Blog Archives - Literature with Leonetti

April 30, 2019

4/30/2019

Objective: I can read to analyze a text’s style and gather text evidence in order to explore the thematic topic of identity (RL11-12.1), so I can emulate the style in my own writing (W11-12.5).
Agenda:

Entry Task: Grab a packet off the front table then review the definition of the word Juxtapose (we saw this word in our Visual Texts Unit):
- Juxtapose- (verb) place or deal with close together for contrasting effect
Pre-Reading: Think about a time in your life where you were put in a position where you did not feel like yourself.
Read Sherman Alexie’s “How to Fight Monsters” (excerpt from Absolutely True Diary of a Part-Time Indian)
- While you are following along, underline lines within the story that highlight the topic of identity.
Post-Reading: Answer questions regarding the story.

Exit Task: Begin brainstorming and drafting your own transitional story modeled after Alexie’s. Take time to read the “Try It” and begin filling out the brainstorming chart in your packet. If you choose to develop this story, you will have a drafting day to continue your work.

April 29, 2019

4/29/2019

Objective: I can determine the central idea of a text and cite strong and thorough textual evidence to support my analysis and personal connections to the text (RI11-12.1 & 2).
Agenda:

Entry Task: Grab a packet off the front table and begin the Entry Task section: What are some transitional moments we each experience in our lives? Create two lists of moments that act as transition moments in life: one list most people experience if they life a long life and one list some people experience.
During this unit we will explore moments in life and how they work to show our character or act as a catalyst to change who we are. These transitional moments can be planned or unexpected, good or bad, even neutral, but all have some effect on who we are and who we each become.
- Read and annotate the article excerpt Life Transitions: Juggling Past, Present, Future. While doing so, consider how this information relates to you and your life.
After reading, write a clear, detailed paragraph addressing the following questions and use the bulleted questions to expand on your thoughts:
- Who or what defines who we are?
- Can each individual decide and shape their own identity?
- Do I decide and create who I am?
- What role do family, friends, teachers, past experiences, and social expectation play in defining who I am?
- How do transitional life moments present an opportunity to show who you are or to change who you are? (Choose at least one transition moment we thought of as a class to use as an example.)
Exit Task: Return to the lists you made at the beginning of class. Underline all moments you have experienced and circle the ones you would be willing to write about.

April 25, 2019

4/25/2019

Objective: I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W11-12.4).
Agenda:

Entry Task: Quickwrite--what are some of the rules you learned in kindergarten? To what extent are those rules still applicable to life for you today?
Copy the definition of credo and precept into your journal
- Credo: A personal statement about life
- Precept: A rule, instruction, or principle that guides somebody’s actions and/or moral behavior
Follow along, highlight phrases you agree with, as we read Robert Fulghum’s “All I Really Need to Know I Learned in Kindergarten”
After reading, review at least 5 statements we highlighted as a class
If a personal credo can be considered a literary genre, what are some conventions that would characterize this genre based on Fulghum’s example? Find and label the following:
- Imperative sentence
- Compound sentence with parallel structure
- Dash--
- Ellipsis . . .
- Polysyndeton is a literary technique in which conjunctions (e.g. and, but, or) are used repeatedly in quick succession, often with no commas, even when the conjunctions could be removed.
Review the directions for “My Credo” in your Journal Rubric
- Fold and tape the reading into your work
- Begin with your perception of life, identify where you learned important precepts
- List your 14-16 precepts, using at least 3 of the syntactic structures analyzed
- Close with a reflective commentary and a related call to action
Exit Task: Be ready to type your credo tomorrow; we will also take a test over all three sets of vocabulary.

April 24, 2019

4/24/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: Pick up the Table of Contents; as you listen, number your pages and the Table of Contents, so it is clear to both you and your teacher where each item is in your journal. Today is our last in-class reading day!
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 18 “The Stampede Trail” (29:50)
Review the rubric and accomplish BOTH of the following from Chapter 18:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: If you do not have 5 quotes and 10 vocabulary, you should use access time tomorrow to make sure this part of your journal is caught up. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

April 23, 2019

4/23/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: Review your rubric; how many quotes/vocabulary do you have? You need 5 quotes and 10 vocabulary. Today and tomorrow are our last in-class reading days.
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 17 “The Stampede Trail” (34:16)
Review the rubric and accomplish BOTH of the following from Chapter 17:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for BOTH the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

