4th Marking period
2nd week: February 8-14
"I cans:"
Homework:
Monday - write the timed essay. Write a formal strategy for M/C test tomorrow (to be stamped while taking the test). UP DATE your "missed" vocabulary list. During M/C test, teacher will stamp (or not) your COMPLETE list. Have scantrons and list together in your 3 RINGED BINDER/notebook.
Tuesday - Perform the strategy analysis on your M/C test results. Reformulate your strategy in writing (narrative form).
Wednesday - Finish the etymology study of the vocabulary list. TAKE THE QUIZ.
Thursday - reread Act III of the play. Formulate three "deep" questions about the IMPLICATIONS OF THE PLAY.
Friday - 1st period: read OUR TOWN. 2nd period: read THE CHILDREN'S HOUR. 3rd, 5th and 6th periods: read "Get a Knife, Get a Dog, but . . . " by Molly Ivins (Norton) a handout given - write down EACH word or phrase that indicates the writer's facetious tone. All: be ready to discuss next Tuesday (after President's Day). .
Readings:
Writing: Write IN 50 MINUTES (including reading time) the prompt on television and the Presidentail elections. Take a position. Use three supporting arguments. Use two illustrations from the source material in each body paragraph. Use STATEMENT - ILLUSTRATION - COMMENTARY form. CONCLUDE in an open "prognostication."
In class: Monday - play quiz; vocabulary is given with NEW emphasis on ETYMOLOGY; writing groups share position, supports (one for each paragrraph) and evidence (two for each supporting argument).
Tuesday - Metaphor parsing; M/C test with application of each student's strategy to his/her test taking.
Wednesday - Socratic seminars on Act 1 and 2 of the play (varies by class).
Thursday - M/C analysis reporting and quiestion analysis.
Friday - Socratic seminars on Act 3 of the play (varies by class). 1st period SURRENDERS its copies.
Vocabulary The 1st list for the marking period; emphasis on ETYMOLOGY
Quizzes: The standard quiz for vocabulary; A POP QUIZ ON THE PLAY READING.
Testing: USE OF EVIDENCE as judged by the following: a) incorporation into student syntax b) use of BRIEF quotations c) use of STATEMENT - ILLUSTRATION - COMMENTARY, d) use of MORE THAN ONE illustration per paragraph to support the SAME ARGUMENT!
