Post 106

Learn to Live

Literature, English Language Arts & Social Studies  

Upper School - South Whidbey Academy

Welcome Guest Instructor - Andrea DeLany

Wednesday                                            May 29th, 2013

Approximately ≈10 full class periods until the end of the year

csnelling@sw.wednet.edu

http://swasnelling.blogspot.com/

Period 1

TED Today

Paola Antonelli: Why I brought Pac-Man to MoMA

Written Response in your online journal -

What is the speaker’s main point?

What do you think about his main point?

What questions does this presentation bring up in your mind?

DOL 28

Little does the arrogant, dogmatic, and cocksure Benedick know what is in store for him! Will his wit rise to the occasion like D’Artagnan’s did in The Three Musketeers?

DOL 29 (student runs correction with class after all have tried it themselves)

Don Pedro entered the discussion and upbraided Benedick for his stand.  “Before I die, Benedick, I predict that I shall see you a victim of cupids arrow.” Don Pedro then offered to woo Hero for the timid claudio, who was too shy to do so himself.

Shakespearean Insult of the Day - Thou infectious, folly-fallen gudgeon!

Analogy

ELEMENT : AGGREGATE

A) fresco : painting

  B) foreground : landscape

C) benefactor : fortune

D) mandate : ruler

E) diet : nutrient

Apex note - lack of completion of 4 units assigned + less than serious effort shown = repetition of course

Apex due date = June 13

Apex - see shared doc “last name apex”

Revision - 4 units, complete writing activities in online google doc for unit 1 only, TST for all units - TST copy question/topic and your response in online apex doc - make sure you include apex id number

Kittens

English 100 Units 1, 2, 7, 8  CST and TST required

Kats

English 200 Units 1, 3, 4, 7  CST and TST required

Book Report - Google Presentation Document - Book cover original drawing, character, setting and plot discussion (use apex knowledge). Divide jobs between group members. Produce one document and present.

Period 2

DOL 24

The remnants of Bertha’s flowers hung from Hairy’s lips.

Wilfred gathered Hairy up in his arms, apologized for his gaffe, and listened to Hairy’s tale of woe.

DOL 25

Wilfred then said, “Let’s go tell that nasty nerd of a hippopotamus to plummet off a cliff.”

Hairy sniveled, “Yes!”

Analogy

SENATE : CONGRESS

A) cinema : theater

B) lobby : hotel

C) judge : chamber

D) government : democracy

Read Aloud/Read Along (as individual students read aloud for the class using the hand-held microphone, stop and discuss parts of the narrative that show character traits - actions, speech by the character, speech my other character about a character, reactions by a character to an event, statement by someone else, etc.

Also as interesting or well wrought bits of the story come along it is appropriate to stop and discuss, unpack, analyze, practice finding meaning for words from context, point out historical connections and such. However too much stopping and starting will spoil the flow of the narrative; be judicious.

Ghost Canoe - chapter 6 page 52

At the end of the chapter students write a paragraph in which they describe the development of Nathan’s character in chapter 6. Their description must focus on the personality of Nathan and how his words and actions in this chapter change the reader’s view of this character. Students must include actual details from the story to support their statement about Nathan’s personality as shown in chapter 6. Type paragraph in online journal.

Create 2 hand-drawings of the ghost canoe on a piece of blank 8.5x11 computer printer paper. One drawing shows the canoe from Nathan’s point of view on the ground and the second drawing shows the canoe from Nathan’s point of view when he climbed up to the canoe. Detail is required - start with lead pencil and add colored pencil highlights.  

Edit/revise schoology.com discussion forum post for completeness, clarity, careless errors, spelling, etc.

Period 3

Online study hall - all students should be working on Apex completion for English, Math, History and Science.

Period 4

Yearbook

Students create a short (300-500 word) reflective essay on their experience of building the yearbook this year and what they see as the future of yearbook type projects in school.

Use student online journal in Google Docs and create a title that includes the word “yearbook”