Grammar Review/Rattlebone "The Creation"/SOKOL

AGENDA:
Welcome back!


1. Let's do a Grammar Review of Parts of Speech (15 minutes)--do Activity #23

2. "The Creation" --listen to the poem

http://www.youtube.com/watch?v=qQJU4HmE1HQ 



 
SUPREME COURT OF THE UNITED STATES
 

Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+)

 

 

347 U.S. 483
Argued December 9, 1952
Reargued December 8, 1953
Decided May 17, 1954
APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF KANSAS*
 
Syllabus Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities and other "tangible" factors of white and Negro schools may be equal.
(a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education.
(b) The question presented in these cases must be determined not on the basis of conditions existing when the Fourteenth Amendment was adopted, but in the light of the full development of public education and its present place in American life throughout the Nation.
(c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms.
(d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other "tangible" factors may be equal.
(e) The "separate but equal" doctrine adopted in Plessy v. Ferguson, 163 U.S. 537, has no place in the field of public education.
(f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees.



Read the story pg. 146-147, 150-152, 158-160, 169-171

SOKOL:

http://www3.libraryweb.org/central.aspx?id=1258

Schoolhouse Rock/Rattlebone/ Steal a Line poems/Sokol entries

http://www.youtube.com/watch?v=yfExXGMX2JM

Rattlebone:

THINK, PAIR, SHARE:
Work on questions in handout for "A Most Serene Girl" and "The Great War"  Cite page numbers as references

Continue to work on steal a line poems (if you haven't turned it in) and possible Sokol entries

HMWK:  For Friday, Read "Secret Love" in Rattlebone

Gerunds/The Roomers

1. Gerunds (-ing)

When a verb ends in -ing, it may be a gerund or a present participle. It is important to understand that they are not the same.
When we use a verb in -ing form more like a noun, it is usually a gerund:

• Fishing is fun.

When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:

• Anthony is fishing.
• I have a boring teacher.

Gerunds are sometimes called "verbal nouns".

In this lesson, we look at how we use gerunds, followed by a quiz to check your understanding:

• Gerunds as Subject, Object or Complement
• Gerunds after Prepositions
• Gerunds after Certain Verbs
• Gerunds in Passive Sense
• Gerunds Quiz

Many grammarians do not like to use the expression "gerund". That is because there is sometimes no clear difference between a gerund and a present participle.

2. Work on Character Trait Handout

3. SOKOL contest entries

http://www3.libraryweb.org/sokolcontest.aspx



4.    HMWK: Read "A Most Serene Girl" and "The Great War"

Maxine Clair

 AGENDA:

1. Several of you still need to finish your "House on Mango Street" vignette books.  That should be your priority this class.

2. For those of you who have finished your books and want extra credit, work on completing your iMovie.  I will still accept iMovies for extra credit!

3. For those of you who have completed your books and iMovies, please go next door and share one or more of your vignettes with each other.  Part of being in a creative writing course is being able to share and workshop your writing with fellow students, not just the teachers.

4. And then, take a look at Maxine Clair's poetry.   The links are below.  Play a writing prompt game we call "Steal a Line".  Obviously, find a line or two from one of her poems and use it to write a poem of your own.  you can use her lines anywhere in your poem.


Read the poetry of Maxine Clair:


http://washingtonart.com/beltway/clair.html

and her website:

http://www.washburn.edu/reference/cks/mapping/clair/index.html 

HMWK:  Everyone.  Read "The Roomers" in Rattlebone for Thursday.

Finish work for the marking period/Bookmaking!

AGENDA:

Finish all work for the marking period.--BOOKS, iMovies (if you are doing that), Reading in Rattlebone (and study guide)
 
Check with Ms. Gamzon if you are missing anything.

Word of the Day:

Apartheid 
http://en.wikipedia.org/wiki/Apartheid_in_South_Africa

http://www.bostonglobe.com/news/world/2013/12/05/nelson-mandela-anti-apartheid-leader-dies/Ie35HCgfKsslh4vLrLqO2M/story.html

Rattlebone/End of marking period assignments

AGENDA:

1. Think, Pair, Share

Think about the books you have read so far this year:
Montana 1948
First Part Last
House on Mango Street
started Rattlebone

The Thief of Always

What are some of the common themes of these books?
Think about this question.  Try to make connections.
Discuss this with a partner.  Then post on the blog your thoughts about the themes explored in these books.

2. Continue to work on your House on Mango Street project!

3. Work on iMovie for extra credit.

4. HMWK:  Read through "Cherry Bomb" (Ch. 1-4) for Friday and continue to answer the questions on the study guide.
(You can do some of this reading in class if you have finished other projects)

Verbs/Rattlebone/Finish projects

Bellwork---Verbs---Action, Linking, Helping

Rattlebone--Introduction to Maxine Clair

Review Ch. 1  October Brown

Continue to work on House on Mango Street projects

Create an iMovie poem (if you want extra credit)