• Mr. Shader's Erie High School Web Pages
     Erie High Royals

    Classes I am teaching this school year:

    English 11 Honors, English 9 Honors, English 9, and English 11

     

     

    Email: hshader@eriesd.org

     

     

    Week of March 30 - April 3, 2020:

    This online instruction now reflects the content, activities, assignments, and assessments that were scheduled to occur throughout the week following March 13, the date of the COVID-19 shutdown.  

    If any administrators peruse my EPS Teacher Pages and have recommendations, please send them at your earliest convenience.

     

    Due to guidelines all teachers received this morning from Erie's Public Schools' superintendent, the performance tasks that were scheduled to be due early last week are no longer required assignments.  All students who already completed these assignments will receive extra credit, depending on my assessment of it.  I have provided feedback to most of these students and will do so for the rest of them in the near future.  

     

    The superintendent's guidelines also included the following: 

    "Missed work from March 2-13 will not count against students, but will benefit students who complete(d) it. Students will have a two week window beginning April 6, 2020 to turn in missing work from March 2-13 to benefit their grade (this ensures students an opportunity to receive a district device and have a means to submit)".  Therefore, students with "Missing" assignments and assessments throughout those dates will be excused from them, and my gradebook will reflect that in the near future.  Furthermore, most, if not all, missing assessments--but not assignments will be excused throughout the third quarter as well, depending on whether students had adequate opportunity to make them up before the shutdown.

     

    English 11 Honors

    Day 1

     

    Learning Targets:

    • I can identify what I need to know to complete the American Civil Rights ELA Writing Task.
    • I can describe what I will be writing about in the American Civil Rights ELA Writing Task.
    • I can identify what kind of writing to do in the American Civil Rights ELA Writing Task.

     

             Do Now: Take an “ELA Grade 11 American Civil Rights Era” Task Analysis Template and read the Teaching Task Prompt.  Copy the appropriate portions of the prompt in the left-hand column boxes.  Then fill in the “I will” statements as we have done on the first day of previous units.

             Civil Rights slideshow: "Leaders of the Civil Rights Movement" (Will be shown when we return to classes. I have added it to my "Class Resources" page.)

     

    Learning Target: Today’s learning will also focus on an excerpt from Coming of Age in Mississippi.

    • I can relate details of this excerpt to my prior knowledge of the American Civil Rights Movement.
    • I can summarize the main events of this excerpt.
    • I can identify content relevant to the ELA writing task.

     

    Coming of Age in Mississippi excerpt active reading:

     

             Get a yellow lit book and begin Coming of Age in Mississippi excerpt—P 609-615—active reading (Online learners: P 609 and the excerpt are separate documents in my Class Resources page):

    • Read all of p 609, then list at least 3 specific things you know about the Civil Rights Movement of the 1950s and 60s.
    • Think about the term “coming of age”, which refers to the process of becoming an adult and aware of the world around you. What historical events happening now do you think are molding your understanding of the world?
    • Notice that this excerpt describes events in chronological order. How does this help the reader understand the reading?
    • P 612 (bottom of p 1242 through 1243 of the online document): Summarize the author’s role at the sit-in and the initial reaction at the lunch counter.
    • Do your best to summarize the main events of this excerpt as you read.
    • How did the events the author describes change her attitude toward racists?
    • Read the poem “Frederick Douglass” on p 615 (separate document in my "Class Resources" page). If you know/remember anything about Douglass, list any similarities between what he and civil rights leaders of the 50s and 60s did.

     

    Prepare for vocabulary quiz (Normally, this would be labeled "Homework"): Complete Coming of Age in Mississippi excerpt In-Context Vocabulary, as per the usual (definitions, parts of speech, and original sentences at least; follow the “In-Context Vocabulary Instructions” for 150% homework credit).

     

    Day 2

    Learning Targets

    Today’s learning will first focus on the Coming of Age in Mississippi excerpt 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.

