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Week 13 November 28 th - December 2 nd

Week 13 November 28 th - December 2 nd. Tuesday, November 29th. Objectives: Understand parts of a paragraph and paragraph unity TD 16--19 Review Main Ideas of Paragraphs Understand sentence unity Activities Bell-Ringer: Take Cornell Notes on paragraphs and sentences (5)

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Week 13 November 28 th - December 2 nd

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  1. Week 13November 28th - December 2nd

  2. Tuesday, November 29th • Objectives: • Understand parts of a paragraph and paragraph unity TD 16--19 • Review Main Ideas of Paragraphs • Understand sentence unity • Activities • Bell-Ringer: Take Cornell Notes on paragraphs and sentences (5) • Analyze Paragraph 1 (5) • Act out/Listen to Act Two Scene Two • Work on Act One Study Guide A Raisin in the Sun When finished

  3. Bell-Ringer November 29thDirections: Copy these notes in your Notebook in the Cornell Notes format. • Paragraphs are mainly made up of different kinds of sentences that have one of three purposes : • The topic sentence tells the main idea of the paragraph. • Supporting sentences give sensory details, examples, anecdotes, or statistics. • The concluding sentence sums up the paragraph in a way that lets the reader know the paragraph is over. It may restate the main idea. • Paragraph Unity • Sentences in paragraph all must fit within the same topic. If one or more doesn’t, then our paragraph is not unified.

  4. Analyze the following paragraph: • (1)Pick out the numbered sentence that doesn’t belong in the paragraph. (2)Write down each sentence number and label it as topic, supporting, or concluding. (3)Lastly, tell what the main idea of the paragraph is. • (1)Richard Daley had to finally say goodbye to his wife yesterday. Maggie Daley died Thanksgiving evening after a long battle with cancer. (2)Former Mayor Richard Daley, surrounded by family, greeted each mourner as they said goodbye to Chicago's Former First Lady Maggie Daley at a public wake on Sunday. The public funeral Mass is scheduled for 10:30 a.m. Monday at Old St. Patrick’s Church. (3)The wake ran all day at the Chicago Cultural Center, and a steady stream of politicians, Chicago civic leaders, and residents lined up in the rain to honor Mrs. Daley. (4)Maggie Daley loved to ski. Former Chicago Mayor Richard Daley remained at the wake for the entire day, taking only a couple breaks in between talking with attendees. (5)Mayor Daley had to be very strong in order to keep his composure during the long day.

  5. Get a Play Book!!! • 1stand 2nd Periods--Turn to Act one scene two • 3rd, 7th, and 8th Periods--Turn to the third to last page of Act one scene one.

  6. Exit Questions 1. What three kinds of sentences are paragraphs made up of? 2. What does a paragraph not have if it has sentences that don’t belong?

  7. Wednesday, November 30th • Objectives: • Understand sentence unity TD 16-19 • Complete Reading Guides for Act I • Activities • Bell-Ringer: Take Cornell Notes Sentence Unity(5) • Analyze Sentences 1 (5) • Work on Act One Study Guide A Raisin in the Sun in groups—turn in individually • If finished

  8. Bell-Ringer November 30thDirections: Copy these notes in your notebook in the Cornell Notes format & answer the questions below. • Sentence Unity • only one main idea or thought can be expressed in one single sentence. As long as they are closely related, compound sentences are OK. Unity refers to two qualities: there is only one main idea in a sentence, and that idea is complete. Unrelated ideas shouldn’t be in one sentence together. Tell whether the sentences are unified or not unified. 1. Marcus and Bell are friends; they have known one another since middle school. 2. Marcus and Bell are friends; Marcus is a Chef. 3. Although it rained, my car is soaked. 4. Although it rained, my car remained dry. 5. I took a bath, and I washed my hair. 6. I took a bath, washed my hair, and I finished my MA degree in Education.

  9. This Friday, December 2nd • Quiz on Paragraphing and Sentence Unity!!!

  10. Get a Play Book & a Study Guide!!! • Complete the Study Guide Questions for Act One in groups. Each group member must have their own written answers in their notebooks though.

  11. Answer the questions from Act I Act I Scene One 1. Why did Walter ask Ruth what was wrong with her? 2. Why was Ruth upset when Walter gave Travis the money? 3. Who are Willy and Bobo? 4. Walter said, "Damn my eggs . . . damn all the eggs that ever was!" Why? 5. Who is Beneatha? 6. Why was Mama getting a check for $10,000? 7. Why did Beneatha say she wouldn't marry George? 8. What was Beneatha's attitude towards God? 9. What happened to Ruth at the end of Act I Scene One? Act I Scene Two 1. Who is Joseph Asagai? 2. What did Ruth find out at the doctor's office? 3. Why is Asagai's present to Beneatha appropriate? 4. Why is Asagai's nickname appropriate? 5. What does Mama say is "dangerous"? 6. Where did Ruth actually go instead of the doctor's office? 7. Why did Mama call Walter a disgrace to his father's memory?

