HOMS 2.3 FRIDAY

HOMS 2.3 FRIDAY

DO NOW: What is most adventurous/ dangerous thing you or your siblings did as a small child?  Did you try to jump down stairs?  Climb trees? Something else?

Objectives:

• Use the 6 habits of successful readers to identify Cisneros’ use of literary devices to unpack meaning
• Identify the main ideas of HOMS
• Use the writing process to create personal writing

AGENDA:

1. Do now
2. 6 Habits: take today’s vignette from folder
1. Annotate the vignette using the Six Habits of Successful Readers. Annotate a minimum of four times, and include at least one inference.  
2. Answer the follow-up question (you may use the back of the paper).
3. Desk groups: review study guide questions (homework check)
4. Class: discuss readings thus far
5. Creative writing prompt: Do you wish you could return to moments from your past?
1. What do you feel nostalgia for?
2. Describe one moment that holds positive memories.  What happened?  Who was there?  How old were you?  What was so great about this moment?
6. Summarizer

HW: Reading assignment #4 and answer the study questions (document “#4 questions” in notability) FOR MONDAY

Pink/orange triple

PINK/ORANGE THURSDAY ONLY

DO NOW:

OBJECTIVES

AGENDA:

1. Do now
2. Vocab (10 minutes)
3. ORB (20 minutes)
4. Creative Writing: Found Poetry
1. Take the following supplies:
1. Paper bag
2. Magazine
3. Scissors (need to share)
2. Look through 1-3 magazines and cut out any words or images that reflect
1. Who/how you appear to be to other people (Consider: how does your family view you? Friends? Classmates? Teachers? Larger society?)
2. Who/how you see yourself as
3. Using markers or crayons, draw your name on the outside of the paper bag
4. glue/tape the words/images that represent “Who/how you appear to be to other people” to the OUTSIDE of the bag
5. Place the words/images that represent “Who/how you see yourself as” INSIDE the bag
6. Write 5-8 sentences discussing both how people view you and how you view yourself.  Also discuss why you think there is a difference between the two (or perhaps why there isn’t a difference!)

HOMS 2.2

HOMS 2.2

DO NOW: Think about where you live.  Is it dangerous?  Safe?  Who would feel like they belong in your neighborhood?  Who would feel unsafe/ like they do not belong? Why?

Objectives:

• Use the 6 habits of successful readers to identify Cisneros’ use of literary devices to unpack meaning
• Identify the main ideas of HOMS
• Use the writing process to create personal writing

AGENDA:

1. Do now (10 minutes)
1. PURPLE/ ORANGE ONLY:
1. Vocab
2. ORB time
2. 6 Habits: take today’s vignette from folder
1. Annotate the vignette using the Six Habits of Successful Readers. Annotate a minimum of four times, and include at least one inference.  
2. Answer the follow-up question (you may use the back of the paper).
3. Desk groups: review study guide questions (homework check)
4. Class: discuss readings thus far
5. Creative writing prompt: What places do you fondly remember from your childhood?
1. Describe a place you remember from your childhood and what it meant to you and why-- even if it is still a place you visit today
2. Include the 5 senses in your details
6. Summarizer

HW: Reading assignment #3 and answer the study questions (document “#3 questions” in notability) FOR FRIDAY

HOMS 2.1

HOMS 2.1

DO NOW: After rereading the story “My Name,” write about your own name. Who gave it to you? What language does it come from? What does your name originally mean (google it!)? If you were named after someone in your family, tell a story about that person. How well does your name “fit” you? If you were going to rename yourself, what name would you choose and why?

Objectives:

• Use the 6 habits of successful readers to identify Cisneros’ use of literary devices to unpack meaning
• Identify the main ideas of HOMS
• Use the writing process to create personal writing

Agenda:

1. Do now (10 minutes)
2. 6 Habits: take today’s vignette from folder
1. Annotate the vignette using the Six Habits of Successful Readers. Annotate a minimum of four times, and include at least one inference.  
2. Answer the follow-up question (you may use the back of the paper).
3. Desk groups: review study guide questions (homework check)
4. Class: discuss readings thus far
5. Creative writing prompt: What was your most precious childhood possession?
1. What role did it play in your life?
2. What memories do you have of playing it?
3. Where is it today?  Would you take it to college? Would you pass it down to your own children someday?  Why/why not?
6. Summarizer

HW: Reading assignment #2 and answer the study questions (document “#2 questions” in notability)

HOMS 1.4

HOMS 1.4

Do Now: Think of one member of your family who is older than you.  In 4-5 sentences, describe them physically and describe their personality

Today's Objectives:

• Draft personal narratives
• Utilize metaphors and similes in personal writing
• Listen effectively to reading
• Identify tone and meaning in the opening chapters of HOMS

Agenda:

1) Do Now

2) Creative writing: Use your imagination to write a day in the life story of your family member (family member from the do now) when they were your age. You can write as a diary entry or a third person narrative (10 minutes)

3) Preview HOMS reading assignment #1 and questions #1

4) Listen actively: Opening vignette of HOMS

5) Silently read reading assignment #1

6) Summarizer: What do you think thus far?