     

    This is what you would normally do in class.  Those of you who are conducting remote learning are getting the benefit of seeing the definitions ahead of time.

     

    Ideally, what I want to see for the vocabulary quiz:

          

         First and Last Name

     

    1.   C    v

    2.          B    v

    3.  A    n

    4.  E    adj

    5.  D    adj

     

     

     

    Coming of Age in Mississippi excerpt 1st 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. divert                               A. to verbally harass

    ___ ___ 2. heckle                            B. to make fearful with threatening behavior

    ___ ___ 3. simultaneously             C. to turn aside, to turn away from

    ___ ___ 4. premises                        D. at the same instant in time

    ___ ___ 5. intimidate                       E. land, a building, or part of a building owned or rented

                                                                by a person or business

     

     

    Prepare for next vocabulary quiz (Normally, this would be labeled "Homework"): Stride Toward Freedom excerpt and “Necessary to Protect Ourselves” in-context vocabulary as per the usual (definitions, parts of speech, and original sentences at least; follow the “In-Context Vocabulary Instructions” for 150% homework credit).  EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

     

     

    Learning Target: Today’s learning will also focus on an excerpt from Coming of Age in Mississippi.

    • I can relate details of this excerpt to my prior knowledge of the American Civil Rights Movement.
    • I can summarize the main events of this excerpt.
    • I can identify content relevant to the ELA writing task.

     

    Complete Coming of Age in Mississippi excerpt active reading:

             Get a yellow lit book and begin Coming of Age in Mississippi excerpt—P 609-615—active reading (Online learners: P 609 and the excerpt are separate documents in my Class Resources page):

    • Read all of p 609, then list at least 3 specific things you know about the Civil Rights Movement of the 1950s and 60s.
    • Think about the term “coming of age”, which refers to the process of becoming an adult and aware of the world around you. What historical events happening now do you think are molding your understanding of the world?
    • Notice that this excerpt describes events in chronological order. How does this help the reader understand the reading?
    • P 612 (bottom of p 1242 through 1243 of the online document): Summarize the author’s role at the sit-in and the initial reaction at the lunch counter.
    • Do your best to summarize the main events of this excerpt as you read.
    • How did the events the author describes change her attitude toward racists?
    • Read the poem “Frederick Douglass” on p 615 (separate document in my "Class Resources" page). If you know/remember anything about Douglass, list any similarities between what he and civil rights leaders of the 50s and 60s did.

    Online learners: After you have sent me your active reading, I will assess your effort and send you a full set of example responses.  Compare yours to these.

     

    Day 3

    Learning Targets

    Today’s learning will first focus on In-context vocabulary from the Coming of Age in Mississippi excerpt, the Strive toward Freedom excerpt, and “Necessary to Protect Ourselves”.

    • 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 (I know; it's all homework for now.): Write sentences using all 10 in-context vocabulary words. EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

     

     

    Ideally, what I want to see for the vocabulary quiz:

          

         First and Last Name

     

    1.   H    v

    2.  B    v

    3.  A    n

    4.  I    adj

    5.  F    adj

    6.  E    n

    7.  D    n

    8.   C    adv

    9.   G   n

    10.                J    v

     

     

     

     

    Coming of Age in Mississippi excerpt, Strive toward Freedom, and “Necessary to Protect Ourselves”   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. divert                               A. to verbally harass

    ___ ___ 2. heckle                            B. threatening behavior intended to cause fear

    ___ ___ 3. simultaneously             C. to turn aside, to turn away from

    ___ ___ 4. premises                        D. at the same instant in time

    ___ ___ 5. intimidation                   E. controlling a person or group in cruel and unfair ways                  

    ___ ___ 6. glib                                  F. to reject as wrongful, unjust, or untrue

    ___ ___ 7. anarchy                          G. without a clear purpose, randomly

    ___ ___ 8. repudiate                       H. artfully but superficially persuasive

    ___ ___ 9.indescriminitely             I. a state of lawlessness and disorder

    ___ ___ 10. oppression                  J. land, a building, or part of a building owned or rented

                                                                by a person or business

     

     

    Learning Target:

    • Today’s learning will focus on the excerpt from Stride toward Freedom and the interview “Necessary to Protect Ourselves”.

