Tuesday, Feb. 4 th

1. Tuesday, Feb. 4th • Warm-up: What makes a survivor • Data Track and Chart • Identifying Fragments • Introduce Most Dangerous Game • Essential Question • Building Background • Group Norms/Graffiti Chart Ground-Rules • Graffiti Chart day 1 • Finish Early? Greek and Latin/#pp Brainstorm!

2. Warm-up Pick one of the situations shown. What adversities and conflicts does that person face? What qualities or traits will this person need to possess in order to survive?

3. Conflict Data Class Mastery 100% club Block 1 Cori, Khadajah, Tyrek, Na’Liya, Zach Block 2 Kevin, Ivan Block 3 Melanie, Taylor, Deja, Iyanna • Block 1= • With absence – 77% • Without absences –82% • Block 2= • With absences – 71% • Without absences– 78% • Block 3= • With absences- 68% • Without absences – 73% USE COMPLETE SENTENCES

4. Independent Clause vs. Dependent Clause • An independent clause is a complete sentence. • There are three things needed for a complete sentence: • 1. Subject 2. Verb 3. Complete Thought • A dependent clause , or subordinate clause, adds information to an independent clause, but they cannot stand alone as a sentence. They depend on the independent clause.

5. Complete thought? A AA W WW U U B B I S As. Although. After. While. When. Whether. Unless. Under. Because. Before. If. Since.

6. ___ 1.Because the Mehm and Dejonte studied hard ___2.Aja ate ice cream ___ 3. Rolando really enjoyed taking Spanish ____4. Since Dezi was absent for three days ____5.Reveonna was excited about the girls’ basketball game ___ 7. They earned a 94% on their scrimmage ___ 8. Even though it was freezing outside ___ 9. After he learned a few new words ___ 10. She had a mound of homework to do ___ 11. So she invited her teachers to watch her play Directions: Determine if the following are examples of independent clauses or dependent clauses. In the blank write “I” for independent and “D” for dependent. Underline independent clauses and box dependent clauses.

7. What does it mean to be a survivor? Essential Question

8. This Week’s Objectives • SWBAT explain the affect of conflict on plot using textual evidence. • SWBAT determine theme and support their findings with textual evidence. • LEQ: How does the main conflict in a story influence its plot? How does it help identify theme? Support.

9. “The Most Dangerous Game” GOOD READERS PREDICT • Make a prediction using the title of the story. • What do you predict this story will be about?

10. Background Information • “The Most Dangerous Game” is a short story written by Richard Connell. • First published in 1924, the story has been frequently anthologized as a classic example of a suspenseful narrative loaded with action.

11. Background Information • The story gained favorable recognition upon its initial publication in 1924, winning the prestigious O. Henry Memorial Award for short fiction. • Its popularity was further established when the first film version of the story was produced in 1932.

12. Keep a critical eye: • Connell plays with plot and a draw out exposition. What is the purpose of this change? Is it effective? • Is the story good or not? What elements of suburb story telling stand out to you? Are their parts that you think could have been written better? Why?

13. Group Norms • BLUE GROUP: Silent Readers • This group will work independently to complete their graffiti charts • RED GROUP: Team Readers • This group will work collaboratively to complete their graffiti charts • BEIGE GROUP: Teacher-led Readers • This group will work with Ms. Morrow to complete their graffiti charts

14. Group Norms • Red & Blue Groups: If at any point you put your head down, distract a classmate, or otherwise seem to need assistance, you will join the teacher-led group. • WHEN YOU HAVE COMPLETED YOUR GRAFFITI CHART: • Work on Greek and Latin • Complete your Grammar Sheet! • Complete your #passionproject Brainstorm • Complete your Mastery MakeUp

15. Graffiti Chart “There was a slow smiling air about her”

16. Graffiti Chart : Day 1