Do Now

• Fill out the "Daily Check in"
• (~15-20 minutes) Finish "Self Reliance" Analyzing Argument assignment in Google classroom. Be sure to turn in
  • Annotated Copy of "Self-Reliance"
  • Socratic Discussion Notes
  • "Self Reliance" Paragraph Organizer

Agenda

• Begin reading "The Yellow Wallpaper"

Happy Halloween...

Write into the Day: What does it take to be self-reliant in today’s world?

Agenda​

• Complete the front side of the Socratic Discussion Notes sheet using the What Where Why image below to help us transform our write into the day into a response to the BIG QUESTION: What can we learn from Emerson's essay about being self-reliant in today's world?
• Held a Socratic Seminar on "Self-Reliance" by Ralph Waldo Emerson.
  
  • Remember, part of a Socratic Seminar is helping each other understand the text, so if there's a portion of it that confuses you, mark it and bring it up in class.

Do Now

• Fill out the "Daily Check in"

Skill Goals 

• I can analyze and interpret the impact of word choice on meaning using 
• I can identify and punctuate independent and dependent clauses as well as simple, complex, and compound sentences.

Assignments are posted in Google Classroom.

• Word choice assignment: "Those Sunday Mornings" Word Choice Analysis posted in Google Classroom.
• Grammar assignment: 
  • Review Grammar Notes: Independent/Dependent Clauses notes or watch the video below.

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Extra Credit!

• ​Finished up or want to boost your grade by showing Mr. Restad you get this idea of tone and word choice? Create a Google Slide show that analyzes the lyrics of one of your favorite songs for tone and word choice connotation.
• Your slide show needs to include the following:
  • SLIDE 1: An embedded video from Youtube that plays the song (must be school appropriate) or a link to the Genius.com page for that song.
  • SLIDE 2: A sentence using our sentence formula (posted yesterday) for tone interpretation that interprets the tone and meaning of your song of choice
  • SLIDE 3: A slide breaking down one of the lines of your song, showing how that lyric epitomizes the tone of the song.

Do Now

• Fill out the "Daily Check in"
• Sign up for Albert.io (for assignment tomorrow)
  • Period 2: D1T33LH3IWV4
  • Period 3: M06VIKL7IGSH
  • Period 4: SRYYXJKWD7AN
• Make a word web of at least 8 synonyms for the words "like" or "dislike"

Skill Goal

• I can analyze and interpret the impact of word choice on meaning.

Daily Agenda

• Make sure you're all signed up for Albert.io
• Review "The TIde Rises Pre-Test"
• Practiced using the following sentence formula on the poem below
  • AUTHOR
  • ADJECTIVE
  • TERM (Tone, word choice)
  • STRONG VERB! (what he or she is doing)
  • FUNCTION (why he or she is doing it)
  • 2 EXAMPLES
• EXAMPLE SENTENCE USING THE POEM BELOW: The poet Robert Service's reflective and despairing tone portrays his shifting values from a focus on money to an appreciation of nature through his use of phrases like "gold isn't all" and "hurled my youth into a grave."

"Spell of the Yukon" by Robert Service
 I wanted the gold, and I sought it,
    I scrabbled and mucked like a slave.
   Was it famine or scurvy — I fought it;
    I hurled my youth into a grave.
   I wanted the gold, and I got it --
    Came out with a fortune last fall, --
   Yet somehow life's not what I thought it,
    And somehow the gold isn't all.

   No!  There's the land.  (Have you seen it?)
    It's the cussedest land that I know,
   From the big, dizzy mountains that screen it
    To the deep, deathlike valleys below.
   Some say God was tired when He made it;
    Some say it's a fine land to shun;
   Maybe; but there's some as would trade it
    For no land on earth — and I'm one.

Do Now

• Fill out the "Daily Check in"
• Write a compound sentence with a coordinating conjunction.
  

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Today's Agenda

• Took notes on clauses and types of sentences. 
• Practices making simple, complex, and compound sentences with coordinating and subordinating conjunctions.

Resources

• Grammar Notes: Independent/Dependent Clauses
• ​Unit #3 Vocab - Grammar and Punctuation

Make sure you have a general understanding of the terms

1. Noun
2. Verb
3. Subject
4. Object
5. Clauses
6. Independent Clauses
7. Dependent Clauses
8. Simple Sentences
9. Complex Sentences
10. Compound Sentences
11. Coordinating Conjunction
12. Subordinating conjunction

Do Now

• Fill out the "Daily Check in"

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Today's Agenda

1. If needed, finish annotating "The Tide Rises". Physical copy is at the front of the class in the maroon paper organizer if you missed yesterday.
2. Complete the Google Classroom assignment: "The Tide Rises, the Tide Falls" Pre-Test" 
3. Turn in Google Classroom assignment and physical paper with annotations.
4. When finished, review and take notes on the vocabulary for our upcoming grammar unit. 
   • Grammar Notes: Independent/Dependent Clauses
   • ​Unit #3 Vocab - Grammar and Punctuation

Make sure you have a general understanding of the terms for tomorrow. 

1. Noun
2. Verb
3. Subject
4. Object
5. Clauses
6. Independent Clauses
7. Dependent Clauses
8. Simple Sentences
9. Complex Sentences
10. Compound Sentences
11. Coordinating Conjunction
12. Subordinating conjunction

Do Now

• Fill out the "Daily Check in"
• What is eudaimonia?
• Look up some of your favorite song lyrics on genius.com and be able to tell Mr. Restad what the site does.

Today's Agenda

• Fill out this unit's self-assessment form. (Done in class. )
• Annotate this article using the instructions below.
  • Your PURPOSE in reading this article is to 1) identify what the author's overall claim is about living a good life and 2) what are the author's main criticism's about society and 3) identify nuances of his argument that you agree, or disagree with.

Resources

• Check out the super dorky, but actually really good video below before you read!

ANNOTATION ASSIGNMENT - using the article linked above...

• Define at least 5 words you don’t know
• Checkmark by lines you agree or connect with. Or “-”  for things you don’t.
• "?” by anything that confuses you.
• Underline main ideas
• In the margins write at least four of any combination of the following…
  • paragraph summaries
  • questions for group discussion, and/or
  • Outside connections 

When finished, respond briefly to the prompt posted in Google Classroom.