    Success Criteria:

      • I can summarize the ideas of these non-fiction selections.
      • I can identify the parts of these non-fiction selections that may be used in the American Civil Rights ELA writing task.

     

             Do Now #2: Re-read the American Civil Rights ELA writing task and your Coming of Age in Mississippi text dependent questions and answers.  Identify at least 1 thing you can use in the essay.

    • What ideals inspired and guided the fight for American Civil Rights? After reading selected texts on the Civil Rights movement, write an essay in which you discuss racial injustice and evaluate the rhetoric and strategies of those who fought for American Civil Rights. Support your position with evidence from the texts. (Argumentation/Evaluation)

     

             “Ballad of Birmingham” p 618 Active Reading: Write a paragraph that summarizes the events, emotions and theme of this poem.

             Begin Stride toward Freedom excerpt and “Necessary to Protect Ourselves” p 300 active reading: Summarize the main ideas of each paragraph.

     

    English 9 Honors

    Day 1

    Learning Target: Today’s learning will first focus first on “Daughter of Invention” and “Only Daughter” In-context Vocabulary.

    • I can define in-context vocabulary words.
    • I can write original sentences that show I know the vocabulary words’ meanings.
    • I can explain how the vocabulary words add to their sentences’ meanings.

     

     

    Ideally, what I want to see for the vocabulary quiz:

          

         First and Last Name

     

    1.   H    v

    2.  B    v

    3.  A    n

    4.  I    adj

    5.  F    adj

    6.  E    n

    7.  D    n

    8.   C    adv

    9.   G   n

    10.                 J    v

    11.                 M   v

    12. L   n

    13. O   adj

    14. K   adv

    15. N   n

     

    “Daughter of Invention” & “Only Daughter 2nd Vocabulary Quiz             English 9 Honors

    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. anthology          A. drug used to treat infectious diseases

    ___ ___ 2. antibiotic                        B. an expression with metaphorical meaning different from its literal words

    ___ ___ 3. destiny               C. not welcoming, hostile

    ___ ___ 4. idiom                   D. to cause a reaction or emotion, such as anger        

    ___ ___ 5. inhospitable      E. too many to count                      

    ___ ___ 6. innumerable     F. defiant and/or disobedient to authority                       

    ___ ___ 7. insubordinate   G. to cause extreme embarrassment or shame             

    ___ ___ 8. mortify                H. to reestablish a close relationship, to “make up”                  

    ___ ___ 9. nostalgia            I. hesitant due to uncertainty; conditional and subject to change                 

    ___ ___ 10. plagiarize         J. to use someone else’s words without giving due credit

    ___ ___ 11. provoke            K. the determined fate of a particular person or thing

    ___ ___ 12. reconcile          L. severe emotional or physical distress/damage

    ___ ___ 13. retrospect         M. collection of written works in a single book or set of books

    ___ ___ 14. tentative           N. wistful longing for things/people/situations of the past

    ___ ___ 15. trauma              O. a view or contemplation of something past   

     

             Usage quiz and review for vocabulary test (We're gonna do it a little differently this time around.)

     

    Homework: Study for the vocabulary test.

     

     

    Learning Target: Today’s learning will also focus on story details, characterization, conflicts, and themes of “Daughter of Invention” & “Only Daughter”.

    • I can demonstrate understanding of all of the above aspects of these memoir stories.

     

             Do Now: Look up and read the descriptions of characterization, conflict, and theme in the Glossary of Literary Terms. Then, find details from either “Daughter of Invention” or “Only Daughter” that you think are related to each of these terms.  CONCEPTS AND CONTENT TEST NEXT CLASS.

             Complete “Daughter of Invention” and “Only Daughter” Performance Tasks. DUE TODAY

     

    Day 2

    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.

