Thurs. Feb. 14

Bell Ringer:

Happy Valentines Day from Grumpy Cat!

What's your favorite Valentine's Day memory?

Agenda:

• Political Cartoon: Students will work on political cartoons, finishing them for presentations tomorrow. Be sure to look at yesterday's blog for requirements.
• Satire Powerpoint- How to Write a Satire
• Individually: Review the organization of Swift's "A Modest Proposal." Take notes on how he organizes his essay. When brainstorming topics ask yourself the following questions: Who or what are you mocking? What topic are you covering? Who is your audience?
• Essay Requirements: 2-3 pages
• State the need or problem
• Describe the proposed solution
• Describe how the solution will be enacted/implemented
• Describe the advantages of your solution
• List costs of the solution

Wed. Feb.13

BR: (10 min)

What social issue are you passionate about and why?


Agenda:

• Beowulf essay (20 min)- student evaluation - Students will use essay rubric to grade a partner's essay. Those who did an extra credit project at the beginning of Beowulf will receive it on the essay.
• Political cartoon (20 min)- Students will begin drawing their own political cartoon.

Requirements:

• Symbol
• Exaggeration 
• Irony
• Caption/labeling

On the back of your cartoon:

• Identify three symbols in your cartoon and their meaning.
• Identify and explain areas where you used exaggeration to make a point.
• Is your cartoon ironic? How so?
• Explain your labels and/or caption.

• Writing your own satire power point (15 min)
• Brainstorm: Students will begin brainstorming possible topics by researching political cartoons and social issues. (15 min)

Tues. Feb. 12

BR:

Rewrite the first paragraph of "Advice to Youth." When finished, work with the partner behind you and rewrite the second together. Both partners should write on their own paper. Turn in.

Agenda:

• As a class, we will read part of "A Modest Proposal." You will finish reading it silently.
• With a partner, students will complete the Satire worksheet.

Mon. Feb.11

Bell Ringer: 

Observe the cartoons below. Choose one cartoon to answer the following questions (write questions):

• What event is being satirized?
• What is the cartoonist's opinion about the event?
• What are the serious points being made?
• If you were the editor of a newspaper, would you buy this cartoon? If not, why not?

Cartoon 1

Cartoon 2

• Return to the groups you were in when reading Mark Twain's essays. Share with your group the cartoons you found and saved on your iPad (Friday). Your group must choose one to answer the same questions above. Be prepared to share with class.
• Choose the essay you did not read on Thursday. Your choices were "The Lowest Animal" and "Advice to Youth." You will read the chosen essay and fulfill the following roles:
• Summarizer - Describe the key points of the sections read. Create complete sentences that highlight these key points.
• Questioner- Pose questions about the reading. Were there any unclear parts? Difficult vocabulary? What images reoccur?
• Clarifier- Answer the questions created by your group member, and clarify any confusing parts.

***Be prepared to share your findings with the class. 

• Individual work: Students will rewrite the first two paragraphs of "Advice to Youth." Change the paragraphs' tone. Tone is "the expression of the author's attitude toward his/her audience and subject matter. It can also be the expression of the speaker's attitude toward his/her listener or subject matter. And sometimes it's a little bit of both."

Fri. Feb. 8

BR:

Read quietly the reading strategies handouts on your desk. Choose two strategies to use that you might think could be helpful to your reading.

Essential Question: What strategies can I use to navigate difficult texts?

Agenda:

• Group work: In different groups from yesterday, answering the following questions regarding the article you read:

• What is the article spoofing?
• What types of information does this article assume its audience already has?
• What is this article's tone?
• Which techniques of satire are used in this article?
•  Brainstorm: Have your parents ever given you advice? 
• Group Work: Choose what article you'd like to read. 
• Underline phrases or sentences that characterize it as satirical.
• In one sentence, summarize what serious commentary Twain is making. 
• On your own: Research five political events that have happened recently. Locate caricatures for them and save the pictures.

Thurs. Feb. 7

BR:

Students will complete grammar page on various phrases.

Agenda:

• Teacher will conduct a discussion of satire. Class will create a definition of satire
• Students brainstorming satire in real world – movies, television, shows, etc. 
• Caricatures - understanding various types of satire
• The class will predict what the episode “Treehouse of Horrors” is about. 
• Class will view an episode of the Simpsons – Episode 3, Season 2. “Treehouse of Horrors” 
• Students will fill out worksheet on satire regarding the episode. Worksheet comes from ACT. 
• Students will read an article from the website the Onion and fill out worksheet.

Fri. Feb. 1

Bell Ringer:

Free write. What inspires you? Music? Nature? Art?

Explain what inspires you and why. Write as much as you can about this subject.


Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals:

3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:

• Students will complete grammar pages on Infinitives and Infinitive phrases pages 57-58
• Pop Quiz: Students should prepare for quiz on Part 1
• In pairs, students will answer questions to Part 2 in literature book on page 50 (1-10)
• The movie Beowulf - Students will continue viewing the film Beowulf, making note of differences.