Aims: IWBAT edit sentences to ensure that verbs agree with subjects that include indefinite pronouns.
Everybodyand everything are indefinite pronouns.
Tasks:
1. Do Now: Subject/Verb Agreement with Indefinite Pronouns:
For sentences, type the verb (exactly!) that correctly agrees with the subject.
For indefinite pronouns, type singular, plural, or depends, to indicate whether the indefinite pronoun is always singular, always plural, or is a wishie-washie (it depends on the prepositional phrase that follows the pronoun).
If you finish going through all 53 cards, you may change the study mode (in the bottom right corner of the Quizlet box) and continue practicing.
Aims:
1. IWBAT edit sentences to ensure that verbs agree with subjects that include indefinite pronouns.
2. IWBAT support my claims with evidence from the text.
Tasks:
1. Do Now: Subject/Verb Agreement with Indefinite Pronouns
If you want to reviewthe material from yesterday's lesson (subject/verb agreement with indefinite pronouns), you can read lesson notes and examine examples:
3. Read The Hunger Games: Chapter 11 -- pp. 147-159 (audiobook part 1 -- 4:24:52 to 4:49:12)
4. Review How to Support Ideas with Evidence:
5. Partner & Small Group Discussions: some potential discussion questions include:
The main character in The Hunger Games is a girl named Katniss Everdeen. Please list 4–5 qualities that make Katniss uniquely suited to fight in the games.
The setting of the Hunger Games is in the future—in a world where the government is corrupt and oppressive. What does it mean to have an oppressive form of government? Why does the government hold the Hunger Games each year?
Why does Katniss decide to put herself into the Games? Was this a good choice for her?
Why is Katniss not very close to her mom? Who is she close to? Why?
What did Peeta Mellark do to help Katniss after her father died and the family was starving to death Why did he do this?
How do you think Katniss feels about having Peeta as the other Tribute from District 12?
Katniss recognizes an Avox, or criminal, who serves them dinner in the Capitol. Where did she see her before? Why does Peeta help her cover up the fact that Katniss has seen her?
Katniss goes back and forth on whether she should trust Peeta as an ally. Why?
Haymitch wants Katniss and Peeta to pretend that they are a team and that they like one another. Why?
Katniss is rated very highly at the end of the training session for Tributes. Why?
Katniss and Peeta could be considered unusual Tributes by the Gamemakers. Why?
Why is Katniss angry that Peeta confesses to being in love with her?
Katniss’ interview with Caesar goes well and the crowd likes her. Why does Katniss find this surprising?
Peeta is very likeable to the crowd. Why?
What does Katniss find in the backpack that she snatches from in front of the Cornucopia? What else does she have to survive with?
Does Katniss like Peeta?
Who does Katniss trust the most?
How does Katniss feel about the country of Panem? Why does she need to make her face "an indifferent mask" and be careful what she says in public?
Describe the relationships of Katniss with Gale, with Prim, with her mother. How do those relationships define her personality? Why does she say about Peeta, "I feel like I owe him something, and I hate owing people." How does her early encounter with Peeta affect their relationship after they are chosen as tributes?
How does the fact that the tributes are always on camera affect their behavior from the time they are chosen? Does it make it easier or harder for them to accept their fate? How are the "career tributes" different from the others?
hy are the "tributes" given stylists and dressed so elaborately for the opening ceremony? Does this ceremony remind you of events in our world, either past or present? Compare those ceremonies in real life to the one in the story.
When Peeta declares his love for Katniss in the interview, does he really mean it or did Haymitch create the "star-crossed lovers" story? What does Haymitch mean when he says, "It's all a big show. It's all how you're perceived." Why do they need to impress sponsors and what are those sponsors looking for when they are watching the Games?
Before the Games start, Peeta tells Katniss, "...I want to die as myself ... I don't want them to change me in there. Turn me into some kind of monster that I'm not." What does this tell you about Peeta? What does he fear more than death? Is he able to stay true to himself during the Games?
