THURSDAY
Witchfinder
Listen carefully for complex directions!
Which Witch is Which?
1. You will be broken into groups of FOUR.
2. Each group will select ROLES:
Leader, Reader, Speaker, Recorder
3. Write an original story using the ideas on the paper. Everyone must participate, but only the recorder will write down the story.
4. We will share a few stories with the whole class. Speaker's will read their group's stories.
5. Each group will CLOSELY read their witch story-- this requires three readings!-- (readers should do this) and then respond using the sheet attached.
6. Groups that read the same story will work together to decide on the best summary and evaluation to share with the whole class and who will share it.
7. Groups will share the story they read, and each group (original group) will fill out a "contrast and analyze" sheet for the stories they didn't read.
Now, we'll closely read an article about the history of witches. Let's use our strategy:
We will pre-read the questions and then annotate the article with purpose.
Now, we'll read a brief biography of the accused witch, Sarah Good. Next, you'll write a "testimonial" as if you were Sarah. So, as you read the bio, annotate for details you might use to inform your testimonial.
Cooperative Learning Roles
Leader- keep the group on task, manage time, make decisions
Reader- read the text aloud to the group
Speaker- share out information with the whole class when finished
Recorder- write down the group's responses
Question #3 on your AOW...
Advantages Disadvantages
WODS
This week's WODS are:
DAPPER-
ABSCOND-
THURSDAY
October 16, 2014
The Speckled Band:
Part 2
The Speckled Band
Now, we will watch a movie version (1949) of The Speckled Band. Be prepared to write a paragraph about the following:
1. How was the visual representation similar to and different from the text?
2. What additional methods did the film-maker use to: a) create mood, b) build suspense and c) make the reader aware of clues/make the solution believable.
First, let's review the six features of a good detective story.
Next, let's finish reading the story. Open your books.
Now, let's do some work with this story. I will split you into groups of 3. (9 groups of 3) Work with your group to answer the assigned questions using textual evidence. Be ready to present your answers. Only one paper needs to be turned in.
1/6 - SQ 1, 5, 13 and FD 1, 3 (explain for #3)
2/7-SQ 2,8,12 and FD 2,3 (explain for #3)
3/8-SQ 3, 4 11 and FD 4, 3 (explain for #3)
4/9-SQ 6, 9, 10 and FD 5, 3 (explain for #3)
5-SQ 7, 14, 15 and FD 2, 3 (explain for #3)
Do Now
"Justice cannot be for one side alone,it must be for both."
-Eleanor Roosevelt
Remember: It is our goal to differentiate between JUSTICE and VENGEANCE. It may be of use to try to define justice as we come to the end of this week...
So far, we've said that JUSTICE is delivered by the community (or government) while it would be considered VENGEANCE when exacted by the individual who believes it is deserved. In periods 6/7, we said that JUSTICE is when someone gets what they deserve, while VENGEANCE is when someone gets what they wronged party believes they deserve, or WANTS them to receive
"An American Childhood"
Let's continue to read the story and reflect on how Dillard created mood and revealed her purpose through the choice to use specific words and phrases.