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English III

English III. Unit 2- Day 1: Intro to Crucible, Vocab 3. Do-Now : Have out HW. Check your answers to the simple/compound etc. sentence sheet. 4. Simple 5. Compound 6. Complex 7. Compound-complex. Compound Compound/complex Complex Sample Paragraph (Yours might be slightly different):

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English III

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  1. English III Unit 2- Day 1: Intro to Crucible, Vocab 3

  2. Do-Now: Have out HW. Check your answers to the simple/compound etc. sentence sheet. 4. Simple 5. Compound 6. Complex 7. Compound-complex • Compound • Compound/complex • Complex Sample Paragraph (Yours might be slightly different): One day, Ms. Stitt and Ms. Rubsam rode their bikes to the library at Notre Dame. They were happy to ride their bikes since it was such a nice spring day. They often had to swerve around other students and ride in the grass, though, because they didn’t want to hit the other students.Ms. Stitt wanted to get back on the sidewalk when they had passed the students, but unfortunately, Ms. Stitt didn’t see the huge curb. Her bag, chain on her bike, and Ms. Stitt herself went flying, and the guys playing ultimate Frisbee had to help her. Ms. Stitt tried to leave, but her chain was broken and the ultimate frisbee guys had to come back again to help her, leaving Ms. Stitt embarrassed.

  3. Turn in HW: • Write the amount correct that you got on the HW at the top • (Don’t worry, it’s not your “grade,” it’s just for Ms. Stitt to see how you are doing) • Turn in both sheets of HW in two separate piles

  4. Announcements: • Turn in Jesse if you haven’t already • Outside reading due Thursday, October 3rd. • Next Journals are due Friday, Oct. 25th • Practice ACT writing component on next week

  5. Prayer: • Period 6: Jesus • Wednesday: Arnulfo, Thursday: Miguel • Period 7: Kiara, • Wednesday: Mirka, Alberto • Period 8: Anahi, • Wednesday: Davonte, Gaby

  6. SWBAT: Use context to determine meanings of words (vocab) Discuss upcoming conflicts within a text

  7. EVIL Take two minutes to… • Write down what you think “evil” is. • Why do people do evil things? • If you have time, write down the 5 most evil people (in your opinion) in our history. Briefly jot what makes them so evil.

  8. Discussion: • Because everyone has thoughts, you MUST raise your hand to speak. • Using the anticipation guide, you will move to either the “agree” or “disagree” side of the room and take a seat if you can. • Be prepared to defend why you are on either side.

  9. Vocab 3 • ameliorate (v) • To ameliorate her problem of spending too much money on clothing, Jane only allowed herself to buy one item every month. • permeate (v) • The excitement permeated the air as the Notre Dame football field took the field. First one person started cheering, then it spread throughout the stadium until everyone was wild with excitement. • callow (adj) • Though freshman may be callow when they start off at their new CWSP jobs, making mistakes and having no idea what to do, they are experienced professionals who know how things are run by the end of the year

  10. 4. sleazy (adj) • Though many people thought of Tiger Woods as an icon and role-model, many changed their minds and simply thought he was sleazy when they found out that he had committed adultery. 5. aggrandize (adj) • My teammate Caleb loved to aggrandize how important he was by always talking about how his sister and best friend were basically famous because they were both in the Olympics. 6. inadvertent (adj) • Sometimes a mistake can inadvertently lead to success; no planning was required for America to win both world wars and become the dominating country, it just happened. 7. ambivalent (adj) • Sarah wished that Andrew would stop being so ambivalent about their relationship and just make up his mind about whether he wanted to be with her or not! He needed to stop giving her mixed signals, it was so confusing.

  11. 8. bombastic (adj) Though I was initially impressed by the student’s academic vocabulary and big words, when I realized that they were bombasticand that he had no real understanding of what the words meant, I was bummed. 9. resilient (adj) • Even though he had been abused and seen his dad almost kill his mom, Speedy remained resilient and was still the most optimistic and upbeat person I had ever met. 10. insular (adj) • It was frustrating for Sam to speak to this insular man who only believed that he was right and never listened to anyone else’s thoughts.

  12. HW: • Vocab 3 • (due this WEDNESDAY) because we will test on THURSDAY (on Friday, you have ACT practice test)

  13. Exit: • Write two things you know about the Salem Witch Trials. If you are not sure, write two guesses you have about them.

  14. ACT Writing How-To You have 30 minutes to write your essay. Each essay prompt is laid out in the same way: • Lays out an issue • Gives brief reasoning for both sides of the issue • Asks YOU to take a stand on the issue, using SPECIFIC examples (from personal experience, what you have heard on the news, what you have learned in school, etc.)

  15. How to Manage Time… Because you have only 30 minutes to do your essay, here is a schedule for how to plan your time: 1 minute: Read the prompt and figure out what it’s asking 2-3 minutes: Outline your paper using a thesis and the main topics of your paper. If you can, jot down ideas for examples to use also. 23 minutes: WRITE 3-4 minutes: Re-read and revise/edit

  16. Sample prompt: • Educators debate extending high school to five years because of increasing demands on students from employers and colleges to participate in extracurricular activities and community service in addition to having high grades. Some educators support extending high school to five years because they think students need more time to achieve all that is expected of them. Other educators do not support extending high school to five years because they think students would lose interest in school and attendance would drop in the fifth year. In your opinion, should high school be extended to five years? • In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position.

  17. ACT Sample Essays This website has examples of student essays and what scores they received. It also explains WHY they received the scores they did. http://www.actstudent.org/writing/sample/ CHECK IT OUT.

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