First and fifth period continued working on inferring. We practiced making inferences with various photos, inferring what came before and after, what motivated the actors, etc. For each inference, students then had to provide evidence from the photos and evaluate each...
First and fifth periods worked on a specific application of inference: body language. We began with a starter, which we wrote in our Anne Frank diary: Write about one of the following What is body language? If you don’t know what it is, make an educated guess....
First and fifth periods began by looking at the Anne first/later impression homework from Friday. Afterward, we went over the relationship between implying and inferring, performing a close reading of four passages of The Diary of Anne Frank, act two, scene two. We...
First and sixth periods worked on the ballad, determining some of the qualities of a ballad. We’ll be using this information to begin an extended writing using the Schaffer model. Second and fourth periods went over the prologue to Romeo and Juliet. Two...
First and sixth periods looked at sound devices in poetry. First period examined “Cat!”, which is positively loaded with devices; sixth period looked at “Thumbprint” and “The Drum.” We’ll continue tomorrow. Second and fourth...
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