Monday, April 6th:
No school today.
Tuesday, April 7th:
1st Period:
Passed out the Smarter Balanced Pre-Write and Essay. Students must rewrite essay if scored
under 180, and redo the Pre-Write if scored under 90. The work must be typed and will be due no later than Monday,
April 13th.
Very few students did the spring break homework.
New policy: 25 bonus points for turning work in on time.
Went over how to do the Scaffolded Reading Log. Modeled Chapter 7 for them.
Tomorrow go over how to do the Figurative Language Handout.
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2nd Period:
Passed out the Smarter Balanced Pre-Write and Essay. Students must rewrite essay if scored
under 180, and redo the Pre-Write if scored under 90. The work must be typed and will be due no later than Monday,
April 13th.
Very few students did the spring break homework.
New policy: 25 bonus points for turning work in on time.
Students worked independently on their work – reading THE
BLUEST EYE and doing the In-Class Scaffolded Reading Log and the Figurative
Language Log.
Wednesday, April 8th:
Vocabulary Exercise: Vocabulary words from Chapters 6, 7,
and 8 from THE GREAT GATSBY. Words, definitions and the excerpts from the book
from which the vocabulary word were taken.
Fill in the blanks in the quotations with the correct
vocabulary words.
Divide into tribes of three
Line up
The definitions of the vocabulary words will be read. One
person from each team will mark the correct vocabulary word for the definition
read.
Go over
figurative language and the figurative language graphic organizer
Read The Great Gatsby
Do the In-Class
Scaffolded Reading Log
The Figurative Language Log
“It was James Gatz who had been loafing along the beach……but
it was already Jay Gatsby who borrowed a rowboat…and informed Cody that a wind
might catch him and break him up in half an hour.”
James Gatz is being compared to Jay Gatsby
Analysis:
The younger, uneducated, unsophisticated, poor kid is being
compared to what he intends to be in the future. This shows the determination of the young man to be the
captain of his fate and to shape who he is and who he will become.
Tone: Strong, Determined, Opportunistic, Clever, Approving
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Period 2:
Went over figurative language
Passed out hand-outs for figurative language and In-class
Scaffolded Reading
Models for Quotations for Figurative Language:
Quotation: “You shut up, Bullet-head!”
Page 66
Frieda is comparing Woodrow Cain’s head to a bullet.
Claudia is narrating the incident in which Frieda screams at
Woodrow Cain for bullying Pecola.
Frieda is insulting Woodrow, calling him “bullet-headed”, which implies
that he is a pointy-headed idiot. (Think about the shape of a bullet with the
tall pointy end.)
Tone: Contemptuous, agitated, harsh, bitter, childish,
insulting.
Model for How to Do Figurative Language Work Sheet:
Quotation:
Page 111
“Restricted, as a child, as she was to the cocoon of her
family’s spinning, she cultivated quiet and private pleasures.”
What is being compared to what?
Polly’s early life with her family is being compared to a cocoon. A caterpillar spins its cocoon, which
covers it in darkness and safety until it emerges later as a butterfly.
(However, Polly Breedlove never emerges as a butterfly; she is forever a
caterpillar.) What Morrison is saying about Polly is that during her childhood,
she was protected by her family and lived a very quiet, restricted life. This
is in contrast to her savage, chaotic married life with Cholly.
The tone is soothing, calm, compassionate.
Quotation:
Page 111
“During all her four years of going to school, she was
enchanted by numbers and depressed by words. She missed – without knowing what she missed – paints and
crayon.”
What is being compared to what?
In this metaphor and example of imagery, Morrison is saying
that Polly was obsessed with counting and keeping track of things, but missed
the essence and beauty of the objects she itemized. She could count the brushes
and the colors but could not appreciate the beauty of the colors Polly was
restricted and limited in imagination.
The tone is ironic.
Students were assigned to do two examples of figurative
language from THE BLUEST EYE from page 110 on.
Thursday, April 9th:
1st Period:
8:00 – 8:15:
Work on In-Class Scaffolded Reading and Figurative Language
Handouts
Read THE GREAT GATSBY
Pages 162 – 175
Discussion
Go over figurative language
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2nd Period:
Read The Bluest Eye;
pages 110 – 114
Discussion and identification of figurative language
For each section have a minimum of four examples of
figurative language.
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Friday, April 10th:
8:00 – 8:15:
Work on Figurative Language and In-Class Scaffolded Reading
Finish reading THE GREAT GATSBY
“Gatsby
believed in the green light, the orgastic future that year by year recedes
before us. It eluded us then, but that’s no matter – tomorrow we will run
faster, stretch out our arms farther…. And one fine morning -------
And so we beat
on, boats against the current, borne back ceaselessly into the past.”
What is being compared to what?
We are being compared to boats.
What else is being compared to what else?
The current is the past.
What is the connotation of the phrase “And so we beat on….”
Chelsy: We don’t learn our lessons.
Jaylon: We keep trying. We won’t give up.
Unceasing effort.
If we are fighting the current, then we are fighting the
past.
Meaning: We continue, with ceaseless effort, fighting
against the past yet borne forever back into our inescapable past.
Tone:
Can we escape our past?
Nick: “You can’t repeat the past.”
Gatsby: “Why, of course, you can!”
Did Gatsby, the master of disguises, the creator of his
persona, completely escape his
past?
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Period 2:
Read The Bluest Eye;
pages 115 – 126
Discussion
Work on the Figurative Language Handout and the In-Class
Scaffolded Reading Log