Why does Katniss ignore Haymitch's advice to head directly away from the Cornucopia? Did she do the right thing to fight for equipment? What are the most important skills she has for staying alive — her knowledge of nature? — her skill with bow and arrow? — her trapping ability? What qualities of her personality keep her going - her capacity for love? — her intelligence? — her self-control?
6. Exit Slip: Choose any of the discussion questions above (or your own) to answer in a thoughtful paragraph, in which you make a claim and support it with evidence from the text. To be successful, you must:
make a clear, arguable claim related to the text
support the claim with evidence from the text
demonstrate command of conventions (capitalization, grammar, punctuation, spelling)
Aims:
1. IWBAT edit sentences to ensure that verbs agree with subjects that include indefinite pronouns.
2. IWBAT correctly use indefinite pronouns in my writing.
Indefinite pronouns are words that take the place of an unspecified (or unknown) person or thing.
Some indefinite pronouns are always singular:
example: Every person knows how to tie his shoes.
Some indefinite pronouns are always plural:
example: Both of the students know how to simplify fractions.
Some indefinite pronouns are sometimes singular and sometimes plural.
If the indefinite pronoun refers to part of something, they are singular.
The noun following the indefinite pronoun will usually be singular.
example: All of the classknows how to identify pronouns.
If the indefinite pronoun refers to multiple things, they are plural.
The noun following the indefinite pronoun will usually be plural.
example: Allof the studentsknow how to select the appropriate verb.
6. Practice with Indefinite Pronouns: identify whether an indefinite pronouns is always singular, always plural, or depends (=either) -- none means it's not an indefinite pronouns
7. Guided Practice: Complete the guided practice activity on Socrative (room number: kba).
8. Independent Practice: Now, you will complete additional practice on Socrative on your own.
9. Exit Ticket: Finally, take your exit ticket on Socrative.
3. Read Chapter 8: pp. 103-113 (audiobook part 1 -- 3:05:58 to 3:25:56)
4. Research the Meaning of Panem:
Part 1: Panem comes from a Latin phrase used in Ancient Rome. Search "Panem" on the Merriam-Webster Dictionary (Source A) to find out the full Latin phrase and what it translates to in English.
Part 2: Learn why the "bread and circuses" were important in Ancient Role using Source B, an article from PBS about the Plebians in Ancient Rome
Part 3: Learn more about what the "bread and circuses" were in Ancient Rome using Source C, an excerpt from a social studies textbook.
(optional)Part 4: Read an analysis of how The Hunger Games relates to Ancient Rome using Source D, a Britannica blog posting.
5. Show Off What You've Learned: Complete this form to demonstrate what you've learned in your research and from the book. (You will also need to reread a passage from The Hunger Games.)
6. Extend Your Learning: Don't stop there. You've got more learning to do! Select an option from the following menu:
Aim:
IWBAT connect The Hunger Games to the Greek myth of Theseus and the Minotaur, in order to explain what inspired Suzanne Collins to write The Hunger Games.
Tasks:
1. Do Now: review context clues
2. Quiz 19: context clues
3. Homework Check: Leading the Way (TFK)
4. Read Chapter 4: pp. 48-60 (1:23:53-1:48:03)
5. Inspiration for The Hunger Games: Watch a video that illustrates various things that influenced Suzanne Collins in creating The Hunger Games:
classical inspiration: Theseus and the Minotaur, Roman gladiators
contemporary inspiration: reality TV, the war in Iraq (seeing violence on TV)
6. Myth: Theseus and the Minotaur: Now that you know more about what has inspired Suzanne Collins' stories, you will explore the Greek myth that she referenced: Click Here
7. Reader's Theater: Theseus and the Minotaur: We will now read through a play that enacts a similar story to the one you just read. Many students will have a part to read. Click Here.
8. Video: Theseus and the Minotaur: If we have extra time, we will watch a video representation of the myth of Theseus and the Minotaur.
9. Connecting The Hunger Games to the Greek Myth: After you have carefully read the myth, complete your exit slip. Be sure to go back to the text(s) to find evidence to use in your answers.