     

             “Daughter of Invention” and “Only Daughter” Vocabulary Test

     

    Learning Target: Today’s learning will first focus on story details, characterization, conflicts, and themes of “Daughter of Invention” & “Only Daughter”.

    • I can demonstrate understanding of all of the above aspects of these memoir stories.

     

             “Daughter of Invention” & “Only Daughter” objective test

      

     (It's highly unlikely many students will have enough time to start this on Day 2 of our return to classes, but it's included as a "sponge activity" for those who do.)

    Learning Target: Today’s learning will focus upon poetry analysis and recitation.

    • I can demonstrate understanding of the elements of effective poetry.
    • I can find examples of poetic elements in poetry.
    • I can explain how poetic elements make meaning in a poem.
    • I can show I understand a poem in how I recite it.

     

             Do Now:

    • Read the “Poetry Analysis Sheet” and the “Think Aloud for Poetry/Song Lyrics…”. Decide which of these you wish to use to analyze poems with.  (You may use one for some, and the other for others).

     

     

             Choose a poem from one of the literature books (or online, if you're starting this at home), read the poem aloud, and complete either the “Poetry Analysis Sheet” or the “Think Aloud for Poetry/Song Lyrics Instructions” for it.  If you are doing a “Think Aloud”, you will have to write your responses for step 4 in your notebook/on separate paper.

     

             Repeat the process for analyzing poems throughout class.  You should be able to get through about 6 poems (depending on their length) throughout the next 2 class periods.  I will collect your work at the end of class.

     

             Select one of the poems you analyzed or a popular song (it must be school appropriate) to recite and rehearse reciting it.

     

    Day 3

    Learning Target: Today’s learning will focus upon the Internet Safety training.

    • I can recognize genuine threats to Internet Safety.
    • I can describe good courses of action to take if I perceive such threats.

     

             Do Now: What are some examples of Internet threats?

             The Internet Safety video 

     

     

    Learning Target: Today’s learning will focus upon poetry analysis and recitation.

    • I can demonstrate understanding of the elements of effective poetry.
    • I can find examples of poetic elements in poetry.
    • I can explain how poetic elements make meaning in a poem.
    • I can show I understand a poem in how I recite it.

     

             Do Now:

    • Read the “Poetry Analysis Sheet” and the “Think Aloud for Poetry/Song Lyrics…”. Decide which of these you wish to use to analyze poems with.  (You may use one for some, and the other for others).

     

             Poem/Song Lyrics recitation modeling

     

             Choose a poem from one of the literature books, read the poem aloud, and complete either the “Poetry Analysis Sheet” or the “Think Aloud for Poetry/Song Lyrics Instructions” for it.  If you are doing a “Think Aloud”, you will have to write your responses for step 4 in your notebook/on separate paper.

     

             Repeat the process for analyzing poems throughout class.  You should be able to get through about 6 poems (depending on their length) throughout the next 2 class periods.  I will collect your work at the end of class.

     

             Select one of the poems you analyzed or a popular song (it must be school appropriate) to recite and rehearse reciting it.

     

    English 9

    Day 1

    Learning Target: Today’s learning will first focus first on “Daughter of Invention” In-context Vocabulary.

    • I can define in-context vocabulary words.
    • I can write original sentences that show I know the vocabulary words’ meanings.
    • I can explain how the vocabulary words add to their sentences’ meanings.

