1. Wednesday's DLR for Week 22

2. Teacher explained expectations for oral part of Speech #1

3. Students wrote Speech #1

1. Tuesday's DLR for Week 22

2. High Tech to Go reading comprehension

3. Students brainstormed, in pairs, the positive aspects of education. Then, we discussed it as a class.

4. Teacher discussed the expectations for Speech #1

5. Students began working on Speech #1

1. Monday's DLR for Week 22

2. Argumentative Paragraph #2 Obj: Argue that Douglas's ability to read was a curse. Cite evidence "from Narrative of the Life of Frederick Douglas an American Slave" to support your position.

3. Teacher discussed the results of students' last argumentative paragraph, provided they turned it in.

4. Teacher showed students a good example of an argumentative paragraph and a bad one.

 

1. Thursday's DLR

2. From Narrative of the Life of Frederick Douglas an American Slave Vocabulary quiz

3. Questions 3 and 4 from Text Dependent Chart #1

4. While students were doing #3, teacher discussed, individually, with students the results of Persuasive Essay #1.

1. Wednesday's DLR for Week 21

2. The Man Behind The Method reading comprehension. Additionally, use must underline and label where you found each of the four questions.

3. We finished reading from Narrative of the Life of Frederick Douglas, an American Slave on pages 145-147 (per. 1/3)

4. Students copied down and started questions 3 and 4 on Text Dependent Chart #1 3. Reread lines 84-92. Explain what happened as a result of the dialogue. Why was the dialogue so interesting to Douglas and what effect did it have on him? 4. Reread lines 112-120. Explain what Douglas believed his ability to read had caused. Cite evidence to show why he felt that way.(per. 1/3)

5. Students finished Think Pair Share #1 assignment (per. 5 only)

1. Tuesday's DLR for Week 20

2. Students finished question #2 on Text Dependent Chart #1 2. Reread lines 49-76. Cite evidence that shows the the attitude of of the white boys. How are these attitudes similar or different from the attitudes of the master and mistress?

3. Think Pair Share #1- In pairs, students answered the following 2 questions. 1.Think about the changes that Douglas describes in his mistress. Which her actions demonstrated how slavery affected her. 2. Discuss the process of Douglas's self education. How did having certain types  of reading affect ideas and development. In class, one student served as the writer and 1 student presented their findings.  If you were absent, unfortunately, you'll need to do this by your self.  Also, use the words demonstrate and access in your answers. Demonstrate- to show that someone or something can do something. Access- ability to connect to something in some way.

1. Monday's DLR for Week 21

2. Students made Text Dependent Chart #1 in their journals. Basically there are 3 columns: Question, Text Dependent Evidence (2-4 sentences long), and Answer (2-4 sentences long). I would make this chart covers 2 pages. Two questions that were copied down under the questions sections were as follows: 1. Reread lines 14-41. Explain Douglas's purpose in devoting so much space in his autobiography to describing this connection to this woman. 2. Reread lines 49-76. Cite evidence that shows the attitude of the white boys. How are these attitudes similar or different to the attitudes of the master and mistress?

1. DLR Quiz #20

2. Students watched a mini bio on Frederick Douglas

 

3. Students used vocabulary words in from Narrative of the Life of Frederick Douglas an American Slave in sentences that demonstrate that they understand the meaning of the word.

 

1. Wednesday's DLR for Week 20

2. Teacher explained the homework for tonight.

3. Students worked on Rough Draft Essay Editing Sheet

1. Tuesday's DLR for Week 20

2. Putting Your Best Foot Forward reading comprehension

3. Students worked on paragraphs 3-5 of Persuasive Essay #1

1. Monday's DLR for Week 20

2. Teacher reviewed Persuasive Essay #1 Graphic Organizer with students who turned it in.

3. Students completed paragraphs 1 and 2 of Persuasive Essay #1

1. DLR Quiz #19

2. Students finished Persuasive Essay Graphic Organizer #1

1. Thursday's DLR for Week 19

2. Students, in their journals, wrote down things that money can buy and money can't buy.

3. Mr. Chop's 15 minutes of fame reading comprehension

4. Students began working on Persuasive Essay #1 Graphic Organizer

1. Tuesday and Wednesday's DLR for Week 19

2. Students answered The Million Pound Bank Note Questions #2 1. Why did Henry occassionally wear his old rags? 2. Who recognized Henry from  Frisco? 3. What did Lloyd Hastings want of Henry? What did he request?

3. We finished reading "The Million Pound Bank Note".

1. Monday's DLR for Week 19

2. Student and teacher read pages 270-274 of "The Million Pound Bank Note"

3. Teacher showed students samples of the last paragraph they wrote, Argumentative #1

4. Argumentative Paragraph #1-Obj: Tell me whether or not it is okay to treat people with money differently. Provide reasons for your position.