HW: In notability: finish reading the House on Mango Street reading assignment #1 and answer the study questions (document “#1 questions in notability)

House on Mango Street 1.3

Do Now: In The House on Mango Street, Aunt Lupe tells Esperanza that writing “will keep you free.” In what way can writing be an avenue of freedom? What does freedom mean to you? What activity gives you a sense of freedom?

Objectives:

• Analyze poetry for meaning

1. Do now
2. PINK/ ORANGE ONLY: Vocab week #2
3. PINK/ORANGE ONLY: ORB- silent reading (20 minutes)
4. Poem activity:

kitchenette building - by Gwendolyn Brooks

We are things of dry hours and the involuntary plan,

Grayed in, and gray. “Dream” makes a giddy sound, not strong

Like “rent,” “feeding a wife,” “satisfying a man.”

But could a dream send up through onion fumes

Its white and violet, fight with fried potatoes

And yesterday’s garbage ripening in the hall,

Flutter, or sing an aria down these rooms

Even if we were willing to let it in,

Had time to warm it, keep it very clean,

Anticipate a message, let it begin?

We wonder. But not well! not for a minute!

Since Number Five is out of the bathroom now,

We think of lukewarm water, hope to get in it.

3. Answer the following questions:

1. What is a kitchenette?  How is it different from a kitchen?  What could this difference suggest about the speaker’s life?
2. Who are the “we” in line 1?
3. What is the speaker suggesting is the difference between “Dream” and “rent,” “feeding a wife,” and “satisfying a man” in the first stanza?
4. Brooks personifies dream in the second stanza-- what visual image is produced by this personification (i.e., what actions is the dream doing)?
5. What is the tone of the last stanza?  Is it happy, sad?  Optimistic, excited, defeated?  Explain your answer.
6. What kind of life do you imagine the “we” in this poem to live.  Where do they live? What do they do?  What are their daily lives like?

4. Class discussion

5. Summarizer

HW:

1. Sit in one room of your house (except your bedroom) for at least 5 minutes.  In a google doc, record as many details of the room as possible, paying attention to all 5 senses.
2. Take a picture of the room and insert it into the google doc.
3. Write a 5-6 sentence description of your house and this room specifically, using language that tells the reader both how it looks and how you feel about it.
4. Write a 5-6 sentence anecdote describing a meaningful event that occurred in this room. This anecdote must be school appropriate.

House on Mango Street 1.2

House on Mango Street 1.2

Do Now:  describe what snowfall smells like using metaphors and similes (socrative)

Today's Objectives:

• use the six habits of successful readers to annotate a text
• identify types and make inferences about imagery and figurative language

Agenda:

1) Do Now

PURPLE ONLY: Vocab week #2

PURPLE ONLY: ORB- silent reading (20 minutes)

4) Define literary devices: imagery, personification, metaphor, simile, archetypes (literary terms log)

5) Creative writing:
A) If you knew you were going to be banished to an igloo for the rest of your life, what five items would you take along? (Assume you would get all the food, water, heaters, and warm clothes you needed). Write a paragraph about what you'd take, and why.
B) Imagine that you fell down a mine shaft with nothing more than a pair of extra socks, some dental floss, a miniflashlight, a bag of pretzels, and a set of keys. You managed to survive for two days and then freed yourself. In three paragraphs, tell the story of how you escaped. Try to create a suspenseful mood for your story.
C) In one paragraph, describe what the first two weeks of school has been like, using mostly metaphors and similes.

Homework: In one paragraph, describe what the first two weeks of school has been like, using mostly metaphors and similes.

HOMS 1.1

Do now: Create two new subjects in your English notability folder: “Literary Terms” and “House on Mango Street”

Objectives:

• use the six habits of successful readers to annotate a text
• identify common morphemes in vocabulary words

Agenda:

1. Do now

2. Import “English 9 Literary Terms log” into “Literary Terms”

3. Import the entire “House on Mango Street” folder into “House on Mango Street”

4. Introduce House on Mango Street unit

5. Six Habits of Successful Readers-- folders and note taking

6. Practice Six Habits in Notability-- “Eleven”

7. Summarizer: Why is it helpful to use the six habits of successful readers?

Homework: Finish annotating "Eleven"

Archetype 1.4

do now: what do you have left to do for your summer reading book presentation?

Objectives:

• demonstrate understanding of the characteristics of the Coming of Age Archetype
• demonstrate understanding of Google Slides
• work effectively in groups

Agenda:

1. do now
2. Class: review requirements of assignment
3. Group work: finish Summer Reading assignment
4. summarizer

HW: Finish google slides presentation.

Archetype 1.3

Archetype 1.3

Do now: (in socrative.com) Which characteristic of the Coming of Age archetype was the hardest to identify in your summer reading book?

Objectives:

• demonstrate understanding of the characteristics of the Coming of Age Archetype
• demonstrate understanding of Google Slides
• work effectively in groups

Agenda:

1. do now

2. Open notability and create a new divider under English 9cp called “Vocab”

3. PINK AND ORANGE ONLY:

• Download “Week One Vocab- Super” handout from the “English 9 Vocab” in Google Drive Handouts
• Define the 3 words, use them in sentences, and draw the sentences (10 minutes)

4. Archetype groups: Write a theme statement.

5. Begin working on your book! In Google Slides, title your book on the main screen and include each group member as an author.

6. Summarizer: ORB

Homework: Revise theme statement and find quotes.