     

     

    Ideally, what I want to see for the vocabulary quiz:

           

         First and Last Name

     

    1.   H    v

    2.  B    v

    3.  A    n

    4.  I    adj

    5.  F    adj

    6.  E    n

    7.  D    n

    8.   C    adv

    9.   G   n

    10.                 J    v

     

    “Daughter of Invention”   3rd  Vocabulary Quiz                      English 9

    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. antibiotic                                    A. to reestablish a close relationship, to “make up”

    ___ ___ 2. idiom                               B. hesitant due to uncertainty; conditional and subject to change

    ___ ___ 3. inhospitable                  C. to use someone else’s words without giving due credit    

    ___ ___ 4. innumerable                 D. drug used to treat infectious diseases

    ___ ___ 5. insubordinate               E. to cause extreme embarrassment or shame 

    ___ ___ 6. mortify                            F. not welcoming, hostile  

    ___ ___ 7. plagiarize                       G. to cause a reaction or emotion, such as anger        

    ___ ___ 8. provoke                          H. too many to count

    ___ ___ 9. reconcile                        I. defiant and/or disobedient to authority

    ___ ___ 10. tentative           J. an expression with metaphorical meaning different from its literal words

     

     

             Vocabulary Usage Quiz and Review for Test (We're going to do it a little differently this time.)

     

    Homework: Study for the vocabulary test.

     

     

    Learning Target: Today’s learning will also focus on story details, characterization, conflicts, and themes of “Daughter of Invention” & “Only Daughter”.

    • I can demonstrate understanding of all of the above aspects of these memoir stories.

     

             Do Now: Look up and read the descriptions of characterization, conflict, and theme in the Glossary of Literary Terms. Then, find details from either “Daughter of Invention” or “Only Daughter” that you think are related to each of these terms.  CONCEPTS AND CONTENT TEST NEXT CLASS.

             Complete “Daughter of Invention” and “Only Daughter” Performance Tasks. DUE TODAY

     

    Day 2

    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.

     

             “Daughter of Invention” Vocabulary Test

     

    Learning Target: Today’s learning will first focus on story details, characterization, conflicts, and themes of “Daughter of Invention” & “Only Daughter”.

    • I can demonstrate understanding of all of the above aspects of these memoir stories.

     

             “Daughter of Invention” & “Only Daughter” objective test

      

     (It's highly unlikely many students will have enough time to start this on Day 2 of our return to classes, but it's included as a "sponge activity" for those who do.)

    Learning Target: Today’s learning will focus upon poetry analysis and recitation.

    • I can demonstrate understanding of the elements of effective poetry.
    • I can find examples of poetic elements in poetry.
    • I can explain how poetic elements make meaning in a poem.
    • I can show I understand a poem in how I recite it.

     

             Do Now:

    • Read the “Poetry Analysis Sheet” and the “Think Aloud for Poetry/Song Lyrics…”. Decide which of these you wish to use to analyze poems with.  (You may use one for some, and the other for others).

     

     

             Choose a poem from one of the literature books (or online, if you're starting this at home), read the poem aloud, and complete either the “Poetry Analysis Sheet” or the “Think Aloud for Poetry/Song Lyrics Instructions” for it.  If you are doing a “Think Aloud”, you will have to write your responses for step 4 in your notebook/on separate paper.

     

             Repeat the process for analyzing poems throughout class.  You should be able to get through about 6 poems (depending on their length) throughout the next 2 class periods.  I will collect your work at the end of class.

     

             Select one of the poems you analyzed or a popular song (it must be school appropriate) to recite and rehearse reciting it.

     

    Day 3

    Learning Target: Today’s learning will focus upon the Internet Safety training.

    • I can recognize genuine threats to Internet Safety.
    • I can describe good courses of action to take if I perceive such threats.

     

             Do Now: What are some examples of Internet threats?

             The Internet Safety video 

     

     

    Learning Target: Today’s learning will focus upon poetry analysis and recitation.

    • I can demonstrate understanding of the elements of effective poetry.
    • I can find examples of poetic elements in poetry.
    • I can explain how poetic elements make meaning in a poem.
    • I can show I understand a poem in how I recite it.

     

             Do Now:

    • Read the “Poetry Analysis Sheet” and the “Think Aloud for Poetry/Song Lyrics…”. Decide which of these you wish to use to analyze poems with.  (You may use one for some, and the other for others).