  12. Exit Question • What does sentence unity mean?

  13. Thursday, December 1st • Objectives: • Understand sentence and paragraph unity, along with main ideas TD 16-19 • Choose the correct adverb or adjective form of the word COU 16-19 • Activities: • Bell-Ringer: Analyze the Paragraph • Continue Reading A Raisin in the Sun: Act two scene one

  14. Bell-Ringer December 1st Directions: Analyze the paragraph by doing the following: 1) Identify the purpose/type of each labeled sentence in the paragraph. 2) Check for paragraph unity and sentence unity by identifying any sentences that don’t fit in the paragraph 3) Ensure proper selection of adverb or adjective forms of words in sentences that give you a choice between the two.

  15. 1. How to Prevent Cheating • (1) Teachers should take steps to prevent students from cheating on exams. (2) To begin with, teachers should stop • reusing old tests. (3) Even a test that has been used once is soon known on the student grapevine. (4) Students will check with • their friends to find out, for example, what was on Dr. Thompson's biology final last term. (5) They may even manage to • turn up a copy of the test itself, "accidentally" not turned in • by a former student of Dr. Thompson's. (6) Teachers should also • take some common sense precautions at test time. (7) They should • make students separate themselves--by at least one seat--during • an exam, and they should watch the class closely. (8) The best • place for the teacher to sit is in the rear of the room, so that • a student is never sure if the teacher is looking at him or her. • (9) Last of all, teachers must make it clear to students that • there will be stiff penalties for cheating. (10) One of the • problems with our school systems is a lack of discipline. (11) • Teachers never used to give in to students' demands or put up • with bad behavior, as they so today. (12) Anyone caught cheating • should immediately receive a zero for the exam. (13) A person • even suspected of cheating should be forced to take an • alternative exam in the teacher's office. (14) Because cheating • is unfair to honest students, it should not be tolerated. • The numbers of the irrelevant sentences are ___ ___

  16. Friday, December 2nd • Objectives: • Understand sentence and paragraph unity, along with main ideas TD 16-19 • Choose the correct adverb or adjective form of the word COU 16-19 • I can analyze characters from “A Raisin in the Sun” • Activities: • Bell-Ringer: Prepare for Quiz • Character Analysis

  17. Bell-Ringer December 2nd Prepare for Quiz!!!

  18. Week 14December 5th - December 9th

  19. Monday, December 5th • Objectives: • Understand sentence and paragraph unity, along with understanding the parts of the paragraph and main ideas • TD 16-19 • Choose the correct adverb or adjective form of the word COU 16-19 • Activities: • Bell-Ringer: Analyze the Paragraph • Continue Reading A Raisin in the Sun: Act two scene one

  20. Bell-Ringer Directions: Analyze the paragraph by doing the following: 1) Identify the topic sentence in the paragraph and the concluding sentence. 2) Check for paragraph unity by identifying any sentences that don’t fit in the paragraph. 3) Ensure proper selection of adverb or adjective forms of words in sentences that give you a choice between the two. 4) Choose the sentence that is not unified.

  21. Paragraph (1)Notions of masculinity and femininity are woven throughout the play. (2)Walter, in particular, feels his socio-economic situation much more strongly given that he’s supposed to be the "man" of the family. (3)Ruth is a pretty lady (4)He uses manhood as an argument for why his wife should support him, why his mother should give him money, and why he needs a better career. (5)The play also represents various women: the traditional Mama, the supportive Ruth, and the progressive Beneatha, who are alternately praised or demeaned for their adherence or disobedience to traditional feminine standards. (6) Sex is taboo, and the women in the play represent what is valued and not valued in women amongst African Americans. (7) This play bravely/brave touches upon many important issues regarding gender in African American society.

  22. Act II Scene one • 1. What was Beneatha's family doing when George came in? • 2. What are "assimilationist Negroes"? • 3. What did Mama do with her money? • 4. What was Walter's reaction to Mama's purchase? Ruth's reaction?

  23. Tuesday, December 6th • Objectives: • I can read and understand a play. • Activities: • Comprehension Questions • Continue Reading A Raisin in the Sun: Act two scene one • Discussion Questions to consider: • What things does Walter label as not “manly” about George and why do you think that he chose those things? What can we do in our school to deal with these same restrictive ideas about manhood?

