Monday - Quick vocabulary quiz for chapters 6-7 of the book. Most Important Word presentation for chapter 6. Pass out reading questions for chapters 8-10, which will be due on Friday. Give students some time to read in class.
Tuesday - Most Important Word for chapter 7. Continuation on style with literary device work. Go through examples/quotations from the book. Close reading work for specific parts of our chapters.
Thursday - DO NOW: How close do you believe we are to a nuclear war/event? Explain. Doomsday Clock article. Discussion on article. YouTube connection piece and Alas, Babylon connection - write down all that changes after a nuclear bomb is dropped.
Friday - Quick reading check on chapters 8-10. Most Important Page for the chapters. New reading questions will be passed out.
Monday - Begin with students' "Most Important Page" analysis. Stanislav Petrov article and discussion. Time to read and go over reading questions and vocabulary.
HW - Finish reading chapters 4-5 and prepare for tomorrow's quiz.
Tuesday - Reading/vocabulary quiz on chapters 4-5 of Alas, Babylon. Once completed, the students will receive new reading questions, vocabulary, and then read independently
HW - Chapters 6-7 due on Friday. .
Thursday - DO NOW: What can an author use/do in order to make a "great" book? Discussion on style. What is style and what does it include? Group work on style analysis and quote support. Share out. Time for "Most Important Page."
Friday - "Most Important Page" to begin class. DO NOW on leaders and decision making. Connection article. Discuss as a full class.
HW - Chapters 8-10 due on Monday with reading questions.
Monday - DO NOW: In your opinion, why are the end of the world/zombie movies so popular? Fill out anticipation guide and discuss. Exit slip: What is human nature? How would you describe/define it?
Tuesday - Notetaking on The Cold War from CrashCourse. Share out notes. What is foreshadowing? Examples from life. DO NOW: Have you ever tried to warn a friend or relative not to do something? What ended up happening? Begin reading while students look for foreshadowing and make predictions. Exit slip: what are your predictions based off of the foreshadowing from the reading?
HW - Read chapters 1 - 3 and complete reading questions for Friday.
Thursday - DO NOW: What are three personality traits that are most important to have in a crisis situation? Receive reading questions and read for twenty minutes. Survival scenario stations. Exit slip.
Friday - DO NOW: What is your opinion on Randy thus far? Explain. Review chapter 1 - 3 questions. Character analysis for the major characters in the book. Read/work on reading questions and vocabulary.
HW - Chapters 4-5 due on Tuesday; There will be a quiz on Tuesday on the reading and vocabulary.
Monday - Unit test on A Raisin in the Sun. The students will have the entire period to work on the test.
Tuesday - Time to finish the test, if needed. We will begin our next book and unit, Alas, Babylon, next week. Today, however, we will go through another Article of the Week, which does a good job of directly relating to the upcoming unit.
Have a great Thanksgiving break!
Monday - Review pages 131 - 138 from over the weekend. Discussion on the importance of Asagai's quote: "Good! Then stop moaning and groaning and tell me what you plan to do" (136). Continue catching up with the film.
Tuesday - Finish reading in class. "Dreams" vs. "Harlem." Finish reading packet questions. Finish watching movie. Announce that the unit test will be on Monday.
Thursday - DO NOW: In your opinion, is the American Dream still alive today? Read Jon Meacham's article titled, "Keeping the Dream Alive." Revisit journal entry and change stance, if needed. Find one quote from the article that builds off of your opinion of the American Dream. Four corner discussion.
Friday - Review day for unit test on Monday.
Monday - Review reading from Act II Scene II with quotes from the Scene. Go over reading questions. Close look at Walter's speech to Travis at the end of Scene II. What is Walter really saying here. How does this relate to his relationship with Mama? Read and watch the movie, if time.
Tuesday - NO SCHOOL.
Thursday - Norman Rockwell activity for Ruby Bridges activity. Objective vs. subjective observations. Read to end class. Homework for over the weekend = read pages 131 - 138.
Friday - NO SCHOOL.
Monday - YouTube Obama's "Hope" speech. How is the American Dream expressed in each character in the Younger family? Go through each of their dreams. Read as a class.
Tuesday - DO NOW: Name all of the symbols thus far in the play. Students will be given a "Analyzing Symbols" graphic organizer. Go through each of the symbols. What is the importance of Asagai and George? What do they help us to understand/see? Read and watch film.
Thursday - Today we will be going through the Jim Crow laws. Background information on where "Jim Crow" originated and the different "laws" from all around the south. Continue reading as a class. Film, if time.
Friday - This will be a discussion-driven class that focuses on the motifs and themes within the play. Each student will be assigned a group, and then they will have a four corner discussion on the questions presented to them. Read, if time.
Monday - What is dialect? Students will take an actual entrance exam for schools in the 1960s. Assign parts and have students read aloud. Students will answer questions as we read.
Tuesday - DO NOW: Which character have you connected with most thus far? Explain out in a journal response. Vocabulary review work. Read and watch movie.
Thursday - QUIZ on entirety of Act I. DO NOW: Who needs the money most? Fill out reasons/motivations worksheet. Share out. Read and watch movie.
Friday - Close look at the male characters within the play. What is the "American Dream"? Go over students responses; this will be a great start to our close look of this question throughout the unit. Read and movie, if time.
Monday - Anticipation guide debate based on essential questions for the unit. DO NOW after debate. Watch CrashCourse YouTube on the 1950s/Civil Rights Movement. Discuss time period and how it will shape the story. Begin reading as a class.
Tuesday - DO NOW on setting of the play. Spatial/visual activity where the students create their interpretation of the play's opening scene. Look at similarities and differences between the students' interpretations. Exit slip on the Youngers living in such tight quarters. Continue reading, if time.
HW - Read to page 40 and finish up apartment activity.
Thursday - Read background information on Lorraine Hansberry and answer questions in the packet. Students will hang up their drawing from yesterday Pass out vocabulary words for each Act. Continue reading. Gallery walk at the end.
Friday - What is dialect? Students will be given reading comprehension questions for the entire play. As we go along, the students will fill in the answers for each particular scene of the play. Assign parts and have students read aloud. Students will answer questions as we read.
Tuesday - Work day in computer lab.
Thursday - First draft due. Peer edit papers. Final draft will be due on Monday
Friday - .Hand in final drafts. Begin A Raisin in the Sun unit. DO NOW on ultimate goal for life. Read "Harlem" by Langston Hughes. Reading questions with a partner. Discuss. Exit slip on a prediction for the book.