Today in class first and fourth periods worked on identifying direct and indirect characterization. We pulled examples from “The Old Man at the Bridge” and analyzed them to see if the author used indirect or direct characterization. Our focus standard was...
First and fifth periods worked to pull together a number of strands together: citations, direct quotes, the Schaffer model, and sentences using introductory phrases. We’re using our two-part definition of empathy from yesterday (empathy means a. sharing the same...
First and fifth periods completed yesterday’s work on adding citations to quoted sources. We also turned our attention back to “Flowers for Algernon,” reading a moving progress report that shows Charlie’s empathetic tendencies. Afterward, we...
First and fifth periods returned to the question of quotes, specifically working on in-text citations as we approach the end of “Flowers for Algernon” and begin our research project. Second and fourth periods finished up the Romeo and Juliet classwork by...
First and fifth periods continued working inserting quotes from texts into their own writing. Working in pairs, students searched for a sentence to support the claim that Charlie (from “Flowers for Algernon”) can’t spell very well. All students, with...
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here:
Cookie Policy
Recent Comments