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Sophomore English with Mrs. Greblo!

Sophomore English with Mrs. Greblo!. 2012-2013. Daily SSR Entry:. Each entry contains: - Date -Book title & author -Starting page # (SP) -Ending page # (EP) -Total # of pages read -Reader’s Statement (RS): What’s happening in the book? Summarize.

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Sophomore English with Mrs. Greblo!

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  1. Sophomore English with Mrs. Greblo! 2012-2013

  2. Daily SSR Entry: Each entry contains: -Date -Book title & author -Starting page # (SP) -Ending page # (EP)-Total # of pages read -Reader’s Statement (RS): What’s happening in the book? Summarize. What do you predict will happen next? What questions do you have for the author? What character traits do you appreciate? Find frustrating? What is your opinion of the book so far? Other comments? Sample Entry: 9/17/12 The Hunger Games by Suzanne Collins SP: 1 EP: 20 Total: 20 RS: Katniss lives in District 12 of the former U.S., now Panemwith her sister, Prim and her Mom. She is an agile hunter and gatherer and has had to do so since her father’s tragic death in a mine explosion. The reaping is today and the tone of District 12 is very somber as children ages 12-18 could be drawn to defend themselves to their death in the Hunger Games. I predict that Katniss or one of her close friends or family members names will be drawn. This book is really suspenseful, I’m loving it so far!

  3. Mrs. Greblo’s 2B & 3B Sophomore English Agenda: 5/9/13 Please copy this agenda down into your Learning Log Notebook, you will receive credit for it! • Attendance / SSR / get LLN and/or writing folders from the cabinet, QUIETLY • Daily SSR Entry #21 • Daily SSR Pair Share • Agenda: (2B) #21 / (3B) #22 • Reminders: • Please turn in ALL LATE Nonfiction Unit textbook assignments and take the exam over our small nonfiction textbook unit, in the Testing Center ASAP. Thank you! • Animal Farm by George Orwell • Read Ch. 1 • Work time • (Possibly start Ch. 2) • Put away your LLN and/or writing folders in the LLN Storage File Cabinet NEATLY, please! • Objective(s): • Listen attentively • Read to determine and analyze: complex characters, the central idea of the text and its development, how the author unfolds an analysis or series of ideas or events, an author’s point of view or cultural experience, the meanings of words or phrases as they are used in a text, author’s choices on the structure of a text and the order of events • Write routinely over extended time frames for a range of tasks, purposes and audiences • Homework: for next class… • Get ALL LATE work in ASAP!!

  4. The Tiger Who Understood People by James Thurber After reading this fable please partner up with a classmate and answer these questions on a sheet of loose leaf paper (put both of your names on it). Please use complete sentences! Place it into the turn-in box when done. Does the moral of the story strike you as true? Explain the fox’s reasoning that kept the animals from attending the fight. Irony is the discrepancy between expectation and reality. Explain how the conclusion of the fable is ironic. What elements of this story make it a fable?

  5. Chapter 1: VocabularyCopy this vocab. into your dialectical journals! ensconcedv.: settled comfortably, snugly, or securely benevolent adj.: doing or inclined to do good; kindly; charitable cynicaladj.: believing that people are motivated only by selfishness; sarcastic laboriousadj.: involving or calling for much work; difficult tyrannyn.: very cruel and unjust use of power or authority dissentientsn.: those who disagree, especially with the majority of opinion ALSO: “tush”- tusk; “cud”- partially digested food; “knacker”- horse slaughterer; “mangel-wurzel”- beet

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