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Email Mrs. Bennett at: nancy.bennett@stlucieschools.org

 

Classwork 11/13-21

RL1.3, RL.2.4, RL.2.5

Monday: (Even) Edits, Pyramus & Thisbe anticipation question discussion, LINCS, LINCS Template, Sensual, Cleft, Veiled, Shawl, tatters
Tuesday: (Odd) Edits, Pyramus & Thisbe anticipation question discussion, LINCS, Sensual, Cleft, Veiled, Shawl, tatters
Wednesday:
(Even) Edits, Situational Irony Question: Explain the situational irony at the end of the story using RACES, Pyramus & Thisbe, text based questions 4-14, Fates Video
Thursday: Edits, Situational Irony Question: Explain the situational irony at the end of the story using RACES, Pyramus & Thisbe, text based questions 4-14
Friday: Quick lesson on symbolism # 15, Simpson’s Video, test for comprehension & writing
Monday: Quick lesson on symbolism # 15, Simpson’s Video, test for comprehension & writing
Tuesday: Pyramus and Thisbe Crossword, Diamante

CLASSWORK 10/30-11/09

(RI.1.1, RI.1.3, RI.2.4, L.1.1, L.1.2)

Monday: (Odd) Unit 3 test
Tuesday: (Odd) Unit 3 test
Wednesday:
(Even) Unit 3 test
Thursday: (Odd) Unit 3 test
Friday: (
Even) Writing Test

CLASSWORK 10/13-10/27

(RI.1.1, RI.1.3, RI.2.4, L.1.1, L.1.2)

Monday: (Even) Love’s Vocabulary Hot Q’s, LV Comprehension Quiz, finish Tone & Mood , Question 8 via Paperrater, Kahoot
Tuesday: (Odd) Love’s Vocabulary Hot Q’s, LV Comprehension Quiz, finish Tone & Mood
, Question 8 via Paperrater
Wednesday:
(Even) Pyramus & Thisbe reading, Plot Flow chart
Thursday: (Odd) (Even) Pyramus & Thisbe reading, Plot Flow chart
Friday: (
Even)
MINTS, Quizlet, Middle Branching Sentences

CLASSWORK 10/17-10/20

(RI.1.1, RI.1.3, RI.2.4, L.1.1, L.1.2)

If you are not in class 10/17-10/22 make sure to complete Love’s Vocabulary. Question # 8 must be submitted through Paperrater.com. Also Flocabulary Tone & Mood assignments are also due before next week. Prepare for a comprehension test with vocabulary questions (on last page of handout) next week.

Monday: (Teacher Work Day)
Tuesday: (Even) Bellringer, Connotation/Denotation, Oxymoron vs. Paradox, Love’s Vocabulary, Q 1-5, ACES for Q2, Picture Day
Wednesday:
(Odd) Bellringer, Connotation/Denotation, Oxymoron vs. Paradox, Love’s Vocabulary, Q 1-5, ACES for Q2
Thursday: 
(Even) Bellringer, Love’s Vocabulary, Q 6-8, ACES for Q8, Comprehension Quiz
Friday: (
Odd) BellringerBellringer, Love’s Vocabulary, Q 6-8, ACES for Q8, Comprehension Quiz,
MINTS

CLASSWORK 10/9-10/13
Standards (RI.1.1, RI.1.3, RI.2.4, L.1.1
)

Monday: (Even) Bellringer, Unit 2 Test, Make up work, reteach
Tuesday: (Odd) Bellringer, Unit 2 Test, Make up work, reteach
Wednesday:
(Even) Bellringer, Connotation/Denotation, Tone & Mood,
Thursday: 
(Odd) Bellringer, Connotation/Denotation, Tone & Mood, Prompt: Should children be able to play tackle football? Submit through PaperRater
Friday: (Even) BellringerCTE Article of the Week Prompt: Should children be able to play tackle football? with ACES. Submit through PaperRater

Sorry! I accidentally deleted last week! (10/2-10/6)

CLASSWORK 9/25-9/29
Standards (RI.1.1, RI.1.3, RI.2.4, RI.2.6
)