  24. November 6th Tuesday Bell Ringer Finish the questions from Act II scene 1

  25. Act II Scenes II and III • Act II Scene Two • 1. How did Ruth find out Walter hadn't been going to work? • 2. Where had Walter been going instead of to work? • 3. What did Mama do for Walter? • Act II Scene Three • 1. Who was Karl Lindner, and why did he visit the Youngers' house? • 2. What was Walter's reaction to Lindner? • 3. What presents did Mama get? • 4. What news did Bobo bring to Walter?

  26. Wednesday, December 7th • Objectives: • Understand sentence and paragraph unity, along with understanding the parts of the paragraph and main ideas • TD 16-19 • Choose the correct adverb or adjective form of the word COU 16-19 • Activities: • Bell-Ringer: Analyze the Paragraph • Continue Reading A Raisin in the Sun: Act two scene two & three

  27. Bell-Ringer: Wed., Dec 7th Directions: Analyze the paragraph by doing the following: 1) Identify the topic sentence in the paragraph and the concluding sentence. 2) Check for paragraph unity by identifying any sentences that don’t fit in the paragraph. 3) Ensure proper selection of adverb or adjective forms of words in sentences that give you a choice between the two. 4) Choose the sentence that is not unified.

  28. “Dissatisfaction in ARITS” (1)What with all the suffering and sacrifice going on, it’s not difficult to see that the characters in A Raisin the Sun are, for the most part, dissatisfied. (2)This dissatisfaction affects Walter Younger the most, however, because it prompts him to undertake foolhardy actions. (3)Mama finds solace in looking out for her grandson, remembering the past, and is about 70. (4)Travis thinks his dad is a drunk. (5)Beneatha purposefully / purposeful finds comfort in her philosophical musings, studies, and various hobbies. (6)Ruth works hard and busies herself with taking care of her family, keeping her focus on them. (7)While Walter takes relatively more negative actions to deal with his dissatisfaction, the rest of his family, in contrast, has learned to deal with their dissatisfaction in a less negative manner.

  29. Act II Scenes II and III • Act II Scene Two • 1. How did Ruth find out Walter hadn't been going to work? • 2. Where had Walter been going instead of to work? • 3. What did Mama do for Walter? • Act II Scene Three • 1. Who was Karl Lindner, and why did he visit the Youngers' house? • 2. What was Walter's reaction to Lindner? • 3. What presents did Mama get? • 4. What news did Bobo bring to Walter?

  30. Thursday, December 8th • Objectives: • Understand sentence and paragraph unity, along with understanding the parts of the paragraph and main ideas • TD 16-19 • Choose the correct adverb or adjective form of the word COU 16-19 • Activities: • Bell-Ringer: Analyze the Paragraph • Continue Reading A Raisin in the Sun: Act three (if time)

  31. Bell-Ringer: Thur., Dec 8th Answer the following questions: 1) What is a topic sentence, supporting sentence, and a concluding sentence? 2) What is paragraph unity? 3) What is sentence unity? 4) What does an adverb do? 5) What does an adjective do in a sentence?

  32. Thursday, Dec. 8th Quiz • Write a paragraph which includes the following: 1. A topic sentence, supporting sentences, and a concluding sentence. Number the supporting sentences. 2. A sentence that doesn’t belong in the paragraph that is underlined. 3. Use at least one adverb, and draw a box around it. 4. Use at least one adjective, and draw a circle around it. 5. Write at least one sentence that is not unified and underline the part of the sentence that doesn’t belong.

  33. Friday, December 9th • Objectives: • I can read and understand a play RL 10 • Choose the correct adverb or adjective form of the word COU 16-19 • Activities: • Bell-Ringer: Copy Notes in Cornell Notes Format • Finish Reading and Discussing Act II • Finish Act II study guide and turn in completed folders • Continue Reading A Raisin in the Sun: Act three (if time)

  34. Bell-Ringer: Fri., Dec 9th Copy the following in the Cornell Notes Format: An adjective modifies (describes) a noun. Ex. He ran very quickly down the very steep steps. An adverb modifies (describes) a verb. Many end in “ly.” It tells when, where, or how. Ex. He quickly ran down the steps. An adverb modifies (describes) an adjective. Ex. He ran quickly down the extremely steep steps. An adverb modifies (describes) another adverb. Ex. He ran veryquickly down the steps.

  35. Act II Scenes II and III • Act II Scene Two • 1. How did Ruth find out Walter hadn't been going to work? • 2. Where had Walter been going instead of to work? • 3. What did Mama do for Walter? • Act II Scene Three • 1. Who was Karl Lindner, and why did he visit the Youngers' house? • 2. What was Walter's reaction to Lindner? • 3. What presents did Mama get? • 4. What news did Bobo bring to Walter?

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