     

             Poem/Song Lyrics recitation modeling

     

             Choose a poem from one of the literature books (or online, if you're starting this at home), read the poem aloud, and complete either the “Poetry Analysis Sheet” or the “Think Aloud for Poetry/Song Lyrics Instructions” for it.  If you are doing a “Think Aloud”, you will have to write your responses for step 4 in your notebook/on separate paper.

     

             Repeat the process for analyzing poems throughout class.  You should be able to get through about 6 poems (depending on their length) throughout the next 2 class periods.  I will collect your work at the end of class.

     

             Select one of the poems you analyzed or a popular song (it must be school appropriate) to recite and rehearse reciting it.

     

     

    English 11

    Day 1

     

    Learning Targets:

    • I can identify what I need to know to complete American Civil Rights ELA Writing Task.
    • I can describe what I will be writing about in the American Civil Rights ELA Writing Task.
    • I can identify what kind of writing to do in the American Civil Rights ELA Writing Task.

     

             Do Now: Take an “ELA Grade 11 American Civil Rights Era” Task Analysis Template and read the Teaching Task Prompt.  Copy the appropriate portions of the prompt in the left-hand column boxes.  Then fill in the “I will” statements as we have done on the first day of previous units.

             Civil Rights slideshow

     

    Learning Target: Today’s learning will also focus on an excerpt from Coming of Age in Mississippi.

    • I can relate details of this excerpt to my prior knowledge of the American Civil Rights Movement.
    • I can summarize the main events of this excerpt.
    • I can identify content relevant to the ELA writing task.

     

             Get a yellow lit book and begin Coming of Age in Mississippi excerpt—P 609-615—active reading (Online learners: P 609 and the excerpt are separate documents in my Class Resources page):

    • Read all of p 609, then list at least 3 specific things you know about the Civil Rights Movement of the 1950s and 60s.
    • Think about the term “coming of age”, which refers to the process of becoming an adult and aware of the world around you. What historical events happening now do you think are molding your understanding of the world?
    • Notice that this excerpt describes events in chronological order. How does this help the reader understand the reading?
    • P 612 (bottom of p 1242 through 1243 of the online document): Summarize the author’s role at the sit-in and the initial reaction at the lunch counter.
    • Do your best to summarize the main events of this excerpt as you read.
    • How did the events the author describes change her attitude toward racists?
    • Read the poem “Frederick Douglass” on p 615 (separate document in my "Class Resources" page). If you know/remember anything about Douglass, list any similarities between what he and civil rights leaders of the 50s and 60s did.

     

    Prepare for vocabulary quiz: Complete Coming of Age in Mississippi excerpt In-Context Vocabulary, as per the usual (definitions, parts of speech, and original sentences at least; follow the “In-Context Vocabulary Instructions” for 150% homework credit).

     

    Day 2

    Learning Targets

    Today’s learning will first focus on the Coming of Age in Mississippi excerpt 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.

     

    Quiz management to be determined by the remote learning system, which has yet to be devised as of this date (3/15).

     

    Ideally, what I want to see for the vocabulary quiz:

          

         First and Last Name

     

    1.   C    v

    2.          B    v

    3.  A    n

    4.  E    adj

    5.  D    adj

     

     

     

    Coming of Age in Mississippi excerpt 1st 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. divert                               A. to verbally harass

    ___ ___ 2. heckle                            B. to make fearful with threatening behavior

    ___ ___ 3. simultaneously             C. to turn aside, to turn away from

    ___ ___ 4. premises                        D. at the same instant in time

    ___ ___ 5. intimidate                       E. land, a building, or part of a building owned or rented

                                                                by a person or business

     

     

    Prepare for next vocabulary quiz: Stride Toward Freedom excerpt and “Necessary to Protect Ourselves” in-context vocabulary as per the usual (definitions, parts of speech, and original sentences at least; follow the “In-Context Vocabulary Instructions” for 150% homework credit).  EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

     

     

    Learning Target: Today’s learning will also focus on an excerpt from Coming of Age in Mississippi.