Monday: (Odd) Bellringer, Pre Read Video, The Gettysburg Address (p.27) Analyze text on p. 30, PEC Video HW
Tuesday:
(Even) Bellringer, Pre Read Video, The Gettysburg Address (p.27) Analyze text on p. 30, PEC Video HW
Wednesday:
(Odd) Bellringer, Entrance Ticket, (test) FDR, Double Bubble, The Writing Process, PAC prompts, OK Bombing HW, CR p.19
Thursday: 
(Odd) Bellringer, Entrance Ticket, FDR, Double Bubble, PAC prompts, OK Bombing HW CR p.19, Ethos, Logos, Pathos videos (1)
Friday: (
Even) Bellringer, PAC Prompts, Quizlet, Review OK Bombing, ACES, CTE Article of the Week, Prompt: Should children be able to play tackle football?

CLASSWORK 9/18-9/22
Standards (RI.1.1, RI.1.3, RI.2.4, RI.2.6
)

Monday: (Odd) Bellringer, Fake News, Thesis Statements, SAT Vocabulary
Tuesday:
(Even) Bellringer, Fake News, Thesis Statements, SAT Vocabulary, Unit 4 ELL
Wednesday:
(Odd) Bellringer, Fake News, Thesis Statements, SAT Vocabulary
Thursday: 
Rosh Hashanah is the Jewish New Year. (No Class)
Friday: (
Even) Bellringer, Fake News, Thesis Statements, SAT Vocabulary, Unit 4 ELL

CLASSWORK 8/18-8/25
Standards (RI.1.1, 2.4, 3.9)

Friday & Monday:

  • Bellringer: Close Read Notes & Symbols.
  • Eclipse close read. Reflection due Tuesday after eclipse

Tuesday & Wednesday:

Thursday, Friday, Monday, Tuesday

 Seminal Document “I Have a Dream” (PPT) ~ Martin Luther King

  1. Cite the lines that state King’s purpose.
  2. What other seminal U.S. documents does King cite in his speech?
  3. Reread lines 17-31 and notice the extended metaphor King uses. What is the meaning of the metaphor?
  4. Why does King say that the country has defaulted on its promise to African Americans?
  5. Cite the line in which King refers to where he is giving the speech. What does he mean by the reference?

Another rhetorical device is repetition. In his speech, King uses repetition, saying a word or phrase over and over for emphasis.

  1. Cite the repeated phrase in lines 70-80. What effect does this repetition have?
  2. How might a desolate person feel?
  3. Why does King not want the creative protests to degenerate?
  4. How might the freedoms of white and black Americans be inextricably bound?

King employs another rhetorical device called parallelism. Parallelism is the repeated use of the same grammatical construction to express ideas that are equal in importance. For example, King uses parallelism in lines 78-81: We cannot be satisfied . . . We are not satisfied . . . We will not be satisfied. Point out that parallelism often employs repetition.

  1. What other uses of parallelism are on the page?
  2. What does King’s use of parallelism and repetition emphasize in lines 89- 91?

The use of parallelism and repetition can affect the meaning and tone of a speech. Tone is the author’s attitude toward the subject and the audience. The tone of a speech can be angry, encouraging, or even funny.

  1. What tone is apparent in the most famous section of King’s speech, in which he repeats “I have a dream.”
  2. How does this tone affect the meaning of the speech?
  3. In what way might unjust suffering be redemptive?

Read page 51. Analyzing a seminal speech involves determining its theme or themes, or the central message(s) the speaker wants to convey. Determining a speech’s theme requires them to think about the speech’s context as they analyze the words.

  1. Look at lines 120-131. What faith is he referring to?
  2. What new meaning does King expect Americans to find in the words of “My Country, ‘Tis of Thee?
  3. How does the context of the speech, including years of inequality and nonviolent resistance, coupled with an analysis of his words, help illuminate the theme?
  4. Look at the repetition in lines 132-140 of “let freedom ring.” ť How do the repetition of these words and the parallelism of the clauses affect the meaning of the passage?
  5. What parts of the speech did you find most inspiring?

Digital Tardy Form

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Poetry Club
November 7th Room 703
Ms. Hoffman’s room

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Or sign up for a class:

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E-Submission Code:

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