April 22, 2019

4/22/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: Pick up the quotes sheet and review the directions.
Reminder--your journal is due at the end of the week; be working on it while we are listening.
Follow along to Ch. 16 “The Alaska Interior” (31:37)
Review the rubric and accomplish BOTH of the following from Chapter 16:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Exit Task: Look back at your rubric and tally for BOTH the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

April 19, 2019

4/19/2019

Since we completed the below agenda yesterday, you have a Work Day! Let's review the rubric then your options are:

Organize your journal (cut, paste, number, table of contents)
- Get missing pieces
- Edit and print letter
Make sure you have 4 quotes with full-page responses
Make sure you have 7-8 vocabulary words
Catch up on missed reading
Add color and creativity
Study and make test corrections to vocabulary
Learn about our visiting author next Wednesday and get a pass from your 3rd period!

Objective: I can determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Review Vocab Set 3 in your journal then turn to your 3-Circle Venn Diagram
- Be on the lookout for at least one vocabulary word as you are listening.
- Continue to add differences to your 3-Circle Venn Diagram between you, McCandless, and Krakauer
Follow along to Ch. 15 “The Stikine Ice Cap” (25:51) p. 145-156
- Complete at least 2 differences between you, McCandless, and Krakauer
Finish your 3-Circle Venn Diagram by identify at least two similarities between each circle, then two in the middle.
- Exit Task: Review the rubric and accomplish a vocabulary word by:
  Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.

April 18, 2019

4/18/2019

Objective: I can determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Review Vocab Set 2 in your journal and any words that you found in the last two weeks.
Take Vocab. Set 2 Quiz
When you are done, turn in your test and
- Cut and paste Vocab Set 3
- Cut and paste 3-way Venn Diagram onto next blank page in journal
Pre-reading: Review the definition of a foil:
- In literature, a foil is a character that shows qualities that are in contrast with the qualities of another character. The objective is to highlight the traits of the other character.
- Be on the lookout for differences between Krakauer and McCandless.
Follow along to Ch. 14 “The Stikine Ice Cap” (25:28) p. 133-144
- Complete at least 2 differences between you, McCandless, and Krakauer--leave room for more!
Review new vocabulary with Kahoot! Set 3
Exit Task: Introduction to Claudia Castro Luna Washington State Poet Laureate visiting next Wednesday during 3rd! Optional assignment in Google Classroom.

April 16, 2019

4/16/2019

Objective: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (RI11-12.1).
Agenda:

Entry Task: In your journal, writing to a parent, share with them how much of an impact they have had on your future plans, for better or worse; try to be specific about how he/she/they influenced you.
- Be on the lookout for a quote that supports your conversation you wrote in your journal above.
Follow along to Ch. 12 “Annandale” (19:17) p. 117-126
Review the rubric and accomplish a quote by completing the entry task you began.
- Find a quote from your reading that is thought-provoking and write a thoughtful reaction filling the page with your thoughts and ideas. Images included enhance the ideas.
Review the vocabulary words for Chapters 11-13
- Be on the lookout for at least one vocabulary word as you are listening.
Follow along to Ch. 13 “Virginia Beach” (11:29) p. 127-132
Review the rubric and accomplish a vocabulary word by:
- Find 1 of the vocabulary words from throughout the book (focusing on words you struggle with), copy the sentence and page number, highlight the word, then write your own sentence using the word correctly.
- You have a vocab test the next time we meet!
Exit Task: Look back at your rubric and tally for either the vocabulary word or quote you found in order to keep track of what you have accomplished so far. Replace the rubric as a bookmark in your journal, so you can reference it frequently.

April 12, 2019

4/12/2019

Objective: I can demonstrate command of the conventions of standard English grammar (L11-12.1) and determine meaning of unknown words from Into the Wild (L11-12.4).
Agenda:

Entry Task: Get your Chromebook and sign in to Google Classroom; open a new tab and sign in to the Kahoot!
Play Kahoot! To review for next week’s test over vocabulary set 2
After the Kahoot! review your letter edits and score.
- Make edits/additions and resubmit if significant changes are made. Otherwise, print and tape over the original in your journal.
Exit Task: Practice your vocabulary using the quizlet link in Google Classroom. We will take this test next week.
- The last 3 min., you may put away your Chromebook in the correct slot, plugged in!