    • I can relate details of this excerpt to my prior knowledge of the American Civil Rights Movement.
    • I can summarize the main events of this excerpt.
    • I can identify content relevant to the ELA writing task.

     

    Complete Coming of Age in Mississippi excerpt active reading:

             Get a yellow lit book and begin Coming of Age in Mississippi excerpt—P 609-615—active reading (Online learners: P 609 and the excerpt are separate documents in my Class Resources page):

    • Read all of p 609, then list at least 3 specific things you know about the Civil Rights Movement of the 1950s and 60s.
    • Think about the term “coming of age”, which refers to the process of becoming an adult and aware of the world around you. What historical events happening now do you think are molding your understanding of the world?
    • Notice that this excerpt describes events in chronological order. How does this help the reader understand the reading?
    • P 612 (bottom of p 1242 through 1243 of the online document): Summarize the author’s role at the sit-in and the initial reaction at the lunch counter.
    • Do your best to summarize the main events of this excerpt as you read.
    • How did the events the author describes change her attitude toward racists?
    • Read the poem “Frederick Douglass” on p 615 (separate document in my "Class Resources" page). If you know/remember anything about Douglass, list any similarities between what he and civil rights leaders of the 50s and 60s did.

    After you have sent me your active reading, I will assess your effort and send you a full set of example responses.  Compare yours to these.

     

    Day 3

    Learning Targets

    Today’s learning will first focus on In-context vocabulary from the Coming of Age in Mississippi excerpt, the Strive toward Freedom excerpt, and “Necessary to Protect Ourselves”.

    • 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: Write sentences using all 10 in-context vocabulary words. EXPECT ANOTHER QUIZ ON ALL 10 WORDS.

     

     

    Ideally, what I want to see for the vocabulary quiz:

          

         First and Last Name

     

    1.   H    v

    2.  B    v

    3.  A    n

    4.  I    adj

    5.  F    adj

    6.  E    n

    7.  D    n

    8.   C    adv

    9.   G   n

    10.                J    v

     

     

     

     

    Coming of Age in Mississippi excerpt, Strive toward Freedom, and “Necessary to Protect Ourselves”   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. divert                               A. to verbally harass

    ___ ___ 2. heckle                            B. threatening behavior intended to cause fear

    ___ ___ 3. simultaneously             C. to turn aside, to turn away from

    ___ ___ 4. premises                        D. at the same instant in time

    ___ ___ 5. intimidation                   E. controlling a person or group in cruel and unfair ways                  

    ___ ___ 6. glib                                  F. to reject as wrongful, unjust, or untrue

    ___ ___ 7. anarchy                          G. without a clear purpose, randomly

    ___ ___ 8. repudiate                       H. artfully but superficially persuasive

    ___ ___ 9.indescriminitely             I. a state of lawlessness and disorder

    ___ ___ 10. oppression                  J. land, a building, or part of a building owned or rented

                                                                by a person or business

     

     

    Learning Target:

    • Today’s learning will focus on the excerpt from Stride toward Freedom and the interview “Necessary to Protect Ourselves”.

    Success Criteria:

      • I can summarize the ideas of these non-fiction selections.
      • I can identify the parts of these non-fiction selections that may be used in the American Civil Rights ELA writing task.

     

             Do Now #2: Re-read the American Civil Rights ELA writing task and your Coming of Age in Mississippi text dependent questions and answers.  Identify at least 1 thing you can use in the essay.

    • What ideals inspired and guided the fight for American Civil Rights? After reading selected texts on the Civil Rights movement, write an essay in which you discuss racial injustice and evaluate the rhetoric and strategies of those who fought for American Civil Rights. Support your position with evidence from the texts. (Argumentation/Evaluation)

     

             “Ballad of Birmingham” p 618 Active Reading: Write a paragraph that summarizes the events, emotions and theme of this poem.

             Begin Stride toward Freedom excerpt and “Necessary to Protect Ourselves” p 300 active reading: Summarize the main ideas of each paragraph.