7-6-2010

Previous Next Back to Calendar = July 6, 2010 =

Students will:

 * ===learn to make connections between non-fiction and fiction.===
 * ===learn about adjectives and adverbs.===
 * ===learn to summarize while reading non-fiction.===
 * ===learn to Chart the Text.===

**Homework:**
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 * Scan for Vocabulary p. 87-92.
 * Mr. Devine is checking all today's work tomorrow.

Reminders:

 * ** Checking homework today: **
 * ** See the list on the white board. **
 * ** I am checking Thursday's work and Friday's work. **
 * ** Summer School Planner (Due Each Friday) **
 * ** [|summer school planner 2010.pdf] **

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__Agenda__

 * Reading Section: "Before the End of Summer" quick response**
 * Copy the following questions into your Cornell Notes and answer them.


 * 1. What does Bennie’s grandmother tell him to do on the day Dr. Frazier first comes to visit, and why doesn’t he do it?
 * 2. What does Dr. Frazier say is going to happen before the end of summer?
 * 3. Why does Grannie take care of Bennie all day long?
 * 4. Who is Miss May Mathis and what happens to her?
 * 5. How does the relationship between Bennie’s mother and Joe Bailey change during the course of the story?


 * Writing Section: Making Connections Chart**
 * Make a T chart.
 * Use the chart to show connections between what you have read about Sharecropping and what we have read in "Before the End of Summer" (hint: look at your answer for #3 above).
 * Share responses.


 * Grammar Section: Adjectives and Adverbs**
 * Adjectives and Adverbs
 * Adjectives Practice
 * Modifiers and Articles
 * Nouns used as Adjectives, Proper and Compound Adjectives
 * Pronouns used as Adjectives


 * Writing Section: Quick Write -- Terrorists**
 * Agree or disagree: The United States should invest in racial profiling in order to catch potential terrorist or prevent potential terrorist attacks.
 * Explain why you agree/disagree.
 * Take the following quiz on terrorists in your notebook. You only need to write "T" for True or "F" for false:
 * T / F Most terrorists are rich or come from money.
 * T / F All terrorists are from Middle Eastern countries.
 * T / F Al-Qaida (the terrorist organization) is made up of religious zealots.
 * T / F Terrorists murder people because they believe deeply in a cause.
 * T / F Terrorists are typically loners or social outcasts.
 * T / F We have domestic terrorist in the U.S.
 * T / F Terrorism is easy to catch and prevent.
 * Take your side:
 * Students stand on different sides of the room, depending on whether they agree/disagree.
 * If there are too few students on one side, the teacher joins them to play devil's advocate.
 * Student volunteers explain why they agree/disagree that the United States should invest in racial profiling in order to catch potential terrorist or prevent potential terrorist attacks.


 * Reading Section: Pre-reading -- Key Terms and Key Vocabulary**
 * Students keep Cornell Notes while we discuss the key concepts and vocabulary.
 * Key Concepts:
 * Terrorism
 * National security
 * Racial profiling
 * Vocabulary:
 * alienated (par. 1)
 * prominent (par. 3)
 * affiliates (par. 6)
 * amorphous (par. 7)
 * deter (par. 8)
 * regime (par. 8)
 * zealot (subtitle 3)
 * ideology (par. 9)
 * imam (par. 10)
 * unorthodox (par. 10)
 * cobbled (par. 10)
 * rehabilitation (par. 17)


 * Reading Section: "Five Myths about Terrorists"**
 * How will reading this article work?
 * Why is this work valuable to you, your learning, your life?


 * Explain how the text is organized (paragraphs and divided into sections).
 * Read on your own, silently, at first. You have 8 minutes. We are only reading and marking the text now, silently.
 * Mark the Text as you read:
 * Number the paragraphs.
 * Circle Key Terms
 * Underline Claims
 * What is a claim?
 * Now, you will form a pair and together you will read through the article again.
 * However, this time you will stop to write a summary in the margins after each paragraph.


 * Reading Section: Chart the Text**
 * Briefly introduce the strategy and then have students copy the list of Text Charting verbs below:
 * Be sure to leave space, as I have here, to include a brief definition of each verb.

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Analyzing: Arguing: Asserting: Comparing: Contrasting: Connecting: Defining: Debating: Clarifying: Concluding: Discussing: Developing: =media type="custom" key="6491493"= Extending: Explaining: Identifying: Illustrating: Introducing: Listing: Offering: Proving: Stating: Suggesting: Summarizing: Questioning: media type="custom" key="6491495"
 * Tomorrow we will Chart "Five Myths about Terrorists"


 * Reading Section: Scan for Vocabulary "The Cask of Amontillado" pages 87-92**
 * Due tomorrow.