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NOVEMBER 6 TH ENGLISH II

NOVEMBER 6 TH ENGLISH II. First, get out your “Struggles of Women” Theme Flow Chart. Let’s fill out the next row with a quote from pages 120-121 (about Old Granny). NOVEMBER 6 TH ENGLISH II. No warm-up. Instead, get out Nectar in a Sieve and your vocabulary list. . REMINDERS.

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NOVEMBER 6 TH ENGLISH II

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  1. NOVEMBER 6THENGLISH II First, get out your “Struggles of Women” Theme Flow Chart. Let’s fill out the next row with a quote from pages 120-121 (about Old Granny).

  2. NOVEMBER 6THENGLISH II No warm-up. Instead, get out Nectar in a Sieve and your vocabulary list.

  3. REMINDERS • Homework: work on your THIRD adversity journal. • Tutoring extra credit: available after school Wednesday!

  4. STANDARDS Literary Response and Analysis 3.12: Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach)

  5. NECTAR IN A SIEVE Let’s review our vocabulary for Chapter 23-24. Come up with three different sentences in your head using at least one vocabulary word per sentence.

  6. VOCABUARLY Sample sentences: After class began yesterday, I abruptly remembered: I needed to collect adversity journals. I felt very somber when I got home and saw that only 1/3 of the class submitted two complete adversity journals. I feel irate at seeing students not do work that is important for their grades and feel like yelling. However, I try to benignly remind them how important their grades are instead… and try to explain to them how important a high school education is. I feel as if I’m perpetually saying the same thing over and over again every year– a high school diploma is more important than many realize. I am often maneuvering my approach when telling my students this. I now have ceased to be angry about students not doing work; now, I’m just gloomy instead. When I’ve rebuked students, they just feel guilty, when what I want is for them to do their work! I don’t think that my begging them will show only futility though– I still have hope that I’ll get through to some and help them to lead easier lives. I just don’t want the students that I love to be destitute without an education, because chances of making a lot of money without a diploma are slim.

  7. NECTAR IN A SIEVE Let’s read Chapter 23 of Nectar in a Sieve. Make sure that your character/setting/theme chart is out!

  8. ENGLISH II Before our cool-down, turn to your Modern Vs. Traditional theme chart. The tannery is representative of the modern lifestyle while Ruku and Nathan’s livelihood represents the traditional lifestyle. • (For candy): What does Ruku say about the tannery that helps us understand how traditionalism views modernism? • (For candy): Did you notice any powerful diction/images described that helps us understand how devastated their traditional lifestyle is now because of modernism taking over? • Let’s take 5 minutes to fill in our “Modern V Traditional” theme chart.

  9. ENGLISH II Homework: Fill out the Cause and Effect Flow Chart for Chapter 23.

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