Q2 - Week 10

Day 1

Monday 12/08/14

Essential Question:  How does any/all of this relate and what sort of sense can I make of it?  AND why should I?

1.  Do Now:  Weekly 

2.  V18:  ALERT ALERT ALERT - TEST ON TUESDAY - REPEAT - TEST ON TUESDAY - prudent, redundant, reproach, sedate, stigmatize, sycophant, tangible, transient, unprecedented,
vociferous, disparage, disquiet, effrontery, egregious, flaunt, auspicious, austere, autonomous, avant-garde, avarice
3.  Tropes/Schemes:   ALERT ALERT ALERT - TEST ON TUESDAY - REPEAT - TEST ON TUESDAY - anaphora, epistrophe, epanalepsis, anadiplosis, diacope (epizeuxis), symploce
4.  Turn in Eyes HW, then quiz on chaps. 1 and 2 and have you found the DCQ yet?
5.  Groups to analyze AP exam passage #2 "A man in the European. . ." then present

HW for Tuesday = V18 + Tropes/Schemes, Eyes chap. 3

Day 2

Tuesday 12/09/14

Essential Question:  What's with all this "citing evidence"
CCSS RI.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1.  V18 and Tropes/Schemes
2.  MC 3rd passage, "Franklin has a . . ." and then move on to the MC 4th passage, "It is a fact . . ." 

Day 3

Thursday 12/11/14

Essential Question:  What's with all this "citing evidence"
CCSS RI.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1. TBA + audible on HW

HW over the break = 
     1.  Finish Their Eyes Were Watching God - 1 quote per long form element w/ explanation in typed T Chart
     2.  Finish whatever we did NOT get done in class re the AP Exam MC passage analysis with typed T Chart of each PAPA element
     3.  Reflection of all Q2 elements/texts/? and HOW they all relate - Times New Roman 12

Q2 - Week 9

Day 1

Monday 12/08/14

Essential Question:  How does any/all of this relate and what sort of sense can I make of it?

1.  Do Now:  Weekly 

2.  V17:  flamboyant, gullible, impede, inclement, indigenous, intrepid, lethargic, mandate, panacea, poignant, bellicose, carping, chagrin, debunk, decorous, askew, assiduous, astute, audacity, augment
3.  Tropes/Schemes:  tmesis, meaplasmus, prosthesis, epenthesis, alliteration - oh remind me to throw down the running trope/scheme challenge
4.  Chart/Appendix Presentations - reflection
5.  Groups to finish AP exam passage #2 analysis - then present
6.  Reflection - in writing - if not done in class then it becomes HW Due Day 2
HW = Bring GG to book exchange for your next novel, Their Eyes Were Watching God

Day 2

Tuesday 12/09/14

Essential Question:  How does any/all of this relate and what sort of sense can I make of it? AND why should I?

1.  Chart/Appendix Presentations 
2.  New groups for AP MC passage analysis preparation prior to presentation - Multiple Choice (MC) booklet's 1st passage, "With imagination. . ." and then move on to the MC 2nd passage, "A man in the European. . ." and then move on to the MC 3rd passage, "Franklin has a . . ." and then move on to the MC 4th passage, "It is a fact . . ." 
3.  Library run
4.  New reflection - with specific detail/examples - in writing - if not done in class then it becomes HW Due Day 3
HW = Their Eyes Were Watching God -read the Forward to uncover the DCQ

Day 3

Thursday 12/11/14

Essential Question:  What's with all this "citing evidence"
CCSS RI.9-10.1:  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

1.  V17 + Tropes/Schemes + the answer to the EQ

2.  Surprise #1 - graded Socratic Seminar on the AP passages - with an evil twist
3.  Surprise #2 - ???
HW = Their Eyes Were Watching God -read chapters 1 & 2 and type The-Sentence/The-passage/The-Literary Device - evidence and explanation - layout as T chart for each component