Discuss historical and geographic context of story with refernce to the author's|
use of realism.
Share identified exerpts
|Discuss language questions|
1. Speed discussion on yuckiest food you've eaten.|
2. Outline your non-fictional narrative on the yuckiest food you've eaten.
Narrative on yuckiest food you've eaten.|
Include details and specific examples!
|In Close Reader, pp 91-104|
Discuss social and cultural roles, expectations, and unforeseen life events that|
may affect those roles and expectations.
We need to visualize what the trains of those days looked like. Where
specficially did people sleep.
Who was Edith Wharton? What does her background add to her story?
Individually or in groups, create 2 examples of simile and 2 of methaphor|
The teacher can provide target subjects (example: today's weather)
We will publish our magazine/newsletter/blog twice a term, around weeks 5 and 9.|
This will count as a project or writing grade.
One of the 'volumes' has to be a writing grade and the other a project grade.|
Which is which will be based on the nature of the work completed.
Students will turn in two self-evaluations per grading period. The teacher will|
provide the forms for these evaluations. Students will be given a few minutes in
class at least once a week to complete these evaluations, but they only need to
be turned in twice a term.
The final homework and participation score will be the average of the student's
self-evaluation and the teacher's evaluation, with notes from the teacher if
there is a significant discrepancy.
This mindmap is set up chronologically, starting with our first reading, The|
Yuckiest Food in the Amazon, then working clockwise.
This mindmap and the class schedule will be updated around wwek 4 of the term.
|Performance Task p 357|
|Performance Task p 372|