and concepts.

         Short Stories objective test (Open book and open note) and review, time permitting

         If you finish early and have nothing else to do, you can preread "Daughter of Invention" p 663-674.

Learning Target: Today’s learning will also focus on background information about the memoir story “Daughter of Invention”.

         Do Now:

• Read the news summary about Syria.
• Discuss the following question with a partner: Should the U.S. have intervened to help the people of Syria when this was happening? Why or why not?
• Write your response in your notebook.

         Do Now discussion

         Preread / Actively Read "Daughter of Invention" p 663-674.

2/21 or 2/22/19

         Do Now:

• Review the news summary about Syria that you received last class.
• Discuss the following question with a partner: Could anything like that ever happen here? Why or why not?
•  Write your response in your notebook.

         Do Now discussion

         Historical Overview Activity: The Trujillo Regime of the Dominican Republic and the Gaddhafi Regime of Libya.

         Begin actively reading "Daughter of Invention" p 663-674.

         Ticket Out the Door: Write a prediction.

Homework: “Daughter of Invention” In-context Vocabulary, as per the usual. QUIZ NEXT CLASS