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Coverage Lessons

Bill Malin * Coverage Lessons

12/9


Periods 1,2,6,7, Periods 3 & 4 at bottom. All groups are nice kids.


Display the 151 ITC File (copy below-Teresa will leave it up.)
Coverage Teacher Displays File
Students copy example and questions
Play DVD from last spot (ask students to help as each class is at a different point)

RMB: Period 2 Attendance is in my box

Fitzgerald’s Great Gatsby

Topic: Party Time! Part III - The Speak-Easy



In today’s class:

  1. View/Review House Party I, The Speakeasy Lunch and 

  2. if time Roof Top Dinner with Jordan. (DVD in computer)





  1. Continue taking notes using the Comparison Chart Style for the Parties (see sample below)

  2. Students will be expected to use these notes in constructing an essay later this week.


Good Questions for your notes: Who was there? What were they doing? What are three or four words that describe this party? How was this party unique? Why did Fitzgerald use this party? RMB: Find a quote that reflects the party!



Chapter 4 * The Speak-Easy Lunch

Nick, Gatsby, Meyer Wolfsheim and host of others including _______ and _______. Wolfsheim is telling Nick that Gatsby can be trusted with a married woman (movie) vs ‘There’s the kind of man you’d like to take home and introduce to your mother and sister.’ (Book:Chapter 4). Sleazy, Boozing and Corrupt Feeling. This was a unique location designed to entertain the reader who likely is not familiar with those type of places (rmb: Google Speak-Easy).  


Period 3 Interns. 

Ezekiel, Jaesha, Blessing and Emily. Student should stuff the file folders from the wall postings. Students may eat lunch during the period. Students need to be reminded to put the files back. Students can opt to work on their Bio Project at the computers in back if done with the filing.

Period 4 Advisory.

Students can do their reading either Independent, Great Gatsby or the Magazines.
At your and their discretion you may play the Gatsby Movie in the DVD.




10/29/15 * Hello all, Bill is still on jury duty but hope to be back tomorrow.


In today’s class …

(P6,P7)


Continue to use packets. Submit by end of class on loose-leaf a copy of the work you did yesterday to the coverage teacher. Most students should be finished with the anticipation guide, the questions from Act I Scene II and be working on the questions from Act I Scene III.


PLEASE DO NOT WRITE IN THE PACKETS


Copy down the questions as you work on them.

Follow the reading guide for your period (in the packet)

(Period X for AP, 6 for period 6, 7 for ect..)

AP Students please remember to keep

on top of the readings for Monday

Start with the Anticipation Guide and then proceed to questions for each scene.

Keep pace with the reading calendar

All work to be done in notebook with a loose-leaf

copy due the next class (figure 1 per lesson)

Please return the packets to the teacher as they will be used in other classes.



Instructions to the teacher

These are great kids - they should give little trouble

Talking allowed at reasonable levels

Copies of Fences in box (all copies work - students to take home)

Classlist in center draw

Bathroom Pass near door

Please collect loose-leaf copies at end of period and place in my mailbox

Remember to Collect Packets for Next Class

Have a great time.




10/28/15 * Hello all, Bill is still on jury duty and will be back soon.


In today’s class …

(P6,P7 - P4 at bottom of page)


Continue to use packets. Submit by end of class on loose-leaf a copy of the work you did yesterday to the coverage teacher. Most students should be finished with the anticipation guide, the questions from Act I Scene 1 and be working on the questions from Act I Scene II.


PLEASE DO NOT WRITE IN THE PACKETS


Copy down the questions as you work on them.

Follow the reading guide for your period (in the packet)

(Period X for AP, 6 for period 6, 7 for ect..)

Start with the Anticipation Guide and then proceed to questions for each scene.

Keep pace with the reading calendar

All work to be done in notebook with a loose-leaf

copy due the next class (figure 1 per lesson)

Please return the packets to the teacher as they will be used in other classes.



Instructions to the teacher

These are great kids - they should give little trouble

Talking allowed at reasonable levels

Copies of Fences in box (all copies work - students to take home)

Classlist in center draw

Bathroom Pass near door

Please collect loose-leaf copies at end of period and place in my mailbox

Remember to Collect Packets for Next Class

Have a great time.


Advisory Lesson (Period 4)


In today’s class …

  1. Open read using Fences, Independent reading book (bookcase),

or Magazines (shelf by the computer)

  1. Smart students use the Fences reading schedules to get-a-head.

  2. Alternate: You can share the computers at the back to look up

schools/careers at collegeboard.com and bls.gov.

  1. Rachel may come by for a visit and short chat.




December 11, 2014 *  Periods 1,2*,3,6,7
*Period 2 Interns should report to Evda and work on the short story project.
Class lists are also posted below.

Periods 1,6 * English 11 (Note: Period 6 * Teressa and or Robert will run the lessons.) 


Period 3 *  English 11

    Students are to be given reading time with Fences 15-20 minutes (Act I i-iv)

    Extra copies are in the closet near the book shelf.

Display on board :

<In their notebooks students are to begin drafting an essay called “Connections”

            Step 1 * Make a list of connections in their own life

                                    Example: People, Interests, Jobs etc. ..

            Step 2 * Find at least four connections with the main character Troy

                                    Example: His family, where he lives ect …

            Step 3 * Find quotes and page references that match

                                    Example: He loves his wife Rose (Fences I i,5)

We will be building this essay over the next week>


Period 7 * English AP

Students are reading Great Gatsby (Chapters 1-3) 

Display on board:

<Students are to read Great Gatsby - (extra copies on desk)

    They are to take notes answer the question: 

    How does Fitzgerald use literary strategies to enhance our reading experience?

        Some examples of literary strategies: 

        Theme, Setting, Plot (Rising Action), Conflict. Characterization, Mislead, 

        Symbolism, Metaphor, Foreshadow, Imagery, Dialogue, Transposition

    As part of the notes they are to maintain a running list of characters, unusual vocabulary and locations from the novel.

    Finding quotes that illustrate these strategies would enrich their grades.

    These can be written as Cornell Notes or in any acceptable note fashion and a one to two page rewrite 

    should be submitted for their portfolios.>


Thank you Bill Malin

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