If you finish early:
complete the challenge activities!
watch a video series about Theseus and the Minotaur: Part 1 / Part 2 / Part 3
Aim: IWBAT connect The Hunger Games to the Greek myth of Theseus and the Minotaur, in order to explain what inspired Suzanne Collins to write The Hunger Games.
Theseus slaying the Minotaur
Tasks: 1. Do Now: context clues with content from chapter 2 and 3 in The Hunger Games 2. Homework Check: Context Clues 3. Read Chapter 3: pp. 35-47 (0:59:12-1:23:53) 4. Inspiration for The Hunger Games: complete your classwork on this form while watching these video interviews with the author, Suzanne Collins:
Getting Personal:
Classical Inspiration:
Contemporary Inspiration:
Desensitization:
Responses to the Book:
5. Theseus and the Minotaur: Now that you know more about what has inspired Suzanne Collins' stories, you will read the Greek myth that she referenced: Click Here
Finished Early? Awesome! (as long as your work is high quality)
You may choose to read your independent reading book.
You may also choose to watch the videos below, about Theseus and the Minotaur.
Aims:
1. IWBAT align verbs with compound subjects.
2. IWBAT visualize the setting and characters in The Hunger Games.
3. IWBAT support my claims with evidence, in a small group discussion.
Tasks:
1. Do Now: Prepare for your quiz on subject/verb agreement with compound subjects!
Finished Early?On this site, review the rules and try out Applications 11 / 12 / 13 to practice your subject/verb agreement (with compound subjects) skills.
Context clues are words or phrases around an unknown word that can help a reader determine what an unknown word means. While the dictionary can be helpful, sometimes we don’t need the dictionary; we can figure it out all on our own.
There are four types of context clues:
definition clues: when a word’s or phrase’s meaning is explained immediately after the word or phrase is used
We entered the living room and sat down on the davenport, or large sofa.
davenport means large sofa
I tried a piece of cake and thought it was bland, or tasteless.
bland means tasteless
synonym (restatement) clues: when a word or phrase can be replaced by a word or phrase that we already know
In order to make the itching stop, I squeezed some of the liniment out of the bottle and rubbed it on the rash.
liniment means ointment / liquid or lotion (as medicine)
The heist was a failure for the burglars because they were caught as they tried to escape.
heist means robbery / theft
antonym (contrast) clues: when a word or phrase is later contrasted to something that is the opposite of what our unknown word means
The youngest boy was very reticent, but his older brother was quite outgoing.
reticent means shy
I am very meticulous, but she is rather reckless.
meticulous means careful and precise
examples (inference) clues: when an unknown word’s or phrase’s meaning can be narrowed down based on other words or phrases in the sentences around the word
The criminal was arrested and sent to the penitentiary for four years. While there, he could only leave his cell for a few minutes each day.
penitentiary means prison
That man’s calligraphy is quite horrible. I can barely read a word he writes; it looks like a child scribbled everywhere.
Aims:
1. IWBAT align verbs with compound subjects.
2. IWBAT visualize the setting and characters in The Hunger Games.
3. IWBAT support my claims with evidence, in a small group discussion.
Tasks:
1. Do Now: On this site, review the rules and try out Applications 11 / 12 / 13 to practice your subject/verb agreement (with compound subjects) skills.
You will retake Quiz #18 at the beginning of class tomorrow!
Aims:
1. IWBAT correctly align verbs with compound subjects.
2. IWBAT edit and publish my business letter, as the head juror, to the courtroom judge, in order to state and justify my verdict of Steve Harmon's felony murder trial in Monster by Walter Dean Myers.
3. IWBAT analyze conflicts, their resolutions, and themes in Monster.
Aims:
1. IWBAT correctly align verbs with compound subjects.
2. IWBAT revise my juror's judgment writing project, in order to add and defend against a counterargument.
Tasks:
1. Do Now: subject/verb agreement (with compound subjects)
Aims:
1. IWBAT correctly align verbs with compound subjects.
2. IWBAT compose a business letter, as the head juror, to the courtroom judge, in order to state and justify my verdict of Steve Harmon's felony murder trial in Monster by Walter Dean Myers.
3. IWBAT revise my writing, in order to improve the evidence, organization, and tone.